3. Interacting with you during the
course, and
Learning as much from you as I
hope you will learn from me
Your full participation is what
will make this course “happen”
for us so, Let’s get
started !
4. TeacherLeadership is an emerging concept
that emphasizes the critical role of classroom
teachers in helping schools become more
successful in improving student performance
and overall school improvement .
5. This course aims to:
Provide participants with the
knowledge, skills and dispositions to
influence school culture, facilitate
excellence in practice, build successful
teams and improve student achievement.
Provide participants with an opportunity to
develop and practice their leadership skills
through implementing a mini-project
designed to improve student, teacher or
organizational learning.
6. At the end of this course participants should
be
able to:
Present a rationale for teacher leadership.
Analyze organizational factors that influence
teacher leadership.
Demonstrate relationship building skills
needed to function professionally as a
teacher leader
Design, organize, and conduct focused
professional development activities
7. Conduct a range of teacher leadership
activities including modelling best
instructional practices, preparing position
papers, being an advocate, encouraging
community involvement & partnerships
Conceptualise, plan, execute and reflect on
a small-scale improvement project
Synthesize, analyse and apply the
principles, theory and skills learnt in this
course to their work in a professional setting
8. Unit 1: The Nature of Teacher Leadership
Understanding the purpose and contexts of
teacher leadership
Continuum of teacher growth and
development
Roles, responsibilities and realities:
organizational and cultural opportunities and
barriers
Critical issues for teacher leaders
9. Unit 2: Domains of Influence
Teaching and learning
School-wide policies and programmes
Community relations
How teacher leaders make a difference
Self-assessment: Developing a professional
identity as a teacher leader.
10. Unit 3: Knowledge, Skills and Attitudes
Important for Teacher Leadership
Organisational diagnosis
Expertise in pedagogical content knowledge
Influencing tactics
Building human relations:
communication, trust and rapport
Creating a vision for improved
practice, engendering commitment
Group dynamics, team building and
collaborative structures
Shared decision-making
11. Unit 4: Teachers Leading Learning in
Communities of Practice
Professional Development within Learning
Communities
Leading and shaping the contexts and processes
of professional learning
Characteristics of learning communities
Energizing and maintaining learning communities
in schools
The role of critical friends and peer group
feedback
Coaching and mentoring
12. Instructional Leadership
Analysing the setting to resolve programmatic and
instructional problems
Reviewing school/department instructional practices
against benchmarks of best practice
Data-driven and research-driven decision making
Using classroom-based action research to inform practice
The Master Teacher process
13. Unit 5 Facilitating School Improvement
Leading site-based school improvement
initiatives, accreditation and other exercises
Collaborating with parents and the wider
school community
Advocacy activities, Union work etc
14. Lecture/Discussion;
Role play;
Group presentations;
Case study analysis;
Field exercises;
Independent study;
Self and peer evaluation
15. This course will be assessed by coursework only
and will include
examination of teacher leadership literature e.g.
critical review, reaction paper, position paper
(20% - 2000 words)
portrait of an effective teacher leader in
practice (25% - 2500 words)
an action plan and oral presentation of a mini-
project that involves leading others and supports
the attainment of an objective in the
school/department improvement plan. (I5% -
1500 words)
a „teacher leader‟ report or a written portfolio
based on the mini-project to demonstrate the
breadth and depth of their growth and learning
