Interacting with you during the course, andLearning as much from you as I hope you will learn from meYour full participation is what will make this course “happen” for us so, Let’s get started !
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 .
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.
At the end of this course participants should beable 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
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
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
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.
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
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
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
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
Lecture/Discussion; Role play; Group presentations; Case study analysis; Field exercises; Independent study; Self and peer evaluation
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