M4 Addressing Concerns Through a Teacher Leader Initiative 2 - Copy
pptx
keyboard_arrow_up
School
American College of Education *
*We aren’t endorsed by this school
Course
5393
Subject
Communications
Date
Feb 20, 2024
Type
pptx
Pages
17
Uploaded by ChiefAnteater3726
Empowering Excellence:Through a Teacher LeaderInitiative 2
Overcoming Micromanagement, Time Constraints, Paperwork Burdens, and Disruptive Behavior in the Teaching Profession
Marion Allen
LEAD5393 Teacher Leadership
Dr. Marty Cummings
February 4, 2024
Objective
•
Cultivate collaboration among teachers to address common challenges.
•
Emphasize fostering a collaborative culture for educator development and enhanced student learning.
•
Encourage shared responsibility for creating a supportive educational environment.
Purpose
Welcome to Empowering Excellence: Discover effective strategies for the teaching profession challenges.
2
Micromanagem
ent
Fostering a Collaborative Culture Aligned to Micromanagement
•
Recognize the impact of micromanagement on educators' autonomy and morale. Explore ways to foster a culture of trust and autonomy within educational institutions.
•
Micromanagement can hinder creativity and productivity. Learn to empower autonomy and trust in your team.
3
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Disruptive Behavior
Improving Community Outreach and Collaboration Aligned to Disruptive Behavior
•
Overcome disruptive behavior through effective communication and conflict resolution techniques.
•
Foster a positive and respectful classroom environment.
•
Explore proactive approaches to address and prevent disruptive behaviors.
4
Breakout Session
Instructions for Group Activity: Discuss and prioritize the identified issues – micromanagement or disruptive behavior.
5
Discussion
Goal: Consensus on the primary concern for deeper exploration
Order 1-4 (1=Highest priority - 4=Lowest Priority)
Underline the team's final consensus
1.Micromanagement 2.Time Restraints 3.Excessive Paperwork 4.Disruptive Behavior
6
TREY
research
You will be conducting a Timed Share. Each person in the group will share their thoughts on each topic and why you feel it should be considered as a critical area to address.
Now let's come to a consensus. You will have a minute to decide and vote as a group
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
•
Create a positive classroom culture
•
Implement Restorative Practices
•
Build Strong Teacher-Student Relationships
•
Implement a Behavior Intervention Plan (BIP)
•
Utilize Positive Reinforcement
•
Establish Clear Consequences
•
Collaborative Problem-Solving
•
Provide Social-Emotional Learning (SEL) Opportunities
Disruptive Behavior
Potential strategies for resolution
7
•
Lack of Consistency in Implementation
•
Limited Teacher Training and Professional Development
•
Inadequate Resources and Support Services
•
Overcrowded Classrooms
•
Cultural and Linguistic Differences
•
Resistance from Students
•
Limited Parental Involvement
•
School Policies and Procedures
•
Underlying Mental Health Issues
•
Time Constraints
•
Resistance from Colleagues
Disruptive Behavior
Potential barriers to success
8
Breakout Session
•
Instructions for Group Activity: Discuss additional action steps and resources within the context of the teacher leadership domain for disruptive Behavior.
9
TREY
research
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Add a footer
10
Discussion
Goal: Generate a comprehensive list of additional domain-specific strategies and materials.
Additional Strategies
•
Involve Families and the Community- Some community business partners will sponsor incentives and reward programs.
Add a footer
11
•
Professional Development on Classroom Management
•
Explore innovative teaching methods and technologies to enhance student engagement and lear
ning outcomes.
•
Kagan Strategies-
engage, collaborate, movement, and music
Domain Specific Teacher Leader Roles
•
Emphasize the role of teacher leaders in improving outreach and collaboration with families and the community.
•
The teacher leader understands that families, cultures, and communities have a significant impact on educational processes and student learning.
•
The teacher leader works with colleagues to promote ongoing systematic collaboration with families, community members, business and community leaders, and other stakeholders to improve the educational system and expand opportunities for student learning.
Add a footer
12
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Breakout Session
Instructions for Group Activity: Discuss additional action steps and resources within the context of the teacher leadership domain.
13
Get into 2 circles, one inner circle and one outer circle to discuss
Add a footer
14
Discussion
Goal: Generate a comprehensive list of domain-specific strategies and materials.
Additional Action Steps
•
Involve Families and the Community
•
offer or provide resources for mental health services,social services, and prevention service options for students and their families." (Brener et al., 2001)
Add a footer
15
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Table 1
Treatment modalities for the four service formats
16
Modality
Description
Examples
# Universal Programs
# Selected Programs
# Special Programs
# Comp. Programs
Behavior
al strategie
s
Techniques, such as rewards, token economies, contingency contracts, and the like to modify or reduce inappropriate behavior.
Good Behavior Game
4
29
13
6
Cognitive
ly-
oriented
Focus on changing thinking or cognitive skills; social problem solving; controlling anger, inhibiting hostile attributions, etc.
I Can Problem Solve Coping Power Program
54
41
17
9
Social skills training
Help youth better understand social behavior and learn appropriate social skills, e.g., communication skills, conflict management, group entry skills, eye contact, “I” statements, etc.
Social skills training, Conflict
resolution trainin
g
17
26
11
11
Counseli
ng, therapy
Traditional group, individual, or family counseling or therapy techniques.
Mental health intervention; Group counseling
2
26
11
7
Peer mediatio
n
Student conflicts are mediated by a trained student peer.
Peer mediation
----
5
----
2
Parent skills training and family group
Thank You
References
Brener ND, Martindale J, Weist MD. Mental health and social services: results from the School Health Policies and Program Study. J of Sch Health. 2001;71:305–12.
Model Standards Advance The Profession. (2011). Journal of Staff Development, 32(3), 16–24.
Wilson, S. J., & Lipsey, M. W. (2007). School-based interventions for aggressive and disruptive behavior: update of a meta-
analysis. American journal of preventive medicine, 33(2 Suppl), S130–S143. https://doi.org/10.1016/j.amepre.2007.04.011
17
Empowering Excellence:Through a Teacher LeaderInitiative 2
Overcoming Micromanagement, Time Constraints, Paperwork Burdens, and Disruptive Behavior in the Teaching Profession
•
Marion Allen
•
LEAD5393 Teacher Leadership
•
Dr. Marty Cummings
•
February 4, 2024
Please take a moment to complete our survey!
Teacher Leadershi
p Initiative Survey