Module 5-4 Reflective Practices for Teacher Leaders
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American College of Education *
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Feb 20, 2024
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© 2021 AMERICAN COLLEGE OF EDUCATION 1 Module 5: Collective Teacher Leadership Part 4 Transcript: Reflective Practices for Teacher Leaders NOTES The greater the level of self-reflection, the greater the level of positive change. Self-reflection includes examining what teachers do well in practice and areas for growth. To better assist students, teachers must sustain useful practices and reduce or eliminate ineffective ones. Being a true teacher leader means becoming a role model for school staff. Self-reflection, like change, can be uncomfortable. But rather than just being told where you need to improve, realizing areas for improvement in the process of self-reflection can have a much greater, more lasting impact. Teacher leaders make a conscious decision to push themselves to do more in setting and achieving both short- and long-term goals. They take on new challenges and are confident in their ability to lead. Let’s look at a very practical example. Telephone calls to parents and guardians are no longer effective, but newer methods for reaching them have created a technology gap among stakeholders. Many parents and guardians don’t know how to log into a chatroom for virtual meetings, some students don’t know how to navigate an online course, and many teachers struggle with both. In this scenario, a teacher leader who steps forward as a technology expert becomes a great resource to multiple school stakeholders. Multiple opportunities open for the teacher leader to make a difference in the lives of stakeholders and the school. Students’ learning outcomes are linked with teachers’ effectiveness. When teachers are better equipped, they do a better job equipping their students to succeed academically (Lumbanraja & Reynoso, 2019). One way for teacher leaders to become better equipped to serve others is to expand their knowledge and skills and reflect on their growth as they do. Among the avenues for continued growth are: •
reading and sharing educational literature, •
attending voluntary training,
© 2021 AMERICAN COLLEGE OF EDUCATION 2 NOTES •
engaging in action research, •
leading professional development, •
inviting other teachers to observe your instruction and provide feedback, •
working closely with the administrative team on school projects, and •
volunteering to serve on the school improvement planning team. As you continue your journey to grow as teacher leaders, reflect on ways you can engage in both formal and informal leadership to support your school’s mission and vision through the school improvement plan.
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