Module 1 Review

pdf

School

American College of Education *

*We aren’t endorsed by this school

Course

5383

Subject

Management

Date

Feb 20, 2024

Type

pdf

Pages

Uploaded by BailiffGuineaPigMaster1059

Slide 1 Teacher Leadership for School Improvement Module 1 Review: Teacher Leadership Structures When teachers develop their leadership skills and dispositions, they can better support school improvement initiatives and transformational change. Slide 2 Examining Teacher Leadership Frameworks Multiple leadership models are available to guide teachers. Democratic leadership: a type of leadership model in which members of the group take a more participative role in the decision-making process. Situational leadership: a leadership model in which a leader adapts the style of leading to suit the current work environment and/or needs of a team. Emergent leadership: occurs when a group member is not appointed or elected as leader, but rather the person steps forward as the leader over time within the group. Multiple leadership models are available to guide teachers. However, some are more conducive to collaborative leadership than others. Among the many models are democratic, situational, and emergent. In democratic leadership, leaders create an environment where more stakeholders have a voice in the decision-making process. Situational leadership is perhaps most effective, and it equips leaders to implement the strategies which are best suited to a particular situation. Emergent leadership happens when individuals are not appointed or elected as leaders but step forward and assume leadership roles naturally over time within a group.

Slide 3 Leadership Beyond the Classroom Teacher leaders look beyond their classroom for opportunities to take on a variety of responsibilities and expand their leadership skills. Both soft and hard skills are required. Soft skills include communicating effectively and managing difficult decisions with patience. Hard skills include the ability to present teacher training and analyze test score data. Leadership is not a fixed skill, but rather one that expands with experience and training. Teacher leaders look beyond their classroom for opportunities to take on a variety of responsibilities and expand their leadership skills. Both soft and hard skills are required. Examples of soft skills include communicating effectively and managing difficult decisions with patience. Examples of hard skills include the ability to present teacher training and analyze test score data. Leadership is not a fixed skill, but rather one that expands with experience and training. Slide 4 Leadership Through Action Research The roles of classroom supporter, mentor, resource provider, and change agent provide teachers with opportunities to practice their leadership skills. As a classroom supporter, a teacher may demonstrate instructional techniques for fellow teachers. Instructional support may occur through coteaching with a colleague or mentoring a colleague. Sharing or providing instructional materials to colleagues is a common way of acting as a resource provider. Individual or collaborative action research is an excellent way to serve as a change agent and transform classroom practices and schoolwide processes. The roles of classroom supporter, mentor, resource provider, and change agent provide teachers with opportunities to practice their leadership skills. As a classroom supporter, a teacher may demonstrate an instructional technique. Instructional support may occur through coteaching with a colleague or mentoring a colleague on how to present certain content. Providing instructional materials to colleagues is a common way of acting as a resource provider. Individual or collaborative action research is an excellent way to serve as a change agent and transform classroom practices and schoolwide processes.

Slide 5 Teacher Leaders as a Voice for Teachers Teacher leaders can bring concerns to a school administrator on behalf of their colleagues. Report concerns and issues to share classroom teacher’s perspective. Convey information from an administrator in a way more readily received by instructional peers. May be able to better express why a particular strategy is appropriate to the classroom and school. Teacher leaders can bring concerns to a school administrator on behalf of their colleagues. When they report concerns and issues, they share the classroom teacher’s perspective. A teacher leader can also convey information from an administrator in a way that will be more readily received by their instructional peers. Depending on the administrator’s style of leadership, a teacher leader may be able to better express why a particular strategy is appropriate to the classroom and school.

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

Module 1 Review

Related Documents