View
54
Download
0
Category
Tags:
Preview:
DESCRIPTION
EDU
Citation preview
Concept of Teacher Leadership and School Leaders
Inspire and influence
students through expert
and referent power but
never coercive power
Empower students and
get them to do things of
which they did not think
they were capable
Engage in
administrative duties
related to teaching and
learning
Disseminator of
knowledge and skills
Role model to the
students
Upholds moral
values and
humanitarian
principles
Concept
Set of skills demonstrated by
teachers who continue to teach
students but also have an
influence that extends beyond
their own classrooms to others
within their own school and
elsewhere.
Roles
Personalities
Knows his students well
Kind and respectful
Has high standards and
expectations coexisting
with encouragement,
support and flexibility
Encourages
diversity and
individuality in
students.
Innovator, creative,
resourceful
Teacher
Leadership
Running co-curricular
activities
Attending/facilitating
professional
development
activities
Concept of Teacher Leadership and School Leaders
Roles of Teacher
Leadership
Resource
Provider
Instructional
Specialist
Curriculum
Specialist
Classroom
Supporter Learning
Facilitator
Mentor
School
Leader
Data
Coach
Catalyst for
Change
Learner
Helps colleagues by
sharing instructional resources
Helps colleagues implement
effective teaching strategies
Agree on standards, follow the adopted curriculum, use common pacing charts, and
develop shared assessments.
Works inside classrooms to help teachers implement
new ideas
Facilitates professional learning opportunities among
staff members
Serves as role models; acclimate new teachers to a new school; and advise new
teachers about instruction, curriculum, procedure, practices, and politics.
Shares the vision of the school, aligns his or her professional goals with
school and district & shares responsibility for the success
of the school as a whole.
Leads conversations that engage peers in analyzing and using data to strengthen instruction
Visionaries who are never content with the status quo but rather always
looking for a better way
Models continual improvement &
demonstrate lifelong learning
Concept of Teacher Leadership and School Leaders
School Leaders Concept
Personalities
Roles Great determination
Provide instructional
leadership
Principals are more than just
administrative leaders. They are
instructional leaders who focus
on improving the quality of
teaching and learning in their
schools.
Drive overall school
performance
Split time fairly evenly
across instructional
and administrative
activities
Lead the schools and
students towards
success.
Have great vision
Improve instruction to
enable teachers to
teach at their best and
students to learn to
their utmost.
Manage people, data
and processes to
foster school
improvement
Cultivating
leadership in others
Establish a schoolwide
vision of commitment to
high standards and the
success of all students.
Create a climate
hospitable to
education
Great judgment
Optimistic and resilient
Confident communicators
Concept of Teacher Leadership and School Leaders
5 Key Functions of School Leaders
Shaping a vision of
academic success for all
students
Creating a climate
hospitable to education
Cultivating leadership in
others
Improving instruction
Managing people and data to foster
school improvement
Establish a schoolwide
vision of commitment to
high standards and
success of all students
Ensure that schools allow both adults
and children to put learning at the
center of their daily activities
Emphasise research-based
strategies to improve teaching &
learning and initiate discussions
about instructional approaches
Encourage the
development of leadership
across the organisation
Nurture and support
staff members
People
Data a means not to pinpoint
problems but to
understand their nature
& causes
Steps taken by the
Ministry of
Education to make
teaching as a first
choice profession
Introduce a new Teacher Career Package
Reason
To change the way teachers
are selected, developed and
rewarded throughout their
entire careers.
Measures taken
Raising and enforcing entry standards into
teacher training programmes
Improving the effectiveness of pre-service
and continuous professional development
Developing exciting new career pathways that support fast-tracking based on
performance and competencies, along with opportunities for redeployment for consistent
underperformers
Focus on raising
professional standards,
improving support systems
and working environments
Wave 1 (2013 - 2015): Improving
standards and support systems
Raising entry
standards for
teacher trainees
and new intakes
Strengthening the
link between
performance and
competencies
Improving working
conditions for
teachers
Emphasising
continuous
professional
development
Wave 2 (2016 - 2020): Enhancing
career pathways and progression
Further developing of pre-service training
and recruitment systems
Enhancing career
pathways
Revamping career
progression
Wave 3 (2021 - 2025): Creating a peer-led culture of professional
excellence
The Roadmap:
Transforming the
teaching profession
into a profession of
choice
Redeployment options for
consistently underperforming
teachers.
Focus on raising standards by
improving the quality of pre-
service training programmes
and ensuring that only the best
graduates are recruited into the
teaching profession
4 Measures taken
See the roll-out of enhanced
career pathways that offer
different specialties for teachers
and faster progression for high
performing teachers
3 Measures taken
Focus on ensuring that all teachers fully utilise the flexibilities accorded to them in prior Waves over
professional issues related to curriculum timetabling and lesson organisation, pedagogical approaches and school-based assessment.
Wave 1 (2013 - 2015): Improving standards and support systems
Raising entry standards
for teacher trainees and
new intakes
Strengthening the link
between performance
and competencies
Emphasising continuous
professional
development
Improving working
conditions for
teachers
Only select teacher trainees from the top 30% of any graduating class.
Reduce size of intake if fewer qualified candidates.
ensure that comparable entry standards are set.
Put in place more stringent standards for graduation.
Gradually scaling back the annual intake of
approximately 15,000 teachers by up to 50%
over the next five years.
Improve quality of teachers with a clear articulation of
what excellence in the teaching profession looks like
Identify which areas teachers need support in and provide
targeted support
Develop a single instrument that clearly articulates the competencies expected of teachers of different tenure levels across 4 dimensions:
Teaching & Learning
Professional Values
Non-classroom Activities
Professional Values
Build up portfolio of training programmes
Some modules cover fundamental competencies
Ex: Pedagogy to support students HOT
Focus more on school-based learning programmes
2 initiatives launched in January 2013
e-Guru video library of exemplary teaching
School Improvement Specialist Coaches
(SISC+)
Undertake 2 main actions
Streamlining existing data collection & management systems to eliminate duplication of data requests
3 databases
SAPS
SPPBS
SIS
Explore ways of addressing the issue of overcrowding in schools with average class sizes
that are larger than 35 students.
Wave 2 (2016 - 2020): Enhancing career pathways
and progression
Further Developing of
Pre-service Training
and Recruitment
Systems
Revamping Career
Progression
Enhancing Career
Pathways
Review the pre-service teacher training curriculum in IPGs to
ensure that teachers are being adequately prepared to teach the
21st Century Skills
Improve the consistency and quality of teachers practicum
experience
In terms of
Increasing time spent on practicum
training
Engaging experienced teachers with
strong mentoring skills to supervise trainees.
Formalising 3 different tracks
A teaching track for teachers who wish to stay focused on teaching students
Leadership and management track for teachers who wish to take up leadership positions, whether at the
school, district, state or federal levels
a subject matter expert track for teachers who wish to become teacher coaches and trainers, IPG and
IAB lecturers, or curriculum and assessment developers
High-performing teachers are expected to progress from DG41 to DG54 within a
much shorter time frame compared to the current 25 years
Extra credit will be given to teachers who successfully complete short, three-to-five year deployments in rural and/or under-
performing schools
Launch a transition scheme for teachers who perform poorly for three consecutive years despite the provision of intensive
support
Redeploy teachers to other functions within the school such as
administration, discipline management, or co-curricular
management
Explore different retraining options to ensure that teachers are set up
for success in their new chosen role
Wave 3 (2021 - 2025):
Creating a peer-led
culture of
professional
excellence
By 2021, all elements of the new
Teacher Career Package are
expected to be in place
Focus on ensuring that all teachers fully
utilise the flexibilities accorded to them in
prior Waves over professional issues
Related to
Curriculum timetabling
Lesson organisation
Pedagogical approaches
School-based assessment
Consider setting up a certification
scheme that is linked to the mastery
of the teacher competencies set out
in Wave 1
To create a peer-led culture of professional excellence
Wherein teachers
Mentor and inspire one another
Share best practices
Hold their peers accountable for meeting professional
standards
Aspiration
Recommended