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TEACHER LEADERSHIP FROM THE CLASSROOM
Session 2
Thursday, August 15, 2013
PURPOSE Learn about the Teacher Leader Model
Standards Learn about activities designed to
improve effectiveness in the implementation of standards
Learn about and apply principles of adult learning that will lead to more effective leadership.
Ultimately – greater capacity for leadership within your roles.
STRUCTURE Based on Teacher Leader Model Standards
Consider Learning
What Do We Already Know?
Determine an Action Step• Measurable and Attainable
Implement Action Step
Reflect and Refine
REVIEWING OUR NORMS
Norms Expectations
HOUSEKEEPING Taking Care of Business Follow-Up Dates – all 4:30 – 6:30 p.m.
August 15 August 22 September 19 October 3 October 17 November 7 November 21 December 12 Focus Group Scheduled between November 21
and December 12
REFLECTIONS ABOUT LEADERSHIP
CHANGE IN SCHOOLS
Panic Zone
Growth Zone
Comfort Zone
TEACHER LEADER MODEL STANDARDS
Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning Functions within this domain include
understanding and application of : adult learning theory, collective responsibility, and group facilitation.
WHY IS CHANGE SO DIFFICULT?
Teachers as Architects of Transformation In order for a person to construct a new identity,
they must learn new behaviors and must practice them regularly in order to fulfill membership in the new group and be recognized as a member by others (Holland et al., 1998; Wenger, 1998).
TRANSFORMATION
Contemplating and Imagining a Position How do you see yourself as a leader?
Enacting a New Position Maintaining Leadership despite Resistance Realizing the Results
TRANSFORMATION OF TEACHERS
Teachers as Architects of Transformation: The Change Process of an Elementary-School Teacher … “Lasting change in teacher practice is difficult
because it expects that teachers challenge and reconstruct deeply embedded practices and beliefs (Borko & Putnam, 1996; Pennington, 2005).
What does the author say about change of practice and how does that impact your work as a teacher leader?
HOW CHANGE MUST OCCUR
In Theory and in Practice Feelings of:
Fear Resistance Anxiety Anticipation Confidence Satisfaction
STAGES OF CHANGE Pre-Contemplation
Person is unaware or unwilling to change anytime soon Contemplation
Person is considering a change Maintenance
Continues to maintain behavioral change towards permanence
Action Actively doing things to change or modify behavior
Relapse Person returns to the pattern of behavior that he/she had
started to change Determination
Person is seriously considering a change in behavior and has taken steps toward that change.
CREATING OWNERSHIP
How do you create ownership among your students?
With that in mind, how do you think ownership happens with your colleagues?
TYPES OF CONFLICT RESOLUTION STYLES
Competitive Style Used to operating from a position of power
Collaborative Style Acknowledgement of all parties Understand the importance of cooperation
Compromising Style Attempt to help everyone be partially satisfied Shared Sacrifice
Accommodating Style* Goal is to meet the needs of others at their expense
Avoiding Style* Avoid conflict all together
* These styles do not typically y produce favorable results.
HEALTHY CONFLICT
Define Acceptable Behavior Establish, review and uphold norms
Hit Conflict Head-On Face tough conversations
Understand the WIIFM Factor What’s In It For Me?
The Importance Factor Decide early on how fiercely battles need to be
fought – it is a philosophy issue? View Conflict as an Opportunity
Opportunity for Growth Divergent Thinking Outside the box movement
RULES FOR PRODUCTIVE CONFLICT
Appoint a Devil’s Advocate Ask someone to look for holes in decisions being
made Find Allies Listen for what’s NOT being said
When necessary, bring an outsider in to offer input Imagine you cannot do all you would like –
what now? With different resources. Different time.
After a decision is made, declare a time to reflect and review.
DOMAIN I: COLLABORATIVE CULTURE
The responsibility for creating a collaborative culture involves much more than just facilitating the work of a group – it involves having an understanding and communicating an understanding of: adult learning theory, collective responsibility, creating a culture of diverse thinking and
listening, promoting effective interactions among
colleagues, and being able to facilitate the work of a group.
DOMAIN I: COLLABORATIVE CULTURE
What is your action step?
TEACHER LEADER MODEL STANDARDS
Domain II: Accessing and Using Research to Improve Practice and Student Learning Functions within this domain include
understanding and application of : Research of teacher effectiveness and student
learning, Analysis and interpretation of student data, to improve
student learning, Collaboration with higher education, and collecting and analyzing data to improve teaching
and learning within the classroom.