Teacher Leadership: Ideology Teacher Leadership: Ideology and Practiceand Practice

Teacher Leadership: Ideology Teacher Leadership: Ideology and Practiceand Practice

Ann Lieberman

Ellen R. Saxl

Matthew B. Miles

By: Jeffrey Buchanan

Helen Reyes

EDUC 740

Portfolio Table of Contents

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Why do we need Why do we need teacher-leaders?teacher-leaders?

• To foster collegiality and commitment

Exodus 18Exodus 18

• Moses and father-in-law, Jethro

• Taught them

• Empowerment

• Delegation

Philosophical BaseCol: 2:8EpistemologicalEthicalAxiologicalAesthetics

Acceptance/Rejection (I Cor. 2:14-16)

& Application

Nature of Man Trinitarian (See Chart One)

Christ the Creator (Colossians 1:14-16)

&Individuals Under Lordship (Phil. 2:9-11)

YEC Worldview Beliefs

Evolutionary Worldview Beliefs Consequences: Romans 1

Diagram A Interaction of the Worldview Model Components

Dr. Steve Deckard

• Biblical references to leadership and examples:• Christ as a leader:

– Compassionate– Servant

• Christian leaders are continual learners. Proverbs 10:14 Wise men store up knowledge, but the mouth of a fool invites ruin

• Christ led his apostles by serving them (washing their feet). Paul says we are to serve. Ephesians 6:7 although this was written about a slave/master relationship it applies to this situation. Serve wholeheartedly as if you were serving the Lord, not men.

• Christian leaders model appropriate values. Philippians 4:9 Whatever you have learned or received or heard from me, or seen in me – put it into practice. And the God of peace will be with you.

• That modeling will not always be immediately accepted by those being led. Romans 12:12-13 Be joyful in hope, patient in affliction, faithful in prayer. Share with God’s people who are in need. Practice hospitality

• A leader should listen sympathetically to those he leads. I Peter 3:8 Finally, all of you, live in harmony with one another; be sympathetic, love as brothers, be compassionate and humble.

Key termKey term

Teacher leader- Is characterized by a way of thinking and

acting that is sensitive to teachers, to teaching and to the school culture.

Key QuoteKey Quote“The gain is mostly in the personal and professional learnings of the leaders themselves: the technical

learnings about teachers, instruction, and curriculum; the social learnings about schools as social systems, including how to build collegiality and manipulate the system to help teachers do a better job; the personal learnings about their own professional competence as they learn new skills and abilities and find new approaches to being a leader among

their peers; and even, in some cases, the satisfaction of learning how to create structures that alter the culture of

the school.” (Liberman, Saxl, & Miles, p. 363-364, in Jossey-Bass on

Educational Leadership).

Analysis of QuoteAnalysis of Quote

• Change in perspective

• Old school – New culture

• Embrace new challenges, solutions

Think About the QuoteThink About the Quote• How can these gains among the leaders

themselves help the entire faculty?

• How can one be accepted as both a leader and a peer?

• How does this relate to Sergiovanni’s transformational leadership components?

Teacher-Leader SkillsTeacher-Leader Skills

• Broad range of teaching skills• “Master teachers”• Curriculum background• Life-long learners• Risk-takers• Strong• Caring• Compassionate

Building ColleagueshipBuilding Colleagueship

• Building trust and rapport• Organizational diagnosis• Dealing with process• Using resources• Managing the work• Building skill and confidence in others

Issues or ProblemsIssues or Problems

• Technical learnings• Social learnings• Personal learnings• Initial hostility• Conflict of being peer and expert• Negotiation from position of leadership

On the job learningOn the job learning

• Learning about school culture.

• Learning how to gain acceptance from teachers/principals.

• Self-learning.

Key Quote

“The gain is mostly in the __________ and __________ learnings of the leaders themselves: the __________ learnings about teachers, instruction, and curriculum; the __________ learnings about schools as social systems, including how to build collegiality and manipulate the system to help teachers do a better job; the __________ learnings about their own professional __________ as they learn new skills and abilities and find new approaches to being a leader among their peers; and even, in some cases, the __________ of learning how to create structures that alter the culture of the school.”

Analysis of the quoteAnalysis of the quote

• How can these learnings benefit the entire organization?

• What difficulties can be associated with gaining these learnings?

• How does this relate to Sergiovanni’s transformational leadership components?

Proverbs 18:13Proverbs 18:13

He that answereth a matter before he heareth it, it is folly and shame unto him.