62
TEACHER LEADERSHIP FROM THE CLASSROOM Session 1 Monday, July 29, 2013
TEACHER LEADERSHIP FROM THE CLASSROOMSession 1Monday, July 29, 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
HOUSEKEEPING Taking Care of Business Data Collection
Pre/Post Surveys Focus Groups
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
EVOLUTION OF TEACHER LEADERSHIP When you think of your own school
experiences – did you see teachers in leadership roles? What did they look like?
Teacher Evolution occurred in 3 Phases Department Heads – Managerial Team Leaders and Curriculum Developers Avenue for Second-Order Change
Mentors, Professional Development, Engage in problem-solving
We have not provided experiences and leadership for teachers to engage in systemic change as teachers, but rather as future administrators.
WHY TEACHER LEADERSHIP? When principals and teachers share
leadership, it results in stronger working relationships among teachers as well as higher student achievement (Wallace Foundation).
Leadership is directly tied to improved student learning. (Leithwood and Jantzi, 2008).
Greater sustatainability for school-wide reforms and staff buy-in, more specifically within Professional Learning Communities. (Griffin, 1995; Weiss & Cambone, 2000)
WHY TEACHER LEADERSHIP? Belief in leadership Understanding of School Reform Lack of opportunities for leadership Leadership ≠ Administration
CHANGE IN SCHOOLS
CHANGE IN SCHOOLS
Panic Zone
Growth Zone
Comfort Zone
BARRIERS TO TEACHER LEADERSHIP Development of Leaders Improving Self-Confidence of Leaders Time for Leaders Defined Roles and Priorities within Schools
FOUNDATION FOR COURSE Distributed Leadership Theory Formative Leadership Theory Adult Learning Theory
THEORIES FOR LEADERSHIP DEVELOPMENT Distributed Leadership Theory
Holistic look at leadership Formative Leadership Theory
Many leadership roles within a school that are filled collectively
Leadership principles
FORMATIVE LEADERSHIP PRINCIPLES Team Learning Teachers are viewed as leaders and principals as
leaders of leaders Trust should drive working relationships Leaders should encourage and support innovation and
creativity rather than demand conformity and compliance
Focus on people and processes Be customer-focused and servant-based Create networks that foster two-way communication Requires proximity, visibility Empowers others to do the work Requires the ability to operate in an environment of
uncertainty
THEORIES FOR LEADERSHIP DEVELOPMENT Distributed Leadership Theory
Holistic look at leadership Formative Leadership Theory
Many leadership roles within a school that are filled collectively
Leadership principles Adult Learning Theory
Five Beliefs about adults as learners Being able to direct their own learning Use life experiences as a resource for learning Learning needs related to social roles Problem-centered and desires immediate application Motivated internally rather than externally
LIKE IT OR NOT, YOU ARE A LEADER!
WHY DO WE NEED TEACHER LEADERS?
Teaching is a flat profession. Teacher tenure is longer than administrator
tenure. Demands of modern-day principals are
impossible to meet. Principals have limited expertise.
School Improvement depends on the active involvement of teacher leaders.
• Danielson, Charlotte (2007), The many faces of leadership. Educational Leadership 65(1)
WHAT QUALITIES ARE NECESSARY? On a post-it, write down the qualities that are
necessary in order to be a successful teacher leader and post them on chart paper at your table.
DEVELOPING FACILITATING LEADERS What Qualities and Skills are required?
Formal and Informal Leadership Litmus test: can you mobilize people’s
commitment to putting their energy into actions designed to improve things?
• - Michael Fullan (2007), Leading in a Culture of Change
Skills: Collaboration, consensus-builder, respected for profession, understand high-leverage skills and impact
Qualities: Open-minded, optimistic and enthusiastic, confident, able to persevere.
THE ROLE OF A TEACHER LEADER In your Team:
Coordinate and facilitate Lead Change Maintain focus Understand and secure resources
In your School: Larger influence Lead Change Collective responsibility
Beyond our School: Representative in the district Advocate for education
CONDITIONS FOR TEACHER LEADERSHIP Safe environment for risk taking Encouragement of leaders Absence of the ‘tall poppy syndrome’ Opportunity to learn leadership skills
Group collaboration and facilitation Curriculum planning Instructional improvement Data, Assessment Design
REFLECTIONS ABOUT LEADERSHIPBreak
TEACHER LEADER EXPLORATORY CONSORTIUM History of Teacher Leader Model Standards Overview of the Standards
TEACHER LEADER MODEL STANDARDS Domain
I: Fostering a Collaborative Culture to Support Educator Development and Student Learning
Domain II: Accessing and Using Research to Improve Practice and Student Learning
Domain III: Promoting Professional Learning for Continuous Improvement
Domain IV: Facilitating Improvements in Instruction and Student Learning
Domain V: Promoting the Use of Assessments and Data for School and District Improvement
Domain VI: Improving Outreach and Collaboration with Families and Community
Domain VII: Advocating for Student Learning and the Profession
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.
TEACHER LEADER MODEL STANDARDS Domain II: Accessing and Using Research to I
mprove 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.
TEACHER LEADER MODEL STANDARDS Domain III: Promoting Professional Learning f
or Continuous Improvement Functions within this domain include :
Collaborating with administrators and colleagues to plan professional learning;
Facilitating professional learning among colleagues; Using technologies to promote collaborative and
differentiated professional learning; Working with colleagues to collect data related to
professional learning; Providing constructive feedback to strengthen teaching
practice and improve student learning; Using information about emerging trends in education
to plan professional learning.
TEACHER LEADER MODEL STANDARDS Domain IV: Facilitating Improvements in Instructi
on and Student Learning Functions within this domain include :
Facilitating the collection, analysis and use of classroom and school-based data to identify opportunities to improve curriculum, assessment, school organization and school culture.
Engaging in reflective dialogue with colleagues based on observation of instruction, student work, and assessment data
Supporting colleagues individual and collective reflection and professional growth serving as a mentor, coach, and content facilitator
Serving as a team leader Using knowledge of emerging and existing technologies to
guide colleagues Promoting instructional strategies that address issues of
diversity and equity
TEACHER LEADER MODEL STANDARDS Domain V: Promoting the Use of Assessments
and Data for School and District Improvement Functions within this domain include :
Increasing the capacity of teachers to utilize multiple assessment tools aligned to state and local standards;
Collaborate with colleagues in the design, implementation, scoring and analysis of assessment to improve student learning;
Creating a climate of trust and reflection in order to engage colleagues in challenging conversations regarding student data;
Working with colleagues to use assessment findings to promote changes in instruction that positively impact student learning.
TEACHER LEADER MODEL STANDARDS Domain VI: Improving Outreach and Collabor
ation with Families and Community Functions within this domain include :
Using knowledge of different ethnicities and cultures to promote effective interactions among colleagues , families and the larger community;
Modeling effective communication and interaction with families and other stakeholders;
Facilitating colleagues self-examination of their own understanding of community culture and diversity and developing culturally responsive strategies to enrich educational experiences of students;
Developing shared understanding of diverse educational needs of families and community.
TEACHER LEADER MODEL STANDARDS Domain VII: Advocating for Student Learning
and the Profession Functions of the teacher leader include:
Sharing information with colleagues and/or district regarding local, state and national trends and the impact on education;
Working with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students;
Collaborating with colleagues to select opportunities in which to advocate for the rights of students;
Advocating for access to professional resources; Representing and advocating for the educational
profession outside of the classroom.
REVIEWING THE TLMS What did you notice about the TLMS? What surprised you? What are you looking forward to learning?
REVIEWING THE TLMS Several skills are prevalent throughout the
Teacher Leader Model Standards Facilitation and group work Understanding of group roles Establishment of trust among team members
(reflective/constructive conversations)
BREAK
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, diversity and creating an inclusive culture and being able to facilitate the work of a group.
What is the difference between a group and a team?
DOMAIN I: COLLABORATIVE CULTURE Understanding of a Team
What do you believe defines a team? A group of people who are working interdependently to achieve
a common mission. A group of people with a full set of complementary skills
required to complete a task, job, or project. Team members (1) operate with a high degree of
interdependence, (2) share authority and responsibility for self-management, (3) are accountable for the collective performance, and (4) work toward a common goal and shared rewards(s). A team becomes more than just a collection of people when a strong sense of mutual commitment creates synergy, thus generating performance greater than the sum of the performance of its individual members. (Businessdictionary.com)
A number of persons associated together in any work.
DOMAIN I: COLLABORATIVE CULTURE What we Learn from the Apollo Syndrome
Dr. Meredith Belbin Described how teams that contained high-performing
individuals performed poorly Why?
They spent excessive time in abortive or destructive debate, trying to persuade other team members to adopt their own view, and demonstrating a flair for spotting weaknesses in others' arguments. They had difficulties in their decision making, with little coherence in the decisions reached (several pressing and necessary jobs were often omitted). Team members tended to act along their own favorite lines without taking account of what fellow members were doing, resulting in teams that were difficult to manage. In some instances, teams recognized what was happening but over compensated - they avoided confrontation, which equally led to problems in decision making.
DOMAIN I: COLLABORATIVE CULTURE Foundations of Teams
Two-way trust that allows for open and honest communication
Accepting collective responsibility Identifying and removing inhibitors
DOMAIN I: COLLABORATIVE CULTURE – BUILDING TRUST
DOMAIN I: COLLABORATIVE CULTURE Promoting Effective Interaction Among
Colleagues Building Trust
Small Moments ‘Costs of Trust’
DOMAIN I: COLLABORATIVE CULTURE Costs of Trust
High Cost of Low Trust Lower Morale Lower Productivity People ‘Quit’ but Stay Higher Turnover
Elements of Trust Able Believable Connected Dependable
Teamwork
DOMAIN I: COLLABORATIVE CULTURE Foundations of Teams
Two-way trust that allows for open and honest communication
Accepting collective responsibility Identifying and removing inhibitors
DOMAIN I: COLLABORATIVE CULTURE Strategies for Communication
Active Listening Focused communication
DOMAIN I: COLLABORATIVE CULTURE Promoting Effective Interaction Among
Colleagues
DOMAIN I: COLLABORATIVE CULTURE Strategies for Communication
Active Listening Focused communication Approach the conversation as you would want to
be approached (i.e. The Golden Rule)
DOMAIN I: COLLABORATIVE CULTURE Collective Responsibility
Positive results of teachers taking collective responsibility for student learning are linked to higher achievement gains and more equitable distribution of achievement in disadvantaged social groups (Lee & Smith, 1996). Collective responsibility has also been linked to other variables such as
teachers’ participation in professional community where participants take joint responsibility for monitoring the quality of instruction, pedagogy and student learning outcomes (Bolam et al, 2005).
Teachers’ collective responsibility for performance has been reported as teachers’ offering assistance to colleagues in matters of instruction,
volunteering for additional assignments, and contributing extra effort in creating opportunities for student learning (Kruse 1995). Collective responsibility is also related to relational trust (Bryk & Schneider, 2002; Van Maele & Van Houtte, 2009).
DOMAIN I: COLLABORATIVE CULTURE Strategies for Collective Responsibility
Analyze and reflect upon teaching practice Joint construction of classroom and assessment
tasks Engaging in a collective struggle Providing structures that allow for ownership of
all students learning
DOMAIN I: COLLABORATIVE CULTURE Adult Learning Theory
being able to direct their own learning, life experiences that serve as a resource for
learning, has learning needs relates to social roles, problem-centered and desires immediate
application, and motivated internally rather than externally.
(Merriam, 2001)
DOMAIN I: COLLABORATIVE CULTURE Group Facilitation
DOMAIN I: COLLABORATIVE CULTURE Group Facilitation
Facilitating the work of a group ensures that the group will foster democracy, responsibility, cooperation, honesty, egalitarianism.
Stages of Facilitation Entry Observation and Listening Intervention Task Accomplishment
It’s also important to understand the stages of group development.
DOMAIN I: COLLABORATIVE CULTURE Stages of Group Development
Forming Orientation and Purpose
Storming Organizational Concerns Rules/Limits of the work
Norming Sharing of ideas, sense of cohesiveness Tension over conflicting conversations, but not long-
lasting Performing
Problem-solving and consensual decision-making Hidden agendas disappear
DOMAIN I: COLLABORATIVE CULTURE Stages of Group Development
Forming Orientation and Purpose
Storming Organizational Concerns Rules/Limits of the work
Norming Sharing of ideas, sense of cohesiveness Tension over conflicting conversations, but not long-
lasting Performing
Problem-solving and consensual decision-making Hidden agendas disappear
DOMAIN I: COLLABORATIVE CULTURE Storming
Organizational Concerns Rules/Limits of the work
How do we make Storming effective? Assigning roles Shared Leadership Clear communication regarding process and
outcomes
DOMAIN I: COLLABORATIVE CULTURE Creating an understanding of diversity and
an inclusive culture How do you define diversity?
Breaking Stereotypes How do we address issues of diversity and
culture? Starting the conversation Learning about the various cultures and understanding
their oppression Invite conversations about differences in cultures,
values, beliefs Recognizing differences and incorporating them into
conversations about teaching and learning
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, diversity and creating an inclusive culture and being able to facilitate the work of a group.
DOMAIN I: COLLABORATIVE CULTURE Strategies for Creating a Collaborative
Culture Strategies for Communication
Active Listening Focused communication Approach the conversation as you would want to be
approached (i.e. The Golden Rule) Strategies for Collective Responsibility
Analyze and reflect upon teaching practice Joint construction of classroom and assessment tasks Engaging in a collective struggle Providing structures that allow for ownership of all
students learning
DOMAIN I: COLLABORATIVE CULTURE Strategies for Creating a Collaborative Culture
Principles of Adult Learning being able to direct their own learning, life experiences that serve as a resource for learning, has learning needs relates to social roles, problem-centered and desires immediate application, and motivated internally rather than externally.
Stages of Group Development (Storming) Assigning roles Shared Leadership Clear communication regarding process and outcomes
Elements of Trust Able Believable Connected Dependable
DOMAIN I: COLLABORATIVE CULTURE Strategies for Creating a Collaborative
Culture Strategies for addressing viewpoints of diversity
Welcoming perspective of others Learning about the various cultures and understanding
their oppression Invite the conversations about differences in cultures,
values, beliefs Recognizing differences and incorporating them into
conversations about teaching and learning
DOMAIN I: ACTION STEP
Consider Learning
What Do We Already Know?
Determine an Action Step• Measurable and
Attainable
Implement Action Step
Reflect and Refine
DOMAIN I: COLLABORATIVE CULTURE
What is your action step?
DOMAIN I: COLLABORATIVE CULTURE Develop an action step for implementation –
reflect on your action step Complete surveys #5-7
See you on August 15!!
