Appoquinimink School DistrictOctober 13, 2011

Appoquinimink School DistrictOctober 13, 2011

Delaware World Language Teacher Leader

Network

Welcome and

IntroductionsWelcome and

Introductions Appoquinimink School

District

Brandywine School District

Caesar Rodney School District

Capital School District

Christina School District

Delaware Department of Education

Delaware Military Academy

Delmar School District

Milford School District

New Castle County Votech School District

Red Clay Consolidated School District

Sussex Technical School District

PART IPART I Network Vision

Network Membership and Organizational Structure

Network Board Nomination Process

Network VisionNetwork Vision

The Delaware World Language Teacher Leader Network envisions all Delaware students graduating from high-school college- and career-ready with high levels of proficiency in languages other than English. Proficiencies in world languages are life and work skills that give Delaware students a competitive edge.

Network MissionNetwork Mission The Network exists to build district capacity

to ensure that all students are leaving Delaware high schools with levels of proficiency in languages other than English that will be beneficial for them as academic or workplace skills. The Network will develop and continue to foster world language teacher leaders in districts and charter schools who will provide their districts with:

Vision and leadership regarding proficiency-focused world language learning in general;

Assistance and guidance in implementing the world language graduation requirement;

Assistance and guidance in using multiple measures of student growth for evaluation of teacher performance (DPAS II—Component 5);

An understanding of the use of data to inform instructional and programmatic decisions in order to implement appropriate interventions and set measurable goals and objectives;

Opportunities for sharing their expertise in a variety of targeted areas for world language professional learning, especially for Race to the Top world language professional learning communities (PLCs).

Guiding PrinciplesGuiding Principles

The purpose of the Network is to develop and support world language leadership in the districts and charter schools. To this end, Delaware World Language Teacher Leader Network participants will:

Liaise with their district administration about world language issues, policies and concerns to guide/lead district colleagues in the design and implementation of programs that promote high levels of world language learning as a life and workplace skill;

Refine knowledge about key issues related to world language learning such as proficiency-based learning, and can-do assessments;

Identify their dominate leadership style and understand what impact that has on how they can lead efforts in their districts and charter schools more effectively;

Develop an understanding of the seven quality types of effective leaders and how to strengthen targeted areas;

Develop a repertory of facilitation strategies to help district administration or fellow world language teachers reach consensus and/or make important decisions regarding world language learning.

Network Participation

Network Participation

Large Districts: 2 Participants

Small Districts: 1 Participant

World Language Teachers (Elementary, Middle or High School)

District Curriculum Supervisor

Network MeetingsNetwork Meetings 4 Meetings per Year:

October—New Castle County (Oct 13)

January—Kent County (Jan 12)

April—Sussex County (April 19)

July—Selection by Board Chair (July 12)

9 am-3 pm

Agendas/Parts

Minutes

Network Governance

Network Governance

Members of the Delaware World Language Teacher Leader Network will include representatives from each district and high school charter school* in Delaware who have signed MOAs to participate fully in all aspects of the Network and the Education Associate for World Languages from the Delaware Department of Education.

Network BoardNetwork Board

The World Language Teacher Leader Network will be governed by a Network Board of six people. Members of the Teacher Leader Network will approve the Network Board which will made up of one World Language Teacher Leader from each county, one district curriculum supervisor whose duties include the supervision of world language teachers, an invited university world language teacher educator (non-voting) and the DOE Education Associate for World Languages. The Board will serve a two-year term.

Network Board Purpose

Network Board Purpose

Establish and approve operating policies and practices for the Delaware World Language Teacher Network that promote the goals of improving proficiency-focused world language learning throughout the state;

Take a leadership role in developing and overseeing a strategic plan for K-12 World Language learning in Delaware, including teacher professional development; and

Promote partnerships among the state’s districts, charter schools and universities to enhance the learning of world languages K-12.

The Network Board may establish sub-committees to identify and manage projects related to the vision and mission of the Network.

Network Board Chair

Network Board Chair

The Network Board will elect from its membership a Board Chair who will serve a two-year term. A Board Chair shall not serve more than one consecutive two-year term. The Board Chair shall be responsible for collaborating with the Board and the Teacher Leader Network at large to organize the quarterly meetings, establish meeting locations, set meeting agendas and facilitate the meetings.

Board Chair-ElectBoard Chair-Elect The Network Board will also elect from its

membership a Board Chair-Elect who will serve a two-year term in preparation to become the Board Chair for an additional two-year term. The Board Chair-Elect shall be responsible for representing the Board Chair in his/her absence and shall assist the Board Chair in his/her duties as requested.

The Board Chair-Elect is the only four-year term position.

Board Nomination Process

Board Nomination Process

How do we elect the Network Board?

Process for Nominations

Procedure for Voting

Voting

PART IIPART II

World Language Leadership—Finding Your Leadership Style

Seven Quality Types of World Language Educational Leaders

World Language Teacher LeadersWorld Language Teacher Leaders

What does leadership mean in the field of world languages?

What are the diverse styles of leadership?

What are the qualities and traits of leaders?

What is my own leadership style?

How does my leadership style affect my ability to work effectively with different groups of people?

Glanz’s Five Essentials

Glanz’s Five Essentials

Everyone can lead in some way to some degree in a given situation at some time.

All leaders are not the same. Leadership styles, personalities and traits vary greatly.

No one way of leading is better than another. Each leader is talented in a different way.

Effective leaderships depends on context. Matching the right leader to a particular situation is the most important.

Effective organizations need all types of leaders. Different leaders positioned strategically throughout a school or district can contribute greatly to organizational effectiveness.

What is your leadership style?

What is your leadership style?

Leadership Quality TypesLeadership Quality Types

Primary Quality Types

DYNAMIC

ADAPTIVE

CREATIVE

Secondary Quality Types

AGGRESSIVE

ASSERTIVE

SUPPORTIVE

7 Quality Types7 Quality Types

DYNAMIC ADAPTIVE CREATIVE

AGGRESSIVEDynamic Aggressive (DAG)

Adaptive Aggressive (AAG)

ASSERTIVEDynamic Assertive (DAS)

Adaptive Assertive (AAS)

Creative Assertive (CAS)

SUPPORTIVEDynamic Supportive (DS)

Adaptive Supportive (AS)

Dynamic Aggressives

Dynamic Aggressives

Charisma and Control

Natural Leaders (CEOs, Superintendents)

Enjoy power and thrive on it

Center of all activities; may not be good listeners

Often create love-hate relationships

0.5% of the people you will meet

Famous Dynamic Aggressives:

Margaret Thatcher, Martin Luther King, Jr., Franklin Roosevelt, Saddam Hussein and Slobodan Milosovic

Dynamic AssertivesDynamic Assertives Nonconformists and Spontaneous

Personally magnetic

Intelligent and Introspective

Creators of Social Change

Creative and Process Oriented

Can be stubborn and controlling

Not always liked by Dynamic Aggressives but can be a good balance

5% of the people you work with

Famous Dynamic Assertives:

Mother Teresa, Mahatma Gandhi, Nelson Mandela, Eleanor Roosevelt and Ralph Nader

Dynamic Supportives

Dynamic Supportives

Sincere Friends

Charismatic, Warmhearted, Sincere, Reliable

Humorous and Compassionate

Bridge Dynamics and Adaptives

Willing to help others; may experience depression

May be lazy and procrastinators

Optimistic

15-20%

Adaptive AgressivesAdaptive Agressives

Resourceful, Social Aware, Goal-Oriented

“Behind-the-scenes operators”

Develop firm relationships with Dynamic Aggressives and somewhat with Dynamic Assertives

Unique ability to transform ideas into action

Lead by example

10%

Adaptive AssertivesAdaptive Assertives

Practical leadership—supervisors, managers department chairs and principals

Dependable in a crisis

Organized, neat, focused

Status-quo; traditional and predictable

Can exhibit compulsive and intolerant behavior

Clash with Dynamic Supportives and Creative Assertives

15%

Adaptive Supportives

Adaptive Supportives

Majority of teachers

Trustworthy and trusting of authority

Functional, dependable workers

Works to avoid conflict

Need to be empowered and encouraged

Respond best to Dynamic Supportives

Creative AssertivesCreative Assertives Right-Brain Problem Solvers

Introspective and Expressive

Bright, Fresh Ideas—Different View of the World

May have mood swings and unpredictable behavior

Works well with Dynamic Assertives and other Creative Assertives

5-10%

Famous Creative Assertives: Woody Allen

ContributionsContributionsLeadership Quality Contribution to Group

DynamicsDynamic Aggressives (DAG)

Vision

Dynamic Assertives (DAS)

Reform

Dynamic Supportives (DS)

Collaboration

Adaptive Aggressives (AAG)

Persistence

Adaptive Assertives (AAS) Organization Adaptive Supportives (AS)

Integrity

Creative Assertives (CAS) Imagination

RAFT ActivityRAFT Activity

R: ROLE

A: AUDIENCE

F: FORMAT

T: TOPIC

ReflectionReflection

What did you notice about the characteristics of your leadership style that either positively or negatively impacted the work of your group?

Actualizing a Leadership Role

Actualizing a Leadership Role

Leadership Style Page NumbersDynamic Aggressives (DAG)

26-27

Dynamic Assertives (DAS)

36

Dynamic Supportives (DS)

43-44

Adaptive Aggressives (AAG)

52-53

Adaptive Assertives (AAS) 60-61Adaptive Supportives (AS)

68-69

Creative Assertives (CAS) 76-77

PART IIIPART III

Delaware World Language Learning Landscape

Setting the Network Agenda

Next Steps

Upcoming Online World Language Learning Webinars

Delaware World Language Learning

Landscape

Delaware World Language Learning

LandscapeExpansion of Languages

Arabic

American Sign Language (ASL)

Chinese

Governor’s Chinese Language Initiative Red Clay Consolidated School District 2 Visiting Teachers from China Online Mandarin Chinese Language Course

World Language Graduation Requirement

World Language Graduation Requirement

2 Credits for Graduating Class of 2015

2 Credits of the Same World Language

Credits by Course Completion or Demonstrated Proficiency

Summer Language Learning

Summer Language Learning

Chinese: Sea Dragon King Summer Camp, Lewes, Cape Henlopen School District and the Department of Education, July 2011

Italian: La Mia Piazza Summer Camp, Wilmington, Red Clay School District, July 2011

Hindi: Hindi Summer Camp, Newark, Del Tech, July 2011

International Visiting Teachers

International Visiting Teachers

International Visiting Teachers (MOUs)

Spain: 10 Visiting Teachers

France: 1 Visiting Teacher

China: 2 Visiting Teachers

Greece*: 6 Visiting Teachers

Governor’s World Language Expansion Initiative

Governor’s World Language Expansion Initiative

DPAS II Component 5Student Growth Measures

DPAS II Component 5Student Growth Measures

Work Team (17 Members)

Cohort 1 Priority with ELA, mathematics, science and social studies

Work Dates: October 3-4; November 14-15;

December 6

Upcoming WebinarsUpcoming Webinars

Technology-Based Language Learning

Rosetta Stone Monday, October 17, 3:00-4:00 pm

Middlebury Interactive Languages Wednesday, October 19, 3:00-4:00 pm

Next StepsNext Steps Voting

New Board Conference Call (December)

Survey for Discussion/Network PD (PLCs)

PDMS for Registration for January Meeting

Reading Assignment from Finding Your Leadership Style and Viewing of Module 3, Influencing World Language Departments

Webinars/Report Summaries