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

THE STIMULUS FOR CHANGE

Why Change Our Schools?

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.