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(The Glossary Of Education Reform, 2014)

Examples of Roles

"Teacher leaders see themselves first as teachers, although they are not interested in becoming administrators, they are looking to extend their influence"

(Danielson, 2007, p.18)

"Conditions that Promote Teacher Leadership"

"Not every school is hospitable to the emergence of teacher leaders, particularly informal teacher leaders. The school administrator plays a crucial role in fostering the conditions that facilitate teacher leadership, including the following:" (Danielson, 2007, p.18).

  • Serve on a school or district leadership team or on some other form of governance committee, task force, or board.

  • Lead a specific school-improvement initiative, such as a program designed to improve the quality of reading instruction throughout a school.

  • Model innovative instructional strategies for other teachers, such as nontraditional ways of assessing what students have learned or alternative methods of grading.

  • Train, supervise, and mentor new teachers or student-teachers.

  • Act as a “learning facilitator” or “instructional coach” who helps both new and veteran teachers develop stronger lesson plans, improve their instruction or classroom-management techniques, or acquire new professional skills, such as using new learning digital and online technologies.

  • Act as a facilitator and coordinator of a professional learning community or other group of teachers working together to improve their teaching skills.

  • Lead efforts to modify or improve school-wide or content-area curriculum.

  • Guide other teachers in collecting, understanding, analyzing, and interpreting student-achievement data, as well as using those findings to improve instructional efficacy in a subject area or throughout the school.

  • Lead an action-research project or engage in additional study and research projects to grow professionally and enhance their professional contributions to the school.

"Teachers must be confident that administrators and other teachers will not criticize them for expressing ideas that might seem unusual at first" Danielson, 2007, p. 18).

"Administrators' commitment to cultivating teacher leaders plays an essential role in their development" (Danielson, 2007, p.18).

(Danielson, 2006, p. 15)

  • A safe environment for risk taking

  • Administrators who encourage teacher leaders

  • Absence of the “tall poppy syndrome"

  • Opportunities to learn leadership skills

"It's not only administrators who, on occasion, stand in the way of teacher leaders. Sometimes the teachers themselves resist taking on leadership roles, or make it difficult for their colleagues to do so. In Australia, this is called the tall poppy syndrome—those who stick their heads up risk being cut down to size" (Danielson, 2007, p. 18).

Reflection

"If teacher leaders are to emerge and make their full contribution, they need opportunities to learn the necessary skills of curriculum planning, instructional improvement, assessment design, collaboration, and facilitation. Teachers can learn these skills through school-level professional development, of course, but they may also build these skills through districtwide or university-based courses and seminars" (Danielson, 2007, p. 18).

Roles &

Responsibilities

3 Areas of Influence in School life:

(The Glossary Of Education Reform, 2014)

(Danielson, 2007, pp. 17)

Examples (cont.)

When considering the graduate standards, I feel that all five of the, "Standards for Graduate Teacher Candidates," is reflected when defining and discussing Teacher Leadership (Gardner-Webb University, 2016). At the beginning of this semester, I was unsure if I had chosen the right program of study and concentration. When I read from the Danielson text, for the first time, I realized I had made the correct career choices. "Professional restlessness leads to what some teachers have described as a leadership itch: the desire to reach out beyond their own classrooms" (Danielson, 2006, p. 14). Learning about and understanding the role of teacher leadership has provided me the "building blocks" for pursuing a career, teaching current and future teachers.

What is Teacher Leadership?

  • Within the Department or Team

  • Across the School

  • Beyond the School

  • Write about teaching in professional journals, books, newspapers, magazines, blogs, social media, or other print or online publications.

  • Create videos, lead online discussion forums, develop webinars, or use technology in other ways to share their knowledge and skills with other teachers online.

  • Speak at professional conferences, community meetings, or other public forums.

  • Engage students in efforts to improve their school, district, or community using community-based-learning strategies and projects.

  • Serve as a parent liaison or lead other efforts to help parents and community members become more engaged in what’s happening in the school.

  • Become involved in local, state, or national advocacy groups aimed at improving education or social conditions for children and communities.

  • Write grant proposals or otherwise seek additional funds for a school, district, or program.

  • Develop partnerships with nonprofits, community organizations, and local businesses that bring in additional resources and create new learning opportunities in a school, such as an internship program or a dual-enrollment program.

  • Contact elected officials to inform them about issues affecting education or testify in public hearings.

Teacher Leadership

Where Teacher Leaders Extend Their Reach

(Danielson, 2007, pp. 19)

Schoolwide Policies and Programs

"In schools, the term teacher-leader is commonly applied to teachers who have taken on leadership roles and additional professional responsibilities" (The Glossary Of Education Reform, 2014).

  • Work with colleagues to design the schedule so that students have longer periods of time in each subject.
  • Serve as the building liaison to student teachers.
  • Lead a school task force to overhaul the school's approach to homework.
  • Represent the school in a districtwide or statewide program for drug-free schools.

Teaching and Learning

  • Organize a lesson study to examine the teaching team's or department's approach to a certain topic or concept.
  • Serve on a schoolwide committee to analyze student achievement data.
  • Help design a teacher mentoring program for the district.
  • Make a presentation at a state or local conference on alternative assessment methods.

Communication and Community Relations

What does being a teacher leader look like?

  • Publish a department newsletter for parents.
  • Initiate a regular meeting time to confer with colleagues about individual students.
  • Develop procedures for specialist and generalist teachers to share their assessments of and plans for individual students.
  • Serve on the district or state parent-teacher association.
  • Lead an initiative to formulate methods for students who leave the district to carry information with them about their learning.

Source: From Teacher Leadership That Strengthens Professional Practice, by Charlotte Danielson, 2006, Alexandria, VA: ASCD. Adapted with permission.

  • We will explore the qualities, skills, characteristics, roles and responsibilities of today's teacher leaders.
  • We will also explore the "Conditions that Promote Teacher Leadership" (Danielson, 2007, pp. 18-19).

"Teacher leaders are"can do" people; they do not adopt a defeatist attitude when things go poorly."

(Danielson, 2006, p.36)

Characteristics of Teacher Leaders:

"Many attributes of good teacher leaders are fundamentally the same as the attributes of good teachers: persuasiveness, open-mindedness, flexibility, confidence, and expertise in their fields. Despite these similarities, however, working with colleagues is profoundly different from working with students, and the skills that teachers learn in their preparation programs do not necessarily prepare them to extend their leadership beyond their own classrooms. To assume a leadership role, they may need expertise in curriculum planning, assessment design, data analysis, and the like. They may also need to develop the abilities to listen actively, facilitate meetings, keep a group discussion on track, decide on a course of action, and monitor progress. These skills are not typically taught in teacher preparation programs" (Danielson, 2007, p 16).

References

Danielson, C. (2006). What is teacher leadership? In Teacher leadership:

That strengthens professional practice (1st ed., pp. 12-27). Alexandria, VA: ASCD.

Quality & Skills

Danielson, C. (2007). The Many Faces of Leadership. Educational

Dispositions of Teacher Leaders:

2 Types of Teacher Leaders:

Leadership, 65(1), 14-19. Retrieved from http://www.ascd.org/ publications/educational-leadership/sept07/vol65/num01/The-Many-Faces-of-Leadership.aspx

Defining Teacher Leadership through Qualities, Skills, Dispositions, Characteristics, Roles, & Responsibilities

(Danielson, 2007, p. 15)

" So what are the dispositions that tend to define teacher leaders? This list does not purport to be comprehensive, but it provides a sense of the personalities of those teacher-leaders who emerge to lead their colleagues in important initiatives" (Danielson, 2006, p 36).

  • Formal Teacher Leaders:

Gardner-Webb University. (2016). Program Standards: Standards for

9 Teacher Leader Dispositions:

"Formal teacher leaders fill such roles as department chair, master teacher, or instructional coach. These individuals typically apply for their positions and are chosen through a selection process. Ideally, they also receive training for their new responsibilities" (Danielson, 2007, p. 15).

Graduate Teacher Candidates. Retrieved on 1/23/2016 from https://bbapp.gardner-webb.edu/webapps/blackboard/content/listContent.jsp?course_id=_10676_1&content_id=_974948_1&mode=reset

(Danielson, 2006, pp. 36-40)

The Glossary Of Education Reform. (2014, December

  • Informal Teacher Leaders:
  • Deep Commitment to student learning
  • Optimism and Enthusiasm
  • Open-Mindedness and Humility
  • Courage and Willingness to Take Risks
  • Confidence and Decisiveness
  • Tolerance for Ambiguity
  • Creativity and Flexibility
  • Perseverance
  • Willingness to Work Hard

1). Teacher-Leader Definition - The Glossary of Education Reform. Retrieved May 1, 2016, from http://edglossary.org/teacher-leader/

"Informal teacher leaders, in contrast, emerge spontaneously and organically from the teacher ranks. Instead of being selected, they take the initiative to address a problem or institute a new program. They have no positional authority; their influence stems from the respect they command from their colleagues through their expertise and practice" (Danielson, 2007, p. 15-16).

By: Jennifer Dale

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