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Transcript of Teacher Leadership
to improve your school A leadership crisis looms, as almost half of school administrators will be eligible for retirement in the next half-decade and many comtemorary leadership development efforts are ill suited for the task. The union won't let me change the format of the meetings.
My board won't let me change the schedule.
Our staff isn't ready for changes in teaching strategies.
The schedule can't be changed because of trasnportation.
We tried change before, and it didn't work.
Our culture is imprevious to change. Uncreative excuses for leadership
helplessness in the 21st century A radical transformation toward teacher leadership
is not a option; it is a neccessity. A shortage of highly qualified principal candidates has been reported by school districts across the nation. In some parts of the country, nearly 60 precent of principals will retire, resign, or otherwise leave their positions within the next five years. The leadership crisis is not restricted to education. Nonprofit organizations, businesses, professional practices, hospitals, unions, and community organizations have all reported a pervasive shortage of leadership as a primary challenge for the 21 century. Relationship between leadership and student achievement Strategies school leaders can employ to bring implementation closer to reality Create short- term wins Design plans in the spring and summer that will produce short-term wins within the first few weeks of school Faculty members post visible evidence of progress in students work Formative Assessment music teacher example Provide immediate feedback to reinforce effective practice and modify ineffective practice. Recognize effective practices simply and clearly throughout the year Exposition in which professional practices and student achivement data are displayed. Student data appears on one panel Adult actions are listed on the middle panel and inferences and conclusions appear on the right hand panel 200 schools They display not only achievement scores on formative assessments but also the professional practices associated with the scores. These displays are living documents, updated to provide a regular focal point for celebrating best practices. Emphasize effectiveness, not popularity Make the case for change compelling and associate it with moral imperatives rather than compliance with external authority. To challenge culture, leaders must be prepared to stand up for effictive practice even if changes are initially unpopular.
The least popular action a teacher can take is to change the schedule or curriculum of a student during the year.
It is more convenient to wait for the failure and attempt the same practices the following year. All the while hoping for different results.
Change inevitably represents risk, loss, and fear which is never associated with popularity. Don't say "we have to do this to comply with state and federal requirements"
Instead say something that will inspire staff members with a call for their best.
"Student literacy is a civil right."
"Faculty collaboration is the foundation of fairness."