My Philosophy Of Teacher Leadership

The Kentucky Leadership Framework defines teacher leaders as those who “transform their classrooms, schools, and profession, activating teacher growth and achieving equity and excellence for students” (Kentucky Teacher Leadership Work Team, 2015, p. 4). Therefore, the definition of what it means to be a teacher leader can be found in a review of relevant literature; yet, their roles can be unclear within the schools (Angelle and Schmid, 2007). Jacobs, Gordon, and Solis (2016) point out that when “teacher-leaders’ roles and responsibilities are not clearly defined, misunderstanding, conflict, and resentment can result” (p. 399). In addition, a study of 672 participants revealed that teacher perceptions regarding teacher leadership can vary based on school grade configurations—elementary, middle, and high (Angelle and DeHart, 2011). According to Angelle and Schmidt (2007), “As we work to provide precision to the term teacher leadership, we look to widen the level of understanding of this critical component of school reform at all levels” (p.

The first NC Standard states that teachers need to demonstrate leadership. Leadership means that one leads by example, shows respect and motivates people to do their best. This kind of leadership can be in the classroom or outside of the classroom. It also has to do with working with your fellow teachers to make sure your students have to the best education experience one can give them. When I was at Sunset Park and Codington elementary schools, I saw the teachers show leadership in similar and different ways. Both teachers showed leadership by working with other teachers. At Sunset Park, the two teachers did lessons on butterflies then released the butterflies at then need of the week. Through the respect the two teachers showed each other, their students were able to see an

As one leads with integrity, fairness and in an ethical manner, they lead by modeling those values and beliefs that belong in an educational setting. They show concern and care personally for the students, staff and communities learning, behaviors, and lives. Leaders promote a culture of openness and trust. They model appropriate behavior and skills to improve learning and engage others to share in this process through collaboration.

In this paper, I will reflect on my new knowledge and skills that I have acquired regarding teacher leadership, supportive communication and collaboration. I will also reflect on practical application of these skills, such as assessing the needs, problems or issues, and creating the action plan to address the issues. In the end, I will define how teacher leadership can positively affect student learning and achievement.

“I believe this model of teacher leadership, one in which teachers are actively and meaningfully engaged in all

I always thought I would be a teacher and I would make differences in lives and it would be the greatest experience in the world for me, yet being a teacher wasn’t enough, I had a need to expand my education. I decided that perhaps I needed a new career, however, I felt certain education remained my passion. I began to explore new areas of education and I realized I still want to be a member of a classroom, a school and curriculum. I aspire to guide those leading our classrooms.

Create a personal, professional mission statement summarizing philosophy, knowledge and skills of instructional supervision from which to guide future leadership actions.

I think and every successful teacher will agree with me that promoting the success of every student is the main value of any educational professional and it is very important for a leader to demonstrate these traits. What is leadership? Some people think that it is good to be a boss and it is easy to rule any organization. Leadership is more than just to rule any organization. It is the development of a practice around a mission or vision and an ability to inspire others to do the same. There are three sets of practices make up this basic core of successful leadership practices: setting directions, developing people and redesigning the organization. Foster (1989) says, “Leadership differs from conventional administration in much the same way that education differs from training (p.10).” This speaks to results- to the why of teaching. And the value of a leader can be determined by their results. If their aim is high-quality education (an admittedly vague term), academic success, and well-being of each student then this is the standard by which they should be judged. Burns admonishes that “power and leadership are measured by the degree of

According to Hans Urs von Balthasar “a vocation is something lived, something enacted and a concrete life story” (Contino, 2004, p. 85). My vocational life story has developed over the past forty years with my first job at twelve babysitting six children to where I stand today teaching home economics at Chowchilla high school. “I build my own life story through the decisions of projects I undertake” and the choices I have made regarding my career path (Contino, 2004, p. 85). Someone looking from the outside at my wandering path might believe of my career changes seem a bit radical. Moving bicoastal, leaving a stable career of twenty five plus years to go back to college, take a pay cut and joining the unstable labor market of Home

In the article How Teachers Lead Teachers by Jason Margolis he states that “ frame new approaches as easy and adaptable”. What the author is trying to say is that if you have new information about something you should make sure that it is approachable. I think we should use this in our presentation because it would be a good idea to make sure everything that the students learn that the teachers understand the teenage brain. The author also states that “use humor”. What Margolis means by this is that you should have humor in your topic because some people remember things better if they laugh about it or if they think it’s funny. I think we should use humor because we need to keep our crowd interest in what we are talking about and not get bored

During this class I we read the book Strength-Based Leadership and took the survey StrengthsFinder 2.0 through Gallop which gave me a concrete list of my strengths. This was one of the most profound documents I received during my time at Viterbo. It explained a lot about my professional career path to this point. It showed my why principals put me on certain committees and in particular classrooms. It also helps me service my caseload better.

Student leaders come in all shapes and sizes. They choose to lead based on their skills and preferences. Whether in social groups, athletics, or within the classroom, student leaders demonstrate certain traits that benefit both themselves and those they are leading. Generally speaking, leaders are classified as role models within the student body. They are the students who challenge the status quo, who ask questions and demand answers. They inspire athletic teams and social organizations alike; they bring to light the issues that an organization or club faces and work toward a solution. The traits and skills that these leaders exhibit socially, athletically, and academically can be both inherit and learned. The

As I began this Leadership in Education course, I entered with an open mind and eagerness to learn about varying leadership styles and approaches. Over the years, I have fortunately been exposed to numerous genuine, caring, exceptional leaders in higher education. They all shared one commonality: student-centeredness. This has been my compass and guides me in my work. Through this course, I wanted to learn how I can better support students, whether directly or indirectly by leading other professionals and para-professionals in their work with students.

Those who learn to be instructional leaders acquire many characteristics that are beneficial to their schools and communities. The writer concurs that Instructional leaders exhibit a clear sense of direction for their schools and prioritize and focus attention on the things that really

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.