Teaching And School Leadership Standards

I am passionate about working in a primary school to support the education and welfare of pupils and families.

Promoting student success is the founding principle of each of the Educational Leadership Constituencies Council Standards for Educational Leaders (2002). Influential educators combine their knowledge of leadership styles with personal experience in order to meet individual needs and encourage all students to achieve their potential.

By joining the Teacher Cadet Program and shadowing a teacher I will acquire various methods and skills I can later apply in my future in the teaching field. The major skill I am eager to learn is how to mold lesson plans to the needs of the classroom. I

Leaders don’t create followers, they create more leaders. This quote by Tom Peters best summarizes my philosophy of teacher leadership. As a teacher leader, it is up to me to inspire, direct, and encourage others so that stronger teacher, administrative, and student leaders may be born from the process. Teacher leadership involves collaboration between teachers, administrators, and teacher leaders with the goal of positively impacting the student learning environment. With student learning as the ultimate objective, teacher leadership “becomes an indispensable avenue for school improvement” (Coggins & McGovern, 2014, p. 21). So how do I as a teacher leader begin this process? I believe that teacher leadership can be achieved through three means: modeling, mentoring, and collaborating.

The class teacher has many roles and responsibilities. These include planning and preparation of the learning activity, taking into account different styles of learning for the children and to teach the curriculum to the children in a way they can all understand. The class teacher also has a responsibility to make sure each child is safe, and that any disruption from other children is dealt with appropriately. Another responsibility is to feedback on each child’s progress, and if there have been any major problems or continuous behaviour difficulties, to report back to the head teacher. If there has been any injury or other major problem e.g. behaviour with a child in the class or lack of attendance, the class teacher has to communicate this with the parents or carer. The class teacher also has to socialise well with the children and act as an effective role model to them.

All adults who work within in a school environment have a responsibility to themselves and the school to model a high standard of behaviour, both in their dealings with the children and with every other adult within the school as their example of behaviour has a significant influence on the children’s behaviour. Good, strong teamwork between adults will encourage good behaviour in children. All staff must be effectively prepared and supported for their role and receive the appropriate training needed to support the children in their care. A child or young persons need for help and support must be properly co-ordinated

The responsibilities of the students are to maintain the coherence of the school community and to keep the school a safe and productive environment. It is necessary for students to follow the code of conduct supplied by the school, and must advocate anti-bullying within the school community. It is the student’s responsibility to, alongside teachers and parents, commit to create and maintain an environment that promotes learning. Students must show responsibility in achieving their full academic potential.

My philosophy of education is correlated to my vision of education and my role as an instructional leader. Excellent administrators possess personal characteristics of exemplary leadership talent in analysis of data, organizational constructs, leadership decisiveness, oral and written communication, technological confidence, personal motivation and educational integrity within school systems. Educational leadership is a vital position in which I persistently evaluate every decision I make on behalf of students; what is the educational value? Will all students benefit? Is it fiscally responsible? How do we sustain success? In order for students to be competitive locally, nationally and internationally, I am committed to providing effective,

After extensive and varied experience of working throughout St Michaels Catholic Primary School and Cavendish Primary School, I would like to continue my career as a Foundation Stage, Class Teacher.

Using positive values teachers and the school faculty can aid the student’s parents in the formation of the student’s values.

educational leadership." Journal of School Leadership 23.4 (2013): 664+. Academic OneFile. Web. 16 Dec. 2015.

1. To reinforce consistent expectations in learning for all students across all grade levels, in partnership with the Kennewick, Pasco, and Richland school boards.

The school’s behaviour policy is important as it gives guidelines to all staff on how they can manage pupil behaviour. Class rules are set out in each classroom in a positive way that pupils understand, generally these are

Identifying the Stretch Points for Collegial’s Teams from the Skillful Leader II by Alexander D. Platt, et al. helps to illustrate a common problem plaguing todays educational leaders. Administrators need to find ways to unite the leaders and teams on campus to work towards a common shared vision, even when all grade-level teams or departments might not be high-functioning, skilled, cooperative, and reflective. In this specific scenario, Principal Modest needs to start by focusing on Standard 2: 2A-1 Instructional leadership by establishing coherent, research-based professional learning aligned with organizational vision and goals for educator and student growth. Also, 2B-1 Develop a shared understanding of adopted standards based curriculum that reflects student content and performance expectations. Principal Modest needs to promote a safe culture in which staff engage in collective professional learning.

While there is no denying that principals play the primary role of setting the directions of a school and conveying this vision to staff, students and stakeholders (OLF 2.2.1), teacher-leaders also contribute to activities that serve to ensure that the school community is working towards a common goal and that the vision for the school becomes a reality. While the principal and school improvement plan may state the goals for the school, it is the teachers within that school that actively contribute to the fulfilment of the goals.