TEACHER LEADERSHIP FROM THE CLASSROOMSession 4Thursday, October 17, 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

HOUSEKEEPING Taking Care of Business Follow-Up Dates – all 4:30 – 6:30 p.m.

August 15 August 22 September 19 October 17 October 24 November 7 November 21 December 12 Focus Group Scheduled between November 21

and December 12

FOCUS GROUP SIGN UP

Thursday, November 22 Monday, December 2 Tuesday, December 3 Thursday, December 5 Monday, December 9 Tuesday, December 10

REFLECTIONS ON OUR ACTION STEP

REVIEWING THE 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.

TEACHER LEADER MODEL STANDARDS Domain II: Accessing and Using Research to I

mprove 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.

TEACHER LEADER MODEL STANDARDS Domain III: Promoting Professional Learning f

or Continuous Improvement Functions within this domain include :

Collaborating with administrators and colleagues to plan professional learning;

Facilitating professional learning among colleagues; Using technologies to promote collaborative and

differentiated professional learning; Working with colleagues to collect data related to

professional learning; Providing constructive feedback to strengthen teaching

practice and improve student learning; Using information about emerging trends in education

to plan professional learning.

TEACHER LEADER MODEL STANDARDS Domain IV: Facilitating Improvements in Instructi

on and Student Learning Functions within this domain include :

Facilitating the collection, analysis and use of classroom and school-based data to identify opportunities to improve curriculum, assessment, school organization and school culture.

Engaging in reflective dialogue with colleagues based on observation of instruction, student work, and assessment data

Supporting colleagues individual and collective reflection and professional growth serving as a mentor, coach, and content facilitator

Serving as a team leader Using knowledge of emerging and existing technologies to

guide colleagues Promoting instructional strategies that address issues of

diversity and equity

TEACHER LEADER MODEL STANDARDS Facilitating the collection, analysis and use of

classroom and school-based data to identify opportunities to improve curriculum, assessment, school organization and school culture.

Engaging in reflective dialogue with colleagues based on observation of instruction, student work, and assessment data

Supporting colleagues individual and collective reflection and professional growth serving as a mentor, coach, and content facilitator

TEACHER LEADER MODEL STANDARDS Facilitating the collection, analysis and use

of classroom and school-based data to identify opportunities to improve curriculum, assessment, school organization and school culture.

Engaging in reflective dialogue with colleagues based on observation of instruction, student work, and assessment data

Supporting colleagues individual and collective reflection and professional growth serving as a mentor, coach, and content facilitator

REFLECTIVE PRACTICE Why Reflective Practice?

“For growth and improvement of any educational institution, teacher professional development becomes a milestone in teachers’ continuum of life-long learning and career progression” (Hien, 2008).

However, as courses and development are mandated, the focus turns to fulfilling credits rather than learning.

Professional development based on teacher enhancement can have a positive impact on teachers’ skills and attitudes in the classroom.

REFLECTIVE PRACTICE Why Reflective Practice?

“For growth and improvement of any educational institution, teacher professional development becomes a milestone in teachers’ continuum of life-long learning and career progression” (Hien, 2008).

However, as courses and development are mandated, the focus turns to fulfilling credits rather than learning.

Professional development based on teacher enhancement can have a positive impact on teachers’ skills and attitudes in the classroom.

ADULT LEARNERS Adults learn differently from children. Adults come with a variety of experiences

that are crucial to their learning and through those experiences have predefined ideas for what they need to learn (Merriam & Brockett, 2007).

BEST PRACTICES FOR ADULT LEARNERS Experiences within the classroom must be

respected and utilized Teachers want to problem solve with their

colleagues and learn things that are applicable to practices in their classroom

“The most successful adult learning takes place in a collaborative setting” (Brockett, 2008).

“Adult learners tent to resist learning that is in conflict with the direction they believe their learning should go” (Brookfield, 1990).

REFLECTIVE PRACTICE “Reflective Practice can enable practitioners

to learn from experience about themselves, their work, and the way they relate to home and work, significant others and wide society and culture” (Bolton, 2009).

“Reflective practice leading to change and development only happens in learning organisations (Gould 2004), with supportive mechanisms of coach, mentor or facilitator (Gray 2007), and not when top-down organisational visions are imposed leading to compliance (Senge 1992).”

RESULT OF REFLECTIVE PRACTICE “Organisations gain from workpalce reflection

because critically reflective practitioners have increased morale, commitment to clients, openness to multiple perspectives and creative innovative non-dichotomous solutions…(Fook, 2002)”.

“Employees required to write in journals and accounts of practice without being inducted and facilitated well are likely to experience feelings of helplessness, frustration and eventual burnout (Gray 2007), be resistant (Bulpitt and Martin 2005), negative (Hobbs 2007), or even ‘angry, challenged, threatened, demoralized, shocked and put off…” (Bolton, 2009).

BUILDING A FOUNDATION THAT SUPPORTS REFLECTION Connected to adult learning Facilitation required Lead a horse to water… Make it applicable Environment of trust and confidence Willingness to ask hard questions Bandura (1977) says that environments that

promote interpersonal interaction may result in greater reflection.

“Trust builds whenever people are vulnerable.”

STRONG FACILITATION Don’t let one person dominate the conversation.

Use activities that required everyone’s participation – have question-storming completed individually before sharing, then whiparound to get everyone’s voice in the room.

Effective for when some people refuse to talk or participate

Group loses focus Appoint a timekeeper/agenda master. Don’t be afraid

to get the group back on topic. Complaining occurs – states that change can’t

happen. Acknowledge the feeling, and turn the topic toward

what the group CAN control rather than what they can’t.

CRITICAL REFLECTION “Critical reflection is the process of

analyzing, reconsidering, and questioning experiences within a broad context of issues” (Murray, Kujundzic, 2005).

Think about your own practice and how you might go through a critical reflection process – what would you do? What resources would you need?

It is more than constructive self-criticism, but includes four possible activities:

ACTIVITIES FOR CRITICAL REFLECTION Assumption Analysis – think about your own

beliefs, values, cultural practices. How does this impact our reality?

Contextual Awareness – our assumptions are based on a specific historical and cultural context.

Imaginative Speculation – Imagine alternative ways of thinking about phenomena in ordert to provide an opportunity to challenge our thinking.

Reflective Skepticism – Questioning of universal truth.

FACILITATING CRITICAL REFLECTION Asking Tough Questions Using Protocols for Progress

ASKING TOUGH QUESTIONS Open-ended questions geared toward

promoting divergent thinking – What are the implications of _________________? Why is ______________ important? What is another way to look at ________________? Why could you not -___________________? What proof do you have for _________________?

Questions that require analysis of your own thinking processes- Why do you think that is the best approach and

why? What could make it better? How will all students be impacted by this?

PROTOCOLS FOR REFLECTION Postcards – everyone writes on a postcard and shares their

thinking. Clearing – provide two minutes to clear any thoughts on

people’s minds. No dialogue. Peeling the Onion – attacking a complex problem

Share the problem Clarifying Questions Active listening Peeling/Probing Responses

What Comes Up – focus on teaching/learning Presentation of student work Questions posed while examining the work Round of responses – everyoneone responds Conversation Repeat

TAKEAWAYS FOR REFLECTION Environment is key for quality critical

reflection to occur Protocols are necessary to ensure quality

reflection A strong facilitator is necessary Questions must be asked that challenge

beliefs, cultural context, and assumptions Build on wants and desires of participants

DOMAIN IV: FACILITATING IMPROVEMENTS IN INSTRUCTION AND STUDENT LEARNING

What is your action step?