Teacher Leader Framework
Transcript of Teacher Leader Framework
Teacher Leader Development Framework
Lloyd YeoSt Gabriel’s Secondary School
25 June 2015
Premise 1: Teachers typically define career satisfaction in terms of their ability to be of service to others and make a difference in the lives of their students (McLaughlin & Lee, 1988)
Premise 2: Teachers usually do not subscribe to traditional definitions of leadership as "higher" or "superior" positions within the organizational hierarchy (Devaney, 1987).
Premise 3: Instead, teachers view leadership as a collaborative effort, a "banding together" with other teachers to promote professional development and growth and the improvement of educational services (Troen & Boles, 1992).
Conclusion: Teacher Leadership are dispositions and skills demonstrated by teachers who teach students but also have an influence beyond their own classrooms. It also entails mobilizing and energizing others with the goal of improving the school’s performance in terms of teaching and learning for the benefit of student learning. (Lieberman & Miller, 2011)
What is a Teacher Leader?
Leadership in organizations come from two camps: Consequence of individual agency (e.g. Bass 1985) vs. systems design and role structures(e.g. Jaques 1989)
• Origins: Activity Theory (Ergostrom) ; Distributed Cognition (Salomon, Ann Brown) and Situated Cognition (JSB)
• New Unit of Analysis: spontaneous collaboration’, ‘intuitive working relationships’ and ‘institutionalized practices (Peter Gronn, 2002)
• Multiple leaders based on the task and expertise. Its not just cognitive. Its also affective (Spillane et al., 2004, 2012)
• Focus on Interactions rather than just actions. Focus on diagnosis and design (Spillane, 2006; Harris 2007)
• Leadership practice and how leadership influence orgnisational and instructional improvement (Spilane, 2006)
• Acknowledging the work of all individuals who contribute to leadership practice, whether or not they are formally designated or defined as leaders (Hargreaves, 2007)
Where did it come from?
Methodology: Stage 1. Facilitation and collation of stories
Groups No. of participants
Stories and Common Threads
Group 1 N=6 1. Spy Story
Group 2 N=14 2. Baptism by Fire3. My Mentor wasn’t my Mentor
Group 3 N= 11 4. Experienced Teachers need Mentoring too
Group 4 N = 10 5. Don’t Assume we know the Small Things
Group 5 N=12 6. M for Mentoring and ‘Monster Class’.7. Ka Boom! You Stepped On A Land Mine
Group 6BTs and UTs
N=11 8. S**t Happens
Group 7AEDs and Trs
N=7 9. Communication Bug
Group 8 Sch EXCO
N=10 10. Lead through your action and don’t expect results11. No Chink In Your Armour
N=81
Methodology: Stage 2: Coding for Personnel Quallities and Dispositions in Teacher Leaders
Methodology: Stage 3: Filtering for alignment to existing frameworks
Coding for themes -> Stories for demonstration/non-demonstration Qualities
Facilitators as
collaborators
Best Stories
Common Threads
Other Filters: EPMS Standards, Montfort Education Charter. School Values
EXCO: Proposed
Framework
Staff: Proposal
and Testing
Testing stories with
STs and other ST NIs
Ideal: Individual Reflection for Career and Professional Identity Growth
Craft Prototypi
cal stories
Proposed Teacher Leader Development Framework
Proposed Career Development Framework
EPMS/ Work review forms
Professional Mastery: Skill-Based Experience and knowledge Effective Classroom, CCE and CCA
teacher Open to Learning
Professional MasteryStudent-centric, Values-driven PracticeCurriculum and ContentPedagogy and InstructionAssessment and Evaluation
Effective Collaborator: Personal Values Trustworthy Willing to Help Others Nurturing and encouraging Approachable Demonstrates Empathy
Individual AttributesProfessional Values and EthicsSelf-Management and DevtAnalytical Thinking and Intellectual Flexibility
Effective CollaborationInterpersonal r/shipTeamwork and team-buildingInternal & External Partnerships
Organizational Excellence: Culture-builder Positive-minded Leads by example Clarity, details and explanation Proactive and reflective
Organizational Excellence
Vision and PlanningAction Management & ImplementationCulture Building and People Devt
3. Organizational Excellence
(Culture Builder)
2. Effective Collaborator
(Personal Qualities)
1. Professional Mastery (Skill Based)
: Experience and Knowledge
Effective Classroom, CCE and
CCA Teacher Open to Learning
Trustworthy Willing to Help Others Nurturing and
Encouraging Approachable Demonstrates
empathy
Positive Minded Leads by Example Clarity, details and
explanation Pro-Active and Reflective
Proposed Teacher Leader Development Framework
Three Stories: A SynopsisProfessional Master:
Experienced Teachers Need Mentoring TooEffective Collaborator:
Monster Experiences TP Poste
dOrganizational
Excellence: Leading by Examples but S**T
happens