Mastering Teacher Leadership
The “Ohio Department of Education through legislator’s approval implemented new standards that impacted teacher’s certification to teach within Ohio’s public and private schools” (Schindler & Cooper, 2001). “Under the new standards, teachers certified to teach in 2002 or later will need to complete a master’s degree after their initial licensure within a five-to-seven year window” (Ohio Department of Education, 1999). Wittenberg University, centrally located in Ohio, has historical offered professional programs in education for K-12 programs and, other undergraduate studies. “Of the other six universities and colleges within central Ohio, only two currently offers Master of Arts degree in teaching” (Schindler & Cooper, 2001). There was an expected increase of enrollment in universities to fulfill the new Department of Education teacher’s certification standard. The purpose of Wittenberg University’s study was to “identify resources that might contribute to a master’s program and, explore the opportunity for offering a Master of Arts degree in Classroom Leadership” (Schindler & Cooper, 2001).
Methodology
Wittenberg University used a descriptive technique to determine the research design plan. First, “Wittenberg’s administrators conducted a brainstorming session to identify university resources for the master’s program” (Schindler & Cooper, 2001). Next, “the administrators participated in a retreat with an Ohio Department of Education consultant” (Schindler & Cooper, 2001). One of the outcomes of the retreat was the advantages of a liberal arts-based program. Finally, “Wittenberg Center for Professional Development (WittCPD) conducted three focus groups. Two groups consisted of Springfield City distr...
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...versity marketed surveys mailing them to 2,000 practicing teacher with a return rate of 763. The study had limitations that compromise the integrity of the findings. As illustrated on the survey, there were many blank responses. Wittenberg University met the task of locating resources that contributed to the master’s program, while the survey tool was insufficient to measure the viability of starting the program.
References
Ohio Department of Education. (1999). Report onThe Quality of Teacher Education in Ohio. Government Publication, Department of Education. Ohio Department of Education. Retrieved from http://cdm16007.contentdm.oclc.org/cdm/singleitem/collection/p267401ccp2/id/837/rec/84
Schindler, P. S., & Cooper, D. R. (2001). Mastering Teacher Leadership. Retrieved from www.wittenberg.edu: www.quirks.com/CGI-BIN/SM40i.exe?docid=3000:58911&%70assArticleID=409
In a quote from Tom Peters, he states that “ leaders don’t create followers, they create more leaders.” Working as a lead administrator in a building can have some powerful challenges, but as with anything, the approach is what makes the difference. A good leader will take advantage of the tools around them, knowing that every building has individuals who offer their very own strengths. In focusing on the individual teacher strengths of each specific teacher, a rapport can be built, but most importantly, the outcome will be a stronger building because of the process of spreading the wealth. Ultimately, no teacher in any building became a teacher without being a leader first, and as I have looked back on my own past upbringing through scouting by other educators, I see the outpouring of wealth of experience from those teachers just waiting to make a
Chappuis, S., J. C. (2009, February). Supporting Teacher Learning Teams. Educational Leadership: Association for Supervision and Curriculum Development , pp. 56-60.
166-173). Linda Darling-Hammond (2000) discusses how teacher education has changed and how it has affected our education system (p. 166). The author also notes how even the most intelligent people found it hard to prosper in the field without the right skills and preparation (Darling-Hammond, 2000, p. 166-173). In the article, she presents how post baccalaureate programs are carefully structured, versus alternative routes which can be no more than backup employment options. Darling-Hammond (2000) also addresses how it becomes difficult for aspiring teachers to learn both subject matter and pedagogy (p.
Marshall, K. (2005). It's Time to Rethink Teacher Supervision and Evaluation. Phi Delta Kappan, 86(10), 727-735.
National Council for the Accreditation of Teacher Education. (2007). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author. Retrieved from: http://www.ncate.org
D., Gordon, S. P., & Ross-Gordon, J. M. (2010). SuperVision and instructional leadership (9th ed.). Needham Heights, MA: Allyn & Bacon. ISBN-13: 9780132852135 Gordon, S. P. (1989).
Teachers: What Do We Really Know? Journal of Research on Educational Effectiveness , 2 (3), 209-249.
This paper will describe two studies, one quantitative and the other a mixed method, which dealt with aspects of educational leadership. The studies chosen for review were conducted by Bush, et al. (2005), a study that reported participant results in a Leadership Academy, and another by Somech (2005) in which the results of an investigational study of leadership styles, participative and directive, with regard to their impact upon managing school effectiveness. To offer a deeper understanding of the respective studies, a discussion follows that details the design rationa...
The role of teacher leader has been defined as “teachers who aspire to stretch beyond their classrooms to engage in leadership roles that take many shapes and forms, both “informal and formal”. (ECS, 2010). Teacher leadership has also been described as “the process by which teachers, individually and collectively, influence their colleagues, principals, and other members of the school community to improve learning practices with the aim of increased student learning and achievement.” (ECS, 2010). In years past, a majority of teacher leadership roles took the form of department chair, committee chair, grade level chair, etc. It was more of a representative role versus a leadership role. Their responsibility primarily involved dispersing information from administration to their counterparts and taking information back to administration from the group. Their position lacked decision-making power and true leadership that brings about “real” change. These tasks are still viewed as opportunities for teacher leadership; however, recently, the
Northouse, P. (2010). Leadership: Theory and practice (5th ed.). Thousand Oaks, CA: Sage Publications, Inc.
As an education major at State College, I’ve decided to become a teacher for several reasons. As I progressed through elementary, middle, and high school, many of my teachers were great role models for me. This has inspired me to become a role model for someone in the near future. My love for science and math has also influenced my desire to teach and make a difference in a child’s life. I want to teach students the subjects that I love so much. I want the feeling that I helped a child accomplish or learn something they couldn’t understand. One of the main reasons I want to become an educator is because I feel education has really lost teachers who truly love teaching and those who truly love teaching and those who have the desire to make a difference. I feel I can really help make a difference in the education world and bring back the love to teach.
Jupp, B., & Education, T. (2009). What states can do to improve teacher effectiveness. K-12
President George Bush’s “No Child Left Behind Act” fails to focus on the recruitment and diversity within the profession. He sets a goal for the year 2005 for every classroom to have a quality teacher but no goal for retaining these teachers. The improvement of the profession requires a national step-by-step effort. The purpose of this paper was to gather and explore information on the teaching profession and with it explore the shortage within in order to educate and strike up reform. It is clear, that reform will require a lot of time and money. The end product however, will show success within the profession thereby equaling success in the classroom. Success comes when present in the classrooms are caring and committed teachers, all with the goal of education and diversity is among them. .
Education is a very important aspect in the life of a child. The level of success a student has in the classroom is greatly influenced by their teachers. Students, as well as their parents, depend on the teachers to guide them through their education. But who guides a teacher to perform successfully in the classroom? Principals and teachers play an important role in schools. A good relationship among school leaders and teachers is necessary and play an important role in making improvements in the school. Leadership refers to the “process in which one person successfully exerts influence over others to reach desired objectives”. (Okoji, 2015) Good leadership involves honesty, vision, confidence and commitment. It is the ability to inspire a
York-Barr, J. & K. Duke (2004) what do we know about teacher leadership? Findings from two decades of scholarship. Review of educational research 74(3), 255-316.