Since our current curriculum policies changed, teacher is the main focus by person upstairs as implementer of new policies. Therefore, teacher leadership and professionalism in every teacher are vital to create and maintain the positive vibes in schools. Teacher leadership can be seen inside and outside of the classroom of every teacher due to the ability to teach and perform the administrative works (Katzenmeyer & Moller,2009; Lambert, 2003). Besides, it is one of the most important variable in predicting the level of professionalism for each teacher. Other than having roles in classroom, teacher also has the roles in administering some of the works for school improvements (Smylie & Denny ,1990; Harris, 2002; Katzenmeyer & Moller,2009).
November 2016, the month which I will be graduated from the school of education. A total of 5 and a half years trained as a teacher taught me thousands of wonderful experiences. During the training, I was sent by the faculty to a few different government schools in order to
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Later, they stated that teacher leadership in every teacher has leadership skills and a tendency to take a lead either being a leader for teachers or students. When I was a training teacher in SK Bukit Jejulong, a few tasks were given. My colleagues and I were asked to take a lead for the sports activities (1 Murid 1 Sukan); weekly curriculum activities, and some programs. A few knots came across while completing those tasks as we were new and lack of experiences. Luckily, there were a few teachers assisted us in finishing all the tasks. A bunch of appreciation should be given to them as they taught us a lot especially about handling those kids and programs. Among four schools which I went for my practicum, SK Bukit Jejulong had the best teacher leader in school. I could see the democratic leadership practices in school and most teachers worked in a fun and happy
The second principle is on Professional Relationship with students, as educator we are always to professional at all times whether we are in or out of the classroom. Moreover, parents trust us to be a safe haven for their children and to look after their children’s wellbeing while in a school setting. As part of this profess...
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
Leadership training programs allow for teachers to use their professional experience as an educator and combine it with the academic and hands on experience of being a leader by providing a comprehensive program. Leadership “…is learnable by providing real world leadership training” (Ramsey, 2006, p.xx). The training program prepares educators to be leaders and equips them with the tools necessary to be an effective leader. There is a need for an “,,,infusion ...
Northouse (2016) offers a Skills Inventory Questionnaire to assess which skills and traits leaders exhibit strengths and weaknesses in. This questionnaire determined I have the most strength in technical skills with a score of 28. This did not come as a surprise to me as I have implemented many technological advances since beginning at my agency 6 years ago and am consistently called upon to solve technological crises. Northouse mentions that leaders with high technological skills are seen as more credible and can offer innovative solutions to problems which I have experienced in my career (2016). In human skills, I scored a 26 which indicates that I am a “people person” (Northouse, 2016). I have always tried to maintain great relationships with my coworkers and colleagues. Although I agree that human skills are
Leadership is a sociocultural construct underpinned by the beliefs and values of a society (Waniganayake, Cheeseman, Fenech, Hadley, & Shepherd, 2012). Leadership in early childhood have shifted the focus from one designated leader into a more collective approach – distributed leadership, which is not about delegating. As Cheeseman (2012) states, in early childhood settings, attention is often directed at administrative and management leadership (Waniganayake et al., 2012); however it is important to have a designated leader in the areas of development and implementation of curriculum and pedagogy – being the educational leader as a requirement of the National Quality Framework – whilst at the same time see educational leadership as a shared or distributed responsibility. Role of the educational leader is to ‘guide other educators in their planning and reflection’ (ACECQA, 2013 as cited in Cheeseman, 2012) as well as to mentor and shape the application of educational theory into practice. With this is mind, it is important to remember that such vital role will vary depending on the context of a setting, but as an educational leader need to be socially as well as educationally responsible (Duignan, 2006). An ideal educational leader would be someone with qualifications in the early childhood education (Brown et al., 2012; Cheeseman, 2012; ACECQA, 2013) with access to current research about curriculum and an in-depth knowledge of curriculum approaches and theories of learning and development. This way, they are then able to communicate, inform and share valuable information with other educators as they lead through challenging yet highly achievable goals and expectations. An educational leader will need to consider the following lis...
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...
Building Leadership Capacity in Schools by Linda Lambert touched on a number of key ideas. Lambert provided examples from different schools, principals, and her experiences on obtaining and sustaining leadership capacity while developing her character. Lambert points out that to build leadership capacity in schools there should be participation by parents, students, and staff. Also these are the same characteristic as to becoming a great character in society. In this paper I will talk about the staff and there level of participation. Lambert points out that conversation with individuals about their roles as a leader should take place as individuals take on the task of leadership and character development. One key element in the text was the level of participation and degree of skillfulness for leadership capacity while trying to discover your character. Another element in the text that I found key was to break the dependency relationships on staff and the principal. As we work toward building leadership capacity and charcter, it will take time and time is a big factor on building leadership capacity because there are not enough hours in the day to get everything done that we would like to do without strategically planning leadership meetings.
In every institution the type of leadership style is important for a successful environment. In order to establish a successful school environment to compete globally, the leader should comprehend the basic leadership theories and styles (Glickman et al., 2010). The cultures at schools are important to the success of the students and overall of the school, but also can be very difficult to establish and maintain without the proper leadership knowledge (Waite, 1995). In United States many schools could be place in the categories of conventional, congenial, or collegial, because the strategies used for their leadership (Glickman et al., 2010).The chosen school could be classified according to different criteria and could be determine in which area their leadership pertains more. In order to analyzed and classify the leadership, it was imperative to observed the way the leader make decisions, the approached with the stakeholders, how the instruction is delivered, and how they realized their job (Marshall, 2005). In this analysis will be identify the category that this school will be, the school climate, the type of supervision and leadership.
Thomas Sergiovanni (2015) describes three essential dimensions of leadership as “the heart, head, and hand of leadership.” The heart describes those characteristics within the school leader that reflect personal “beliefs, values, and dreams.” The head of leadership refers to the practice of teaching and educating. The hand of leadership reflects actions taken by school leaders with respect to management behaviors. (p. 5) Within these elements, there is room for personal choice in how leadership is practiced and it is incumbent on new principals to find an individual leadership style that responds to the uniqueness of each school.
In developing my own educational leadership model (MELM) I began with establishing what I believe the goal of education should be, since leaders by definition are leading people towards something. The goal of education is to effectively teach students the essential skills and knowledge they will need to establish a productive, positive, self-sufficient life where they can be active members of their communities. An effective leader, while working towards this goal will need to consider the present conditions and demands of the environment they are a part of. In the field of education, both internal and external factors are of crucial importance when developing a plan to lead for success. However, one must note the variables in education are different than those the business sector face, for example; student performance, ability and cultural differences; availability/condition of supplies and materials; goal; educator’s capability, views and attitudes; conditionality of economic support; openness/hostility of influencing communities; state or government performance mandates. A leader who knows where they (students, school, district, community) are now, can approach goals more clearly and develop more effective strategies to arrive at them.
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.
In schools everyday are many people influencing and taking the important role in education and supervision. In these roles are collaborating, teachers, principal, students, and educational supervisors, all these are the main basics of this process (Annan & Ryba, 2013). In an immediate setting, with a more encompass culture is guide by educators, principals, and other staff that supports the student’s success in a daily basis. In any school the culture is really important, but could be hard to establish and maintain (Moccozet, et al., 2009). In establishing a successful school it is pertain that all the staff have the knowledge about the different styles while leading, the main three are congenial, collegial, and conventional (Glickman, et al., 2010). Every school is classify by the leadership style and the decisions that are made, the instruction, the interactions with the stakeholders, or how the administration is done. Furthermore, will be analyze the supervision styles, the culture and the platform that will be follow.
First, I realized that, teachers carry a lot of weight on their shoulders and have great responsibilities. They have to balance the curriculum, students, parents, lesson plans, common core, and upper management and still maintain a professional demeanor. Second, educators must follow a strong code of ethics. They must be professional at all times with students and colleagues, keep confidentiality, not have or show any prejudice or bias, maintain safe and positive learning environments, help students with problems, and hand out disciplines accordingly. Lastly, I found that when you’re a teacher, your education never stops. Teachers are always trying to improve their own education and professional growth, both for the benefit of their students and for the benefit of themselves.
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
Another important social contribution made by teachers to society is the aspect of leadership and guidance (Singh and Samiti). Teachers are perhaps, the best examples of guiders and leaders in a community. As such, teachers demonstrate to the society how a dynamic leader should behave and act (Collay 32). Apart from being...