what are three components of developing one self as a school teacher leader
Answers
Answer:
The principal elements that make teaching and learning possible and attainable are the teachers, the learners, and a conducive learning environment. The teacher serves as the prime mover of the educational wheel. The learners are the key participants in the learning process.
Answer:
In a time when schools are being held accountable to the highest level of standards, strong leadership is critical for the schools’ success. These standards are reminiscent of the Reading First days, when schools were being asked to progress monitor their students and set high goals for every individual. There were several key factors noted in Reading First schools who demonstrated success, despite having challenging student populations (Crawford & Torgesen, 2006). These factors can be applied to these similar times in order to create a school environment that is open and supportive, and where strong leadership is demonstrated not solely by the principal, but rather it is established based on a shared vision with coaches and teachers.
Explanation:
1. Organizational Knowledge
Effective leadership begins with extensive knowledge of the instructional environment: individual student needs, strengths and weaknesses of staff members, aspects of the instructional programs, student data, and schedules. It is the manner in which school leaders weave these data sources together that they lay the foundation for effective school leadership.
2. Use of Data
Effective school leaders develop their organizational knowledge based, in large part, on their understanding of student data. This includes the use of summative data—analyzing outcome data in the spring to allocate resources and plan for the upcoming school year—as well as a wealth of real-time formative data. There are a number of assessment products—and even some online instructional programs that gather student data without administering a test—that can provide real-time performance data to inform instructional decisions.
3. Scheduling
High-performing schools consistently identify scheduling as one of the key factors of their success. For purposes of this discussion, we will focus on schools’ efforts to support an uninterrupted period of at least 90 minutes for reading instruction. Schools place a priority on supporting differentiated, small group instruction for struggling students. Therefore, in resource-constrained scenarios facing many schools, effective scheduling helps maximize available support staff. This can be accomplished in several ways:
4. Positive Beliefs and High Expectations
A factor that is often overlooked in effective schools is a culture of positive beliefs and high expectations. High-performing schools often have a stated, school-wide belief in their students’ abilities to achieve, despite significant obstacles such as limited resources, high ELL population or low parental involvement. Leaders in these schools focus on raising expectations for students, not lowering them. In order to address high absenteeism or high numbers of behavior referrals, many of these schools have started expressing their belief in the students to the students themselves, to the parents, and to the community. By establishing a school culture in which all members of the school community believe that the students will be high achievers, the belief in reaching these high expectations becomes a self-fulfilling prophecy.