Teacher+as+Leader

How can I provide leadership to my school community in the area of technology and web 2.0 tools?

Spring 2012:
==With the guidence and leadeship skills of Dr. Pope, I feel that ECI 508: Teacher as Leader has been an enlightening and motivating experience to conclude my graduate school journey. Looking back at my essay for applying to the NLGL program I stated: “Robert Frost wrote, ‘I am not a teacher, but an awakener.’ I want to be exposed to new teaching theories, strategies, and perspectives. I believe by furthering my own education I can improve the daily influence I have on young minds and hopefully be a more inspiring awakener.” At that point in my career I knew I wanted expand my teaching abilities, but I did not have a concept of how to lead outside the four walls of my classroom. Through the class discussions and activities, text readings, and my own reflection, I have found that teacher leadership means trust, taking action, and always focusing on what is best for students.== ==To begin with, trust is a crucial factor in being a quality teacher leader. It is important to have not only the trust of students but also the trust of colleagues. By having the trust of other teachers, a teacher leader is improving the school culture. Barth stated in chapter two, “Probably the most important – and the most difficult- job of the school-based reformer is to change the prevailing culture of a school.” The school climate affects every aspect of a school; therefore, it is essential for a teacher leader to build up the school morale whenever possible. Educators can do this by knowing when to fight and when to listen, mending relationships, staying out of “at-risk teacher” conversations, and replacing the negative qualities with healthy communication and leadership. In addition, fellow teachers and administration will also gain trust when they see evidence of commitments being carried out well. Following through with commitments means being an active participant on a committee, leading professional development, and working as a strong unit with the PLT. In chapter four in //Awaking the Sleeping Giant//, Katzenmeyer and Moller stated, “They [teacher leaders] recognize and acknowledge the differences that exist among their colleagues, and they learn that diversity is to be valued.” It is important for a teacher to take the time to not only learn about her own strengths and weaknesses, it is essential to put effort in recognizing differences in coworkers and learning how to adapt. Finally, it is vital for an educator to have trust in herself as a leader and realizing her professional worth. By having he trust of students, fellow educators, and realizing self-worth, teacher leaders will make a positive impact on the school.== ==Secondly, taking action is a crucial step and the most challenging of being a teacher leader. Barth explains in chapter four the importance of exploring new ideas in the classroom. Teacher leaders should first take action in their own classroom by trying new strategies in the classroom to promote 21st century skills. For example, teachers should expose students to new technology tools and real world experiences that will engage and promote creativity. This leap of moving vision to reality in the classroom will take time and effort but is well worth it. It is also important to take action outside the classroom. In chapter 14 Barth states, “To learn is to risk; to lead others toward profound levels of learning is to risk; to promote personal and organizational renewal is to risk.” Zemelman and Ross provide a structured plan in putting a plan into action in chapters nine and ten. Some important steps in taking action involve being prepared by taking time to plan and research, getting help and input from other leaders, be open-minded to reactions, and reflect on progress. Taking risks is what promotes growth in teacher empowerment.== ==Lastly, having a constant focus on what is best for students should be what drives a teacher leader. Being a leader in the classroom and gaining the respect of the students is first priority. One way to do this is to develop relationships by getting to know their interests and culture early in the year. Zemelman and Ross stated, “Sometimes we bang our heads against the wall trying to understand why we’re not being successful with certain students, unaware that it’s not about a lack of ability or effort from us or them, but a shortage of information.” In addition, it is essential to be an advocate for students outside the classroom. Teachers can do this by attending professional development and learning new teaching strategies that will engage and motivate learners. Also, educators can attend committee meetings and conferences with the students’ needs and interest in mind. Focusing on what is best for students makes a teacher leader have a purpose.== ==Through my experiences in this class, I have developed a new perspective on Frost’s quote. I want to awaken not only my skills as a classroom leader but as a school and community leader. I will continue to be a risk taker in the classroom and explore new ways to engage learners using real world experiences and technology. My goal is to continue to contribute positively to the school culture by building quality relationships with colleagues, administrators, and parents. In addition, I feel I need to improve in some areas of leadership by getting involved in the School Improvement Team, take time to write grants, and be more involved in the community. I am truly excited about how my leadership skills will grow after this class by building trust, putting ideas into action, and always focusing on what is best for students.==

Here is my Leadership Project Paper:

Link to my professional development for my school (I will continue working on this during the summer to implement the 2012-2013 school year) :