Analysis Of How Teachers Lead Teachers By Jason Margolis

To him the first priority was finishing his job where he would incorporate humor in doing it, this made it easy and interesting for him to work. He knew that humor was meant to lead in a better way, help interact with people and to ensure that work is done (Dwight, 1960). Therefore, today leaders must learn to be serious about doing their work but they must also incorporate humor to help them deal with difficult situations.

There are various teachers in the novel, A Lesson Before Dying by Ernest J. Gaines. Grant and Vivian are both caring teachers. Grant is a teacher that likes to fight for his students and communicate with them. Vivian is a person of quality that teaches by example and makes sacrifices for her students. Matthew Antoine does not care about his students. He encourages them to run away while they can. Grant, Vivian, and Matthew Antoine are all teachers that left a significant impact on their students.

Lauren Jackson displays superb leadership in my classroom and is clearly one of the best students I have taught. She is well spoken, determined, and passionate. We at Downingtown East are proud to have a student like Lauren Jackson at our school. She will make a substantive contribution to the State Officer Team of the Pennsylvania Future Business Leaders of America.

I always thought I would be a teacher and I would make differences in lives and it would be the greatest experience in the world for me, yet being a teacher wasn’t enough, I had a need to expand my education. I decided that perhaps I needed a new career, however, I felt certain education remained my passion. I began to explore new areas of education and I realized I still want to be a member of a classroom, a school and curriculum. I aspire to guide those leading our classrooms.

The California Standards for Educational Leaders (CPSELS) align the most closely with my own beliefs and opinions of what it means to have “great school leadership”. It is inherent within their standards that they have a strong commitment to cultural diversity and the use of technology as a powerful tool (CPSELS 2008). As a school administrator, I will strive to be an educational leader that promotes the success of all students, and I believe that this can be achieved by supporting and implementing the 6-standard system listed below.

Currently, Seward Child Care Center (SCCC) has been, in their own words, “flying blind” when it comes to their recruiting for a Lead Teacher. They always post on Minnesota Council of Nonprofits and Craigslist. Recently, they have tried posting on college job boards, specifically MCTC, Metro State, and Augsburg’s own career site for its students. According to Lily, the most response to a posting comes from Craigslist, and they have hired a few substitute teachers through the Augsburg job posting. Our group has come up with a few ways to try and recruit qualified applicants for a Lead Teacher position at SCCC. We believe SCCC should use the means of the internet, online college recruiting, post flyers in the local community, and use their

Researchers saw very little teacher-led instruction, with most learning happening online via content provided by the Apex software. Course instructors typically supervised up to 12 students in a classroom, comprising 11th and 12th grade levels and varied academic disciplines. Some students, in addition worked on their courses outside of class time and remotely but were mostly required to work during the allotted block time and all take assessments were on site. This online credit recovery program showed potential as a competency-based approach to fast-tracking the progress of students who have fallen behind.

Leaders don’t create followers, they create more leaders. This quote by Tom Peters best summarizes my philosophy of teacher leadership. As a teacher leader, it is up to me to inspire, direct, and encourage others so that stronger teacher, administrative, and student leaders may be born from the process. Teacher leadership involves collaboration between teachers, administrators, and teacher leaders with the goal of positively impacting the student learning environment. With student learning as the ultimate objective, teacher leadership “becomes an indispensable avenue for school improvement” (Coggins & McGovern, 2014, p. 21). So how do I as a teacher leader begin this process? I believe that teacher leadership can be achieved through three means: modeling, mentoring, and collaborating.

Student leaders come in all shapes and sizes. They choose to lead based on their skills and preferences. Whether in social groups, athletics, or within the classroom, student leaders demonstrate certain traits that benefit both themselves and those they are leading. Generally speaking, leaders are classified as role models within the student body. They are the students who challenge the status quo, who ask questions and demand answers. They inspire athletic teams and social organizations alike; they bring to light the issues that an organization or club faces and work toward a solution. The traits and skills that these leaders exhibit socially, athletically, and academically can be both inherit and learned. The

Teaching with purpose to have a desired outcome is one perspective to examine Dr. Robert Marzano’s book The Art and Science of Teaching. The instructional situation that I am familiar with is elementary. As I examine Marzano’s ten instructional design questions, that represent a logical planning sequence for effective instructional design, I will use elementary lenses.

The concept and practice of teacher leadership have gained momentum in the past two decades. Teachers are assuming more leadership functions at both instructional and organizational levels of practice. Empirical literature reveals effects of teacher leadership practice, teacher leader characteristics, and conditions that promote and challenge teacher leadership.

As I began this Leadership in Education course, I entered with an open mind and eagerness to learn about varying leadership styles and approaches. Over the years, I have fortunately been exposed to numerous genuine, caring, exceptional leaders in higher education. They all shared one commonality: student-centeredness. This has been my compass and guides me in my work. Through this course, I wanted to learn how I can better support students, whether directly or indirectly by leading other professionals and para-professionals in their work with students.

Teaching is a profession that is considered to be a rewarding challenging and complex role.  An effective teacher does not simply teach knowledge their students and instead aims to arm students with the knowledge, skills, understanding and attitudes that will prepare students for life-long learning. The constructivist theories developed by Piaget and Vygotsky have impacted on the way that teachers teach and this has changed the approach of teaching to place a greater importance on the teacher instead to act as a facilitator of learning in an open, constructivist environment and providing students with the tools to challenge themselves to develop both academically and personally.  The education of students within classrooms of today is

Effective school leadership today must combine the traditional school leadership duties such as teacher evaluation, budgeting, scheduling, and facilities maintenance with a deep involvement with specific aspects of teaching and learning. Effective instructional leaders are intensely involved in curricular and instructional issues that directly affect student achievement (Cotton, 2003). The writer of this paper acknowledges that school principals should play the role of instructional leaders, not just a school manager. The reality is that are many demands on a principals time and management skills making it difficult for most of them to spend time in classrooms, when performing teacher evaluation. Principals often make sure that teachers

From a sociocultural perspective, learning to teach is viewed as a socially mediated activity. Given that teacher development is not automatic, direct, or linear from Vygotskian sociocultural perspective (Johnson & Dellagnelo, 2013), it requires explicit mediations from more knowledgeable others (who might be experts or peers) to assist teacher development, and the developmental process is believed to consist of the transition from socialization to internalization of understanding of new pedagogical tools and concepts.