Change Within My School And Transform It From A Culture Of Collaboration

Step 4 is to communicate the Vision. When everyone in the company understands and believes in what the company stands for, it creates a sense of unity and will reduce resistance to change. Communication is the key. Training will be implemented, but if there are any additional

The feelings of isolation affect the perceptions and it may increase the nervousness among the teachers too that directly harms in the delivery of education. The teachers should be motivated towards their work and it helps them to do good communication among the students and other teachers as well which brings the positive results. Beginners can be helped a lot through this motivation process as they are not alone in their experience. They can get proper information and can make a use of other’s experience so that they can overcome the challenges and become successful teachers. Another reason mentioned in the article is the identifying perceptions of initial year teachers to collect the information which can be used by various lecturers, trainers, and many other educators who in turn trains or prepares the teachers in the field of education. It is found that the teachers who got proper training and whom were tested before starting their teaching profession brings out better results than the ones who directly comes to the field. The beginning teachers are provided proper training and strategies so that they can deliver the quality education and retain the good and better. In the article, it is mentioned that they begin with a detail of the school where teachers are involved and the special program where the

Teacher Collaboration measures the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school.

Making a school successful takes more than individual effort, it takes teamwork. Individuals need to work together towards shared goals and commitments focusing on meeting the academic and social needs of all pupils in the school.

Collaboration between teachers is a key component to professional development that will lead to higher student achievement. There is a need for schools to set up time for teachers to be able to collaborate together. This allows for teachers to help each other, matchup content, teach each other new and best practices, troubleshoot student issues just to name a few of the areas that collaboration time can help foster within a school. The key is to build time for teachers to be able to collaborate during the school day or week. This collaboration time needs to be between grade levels, departments, and cross curricular when needed. For many schools this is an afterthought to the school schedule or a fleeting thought after the master schedule is completed. A principal needs to keep an open mind to any strategy that will enable the teachers to be able to collaborate for the good of the students and the school.

As an educational leader, I must have a vision and mission statement for the school that is known by the staff, students, and parents. The vision will address the needs of the students academically, emotionally, and socially. According to DuFour (1998), “ Those who seek to transform their school into a professional learning community as characterized by an environment fostering mutual cooperation, emotional support, personal growth, and a synergy of efforts.” The leader must implement a plan that will cultivate the success of all students. The mission will speak to the direction of the school community stating what the desire goals are. The building leader will lead by example. High expectations will be communicated and encourage by staff and students. The educational leader of a school must develop a culture of team work to create a climate that is student friendly. The vision mission and goals of the leader should be transparent. The establishment of common goals is the first step. Without common goals, sustainable progress will be impossible and thus everyone will have lower expectations. The students, parents, and staff should be commented to the goals of every child reaching their full academic potential. The school environment should speak to goal setting and high expectations for all students and staff.

Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current

You also must form a powerful coalition and create a vision for change. This begins with strong leadership and effective communication skills in order to communicate your vision. Another step in the process is to remove obstacle or barriers that may block or prevent change from happening. You must also motivate the team along the way by creating short term goals, building on change and anchoring the changes in corporate culture. Kotter put an emphasis on step one which is creating urgency for change. You must be convincing and open when presenting this change to your team to gain their support. It is important to give scenarios, show the benefits of making this change and the drawbacks of not making the change.

In terms of becoming a mediator and consensus builder the authors detailed the need for principals to possess relational leadership skills in order to be able to both facilitate groups and coach others on staff in the ability to facilitate their own groups, and stressed that the key to this is the ability to effectively participate in conflict resolution (Donaldson, Marnik, Mackenzie, & Ackerman, 2009). The authors suggested that conflict is part and parcel of school reform and that in addition to being able to deal effectively with conflict the successful principal needs to develop the ability for bringing about consensus within the group, noting that interpersonal and intrapersonal skills were as much or more important than knowledge (Donaldson, Marnik, Mackenzie, & Ackerman, 2009).

Next, we will discuss the teacher subculture of a school environment. Teachers are an important “subculture since they make the most contact with students” (Ballentine & Hammack, 2012, p. 216). The culture that is set by the teacher impacts the learning process by either helping students thrive or be unsuccessful. Also, the subculture that includes teachers can be further broken down into grade levels, content areas, or length of service. For instance, an inexperienced teacher will not immediately be included in the subculture of seasoned teachers. It will take time for him/her to be accepted into that subculture. A new teacher who tries to be too friendly to students may receive sanctions from

Marzano, McNulty and Waters propose five steps for a plan of effective school leadership. The first step is developing a leadership team with purpose. The definition used for a purposeful community is one with the collective efficacy and capability to develop and use assets to accomplish goals that mater to all community members through agreed-upon process (Marzano, et. al, 2005). The second step is distributing some responsibilities throughout the leadership team. The third step is to select the right work. The fourth step is to identify the order of magnitude implied by the selected work. The last step is to match the management style to the order of magnitude of the change initiative. The last step incorporates whether this is first or second order change.

investigate how my personal ability to manage change has shaped my leadership of educational change. This discussion will be blended with examples of change in my personal life, my own leadership experience and references to the literature in the field of leading educational change.

This is the most difficult step for schools, however, when working together, with urgency and a mindset to improve, total transformation will occur.

In this paper I will discuss aspects of my experience implementing peer coaching and how theory had help me to work with this new reflective approach regarding my growth as a teacher. Additionally, I will example my experience related with what I have learned during classes and the readings proposed by the Autonomous practice teacher. As it is known, in our field of teaching it is important to maintain a constantly development in our skills for teaching and dealing with classroom situations that in our country becomes a problematic during our practices. In my role of practitioner, I had experienced the need of searching for ideas and strategies to improve my classroom management and my professional development; in many cases it is not sufficient for me just to read about strategies. Fuller and Brown (1975, cited by Seferouglu) suggested that for beginners peer coaching can be helpful to increase our motivation and our knowledge regarding teaching and giving problem solutions in our classrooms.

“Teamwork fuels group spirit, develops process skills that help teachers interact in more productive ways, and fosters a more intellectual atmosphere.” (Maeroff, 1993).