Leadership Agile-Summary And Analysis

Reflecting back over the years since receiving my initial National Board Certification, I clearly see that the mentoring roles I have been a part of have been the most rewarding. Mentoring has enabled me to collaborate with others new to the profession as well as with veteran teachers in the classroom. Through this collaboration in a variety of settings, I have been able to improve the effectiveness of my teaching practices which in turn has had a positive impact on my students. A study from Teacher Collaboration in Instructional Teams and Student Achievement by the American Educational Research Journal (2015) states that the quality of teacher collaboration positively influences teacher performance

Despite the many challenges I face daily, remembering that I significantly influence the lives of each my students will help me in becoming a better teacher leader. Reason and Reason (2011) states that a mission will not come to fruition without ownership and ownership cannot be stimulated without consistently reminding everyone why they come to work each day. It is my mission every day to transform lives in my classroom and school environment. I have chosen a career in education because I believe that it is one of the most important functions performed in our culture. I believe that teachers individually and collectively have the ability to not only change the world but to improve it.

Teacher leaders and administrators play a vital role in the overall organizational structure of a school. As discussed in Educational Leadership, there are ten roles that teacher leaders tend to gravitate towards. The roles of teacher leaders vary according to duties and responsibilities placed on the teacher leader, they include the following: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner (Harrison & Killion, 2007, pg. 74-77). As a teacher leadership at Lake Oconee Academy, I personally see my duties and responsibilities covering several of these roles. Since the beginning of my employment at Lake Oconee

The purpose of this research is to understand the perceptions and experiences of professionals on collaboration in the educational environment. Data collection will occur within the Virginia Beach City Public School (VBCPS) system. Specifically targeted will be three elementary schools that I work in being Ocean Lakes Elementary School, Princess Anne Elementary School and Red Mill Elementary School. The people that volunteer to take part will include VBCPS staff involved with the Individualized Education Program (IEP) for special needs students in any one of the above identified schools, and has been part of an initial eligibility, new IEP, current IEP, or consulted on as part of the IEP process.

Furthermore, I have the ability to support instruction and build leadership capacity to sustain sound teaching and continuity in an instructional program. However, my weakness would be identifying or finding balance with my personal and professional life and developing the patience necessary to see growth. Understanding that growth is sometimes gradual and that some initiatives require patience to yield the expected results has been a challenge for

Recognizing and respecting one another’s knowledge and expertise: When parents and teachers engage in a team approach, a sense of mutual concern emerges (Estes & Krogh, 2012).

The school has many veteran teachers that love their job. In respects to the elementary teachers, they stay late and give their students 100% of them and it shows. Children are smiling and eager to get to class. The walls are filled with student lead projects. I can identify the internal leaders who are outspoken and who resolve issues. There is 5th grade teacher who is team leader and she is amazing. If a problem arises instead of complaining she goes to her team and creates a solution. In 5th grade the team is so influential due to the fact they work together so well. They plan together and share ideas. When looking through data they delve deep to the root of the problem and remediate students when needed. “Educators must promote and build meaningful relationships for all students and stakeholders in the community” (Woody,

Collaborating with children will be important because they are able to provide feedback on learning, give suggestion about what they are interested in learning, and create plans to execute learning. As the teacher I am giving my students the freedom to carry out their own learning within boundaries with me there to support them (Bredekamp, 2014). Collaborating with families is important as well because they are the experts on their child (Mcafee & Leong, 2007). I will do this by communicating clearly, honestly, and sensitively with each child’s family. When working with families I will look at them as an equal partner. Both the teacher and the family member(s) can provide information about the child that can tailor instruction to best suit their needs (Gonzalez-Mena, 2002). Communicating and working with other professionals will also an essential aspect of being a teacher. Other professionals will be able to bring insights about particular situations and provide ways to improve instruction, flow of classroom, and outcome of learning and/or behavior. Overall, to maintain all of these collaborative relationships it is essential to continue to reflect on what is working, what can be improved, and what the goals are we working towards (Sandall & Schwartz, 2002). After having the opportunity to observe and work in a variety of classroom settings, I was able to see how successful collaborative relationships can foster the development of young children. For example, I was working in a preschool classroom had a special education teacher working in the classroom with a student and applied some of the accommodations throughout the room. While talking to the special education teacher, I realized that these accommodations (hand fidgets, visual schedule, and looking at the classroom setting/environment and how it makes the students

In order to make a difference in schools, we must first assess our problem areas and determine which weaknesses need support in order to ultimately boost student achievement. West Middle School suffers from a lack of innovative and research-based teaching strategies. It is not uncommon to walk up and down the halls and observe students sitting in straight rows and working on decade-old worksheets or drowning in the traditional lecture setting. This problem is compacted by our current administrator, who regularly demonstrates a Laissez-Faire leadership style. He tends to be hands off and trusts that his staff is making the best possible decisions they can for the students they serve. However, our achievement data and school culture are suffering as a result of this “status quo is dandy” approach. Administrators are becoming less managerial, and alternatively are required to take on a more significant role of instructional leaders. An instructional leader would serve West well. In order to make a real difference in my school, I need to possess teacher-leader traits that are grounded in leadership research, as I strive to inspire and direct action of my colleagues during times of change

Principal Shirley engaged in building vertical teams, then allowed teachers to meet and discuss teaching strategies and resources for their lessons. Furthermore, Principal Shirley believed students regardless of economic status can learn therefore, she had parent’s support the learning of their child by approving individual learning plans designed by teachers. The principal behavior demonstrated in the case study connected with the course content because she made sure she was continually communicating with key decision makers like teachers and

Significant collaboration, when collective with establishing well-defined, measurable objectives/ goals and frequently gathering and evaluating a wide assortment of contextualized qualitative and quantitative performance data/information establishes the foundation for outcomes. Schmoker (2010) stresses the significance of practices and principals that are easy, supported by research, as well as comparatively a small amount in number. Such leaders have huge but under-used capability. Educators can instantly offer a better education for every pupil by concentrating unwaveringly on enhanced outcomes and the circumstances that encourage them. In writing this paper, I will discuss what my your thoughts on the following

For example, Facility Leadership and Collaborative effort to work with a variety of stakeholders are the leadership principles that will work to serve students. Since the management of students is a data-driven factor, students must demonstrate competence in completing their work (Cufaude, 2004). This means teaching methods are adequate to meet the process of students becoming successful. Included in the systems is how students are referred to the school. It was decided that teachers will send referrals to special education email box. Once received, the process will begin of conducting when they need support. These levels of communication can occur using a variety of tools. The key to the success of collaboration is when either team or parties agree to the terms and replies by giving requested information. The practical implications of such information are critical to team operations. If the team communicates successfully the outcomes produce quality. When teams do not communicate it produces thorns. For example, as I have taken my role with the school corporation I am currently working within, I have experienced the walk between the old system they are phasing out and the new system they are phasing in. After evaluating my role, how the change has impacted my teaching, classroom, and environment, I have found meaningful purposeful ways that I believe the change

Byrd, J. T., & Luthy, M. R. (2010). Improving group dynamics- Creating a team charter. Academy of Educational Leadership Journal, 14(1), 13–26

This means that leaders need to develop themselves not only horizontally but also vertically to face this new world. We call this an integral approach to development. One of the frameworks based on this approach is the Leadership Agility by William B. Joiner and Stephen A. Josephs.

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