West Fargo Case Study

2). The authors explain that in the 1990s when the first edition of their book was published, the term “teacher leadership” was generally unfamiliar within the educational community. The authors state that “by helping teachers recognize that they are leaders, by offering opportunities to develop their leadership skills, and by creating school cultures that honor their leadership, we can awaken this sleeping giant of teacher leadership” (Katzenmeyer and Moller, 2009, p. 3). During their study of teacher leadership, Katzenmeyer and Moller (2009), discovered that teachers are unwilling to be identified as teacher leaders due to the following: 1) lack of a supportive environment for the development of teacher leaders, 2) insecurities about their abilities to provide leadership for adults, and 3) at some schools, the tendency to treat all teachers alike, which can dishearten teachers from assuming leadership roles. Based on this information, the need to provide support and recognition for those teachers who are willing to step up and undertake leadership roles is important for schools and districts that wish to enhance the development of teacher leaders. Without these elements in place, one would assume that teacher leadership practices would not be prevalent. Nevertheless, providing a supportive environment and tapping into the numerous areas of expertise of those who make up the largest portion of the educational workforce, one can understand the potential impact of what Katzenmeyer and Moller (2009) refer to as “the sleeping giant” of teacher leadership. However, to determine if this is

Based on my experience in the classroom and my educational background, I want to pursue a certification as a K-12 administrator because I want to help and work with a larger population of students. My desire to enhance the culture and community in a school building has come from working with three amazing, passionate, and dedicated administrators (one principal and two vice principals) in my school building. Their drive to positively influence the lives of students, collaborate with parents, and enhance the teaching styles of all the faculty members in the building, has motivated me to want to do the same. A new challenge is presented every day in a school building, and I want to be part of an administrative team that will successfully work together to overcome each and every obstacle in order to better the educational experience of students.

A sit-down interview, in the interviewee’s classroom, on April 22, 2017, results in responses from Rachel, a female Elementary Education teacher at Deerfield Elementary School, in Deerfield, Wisconsin. Containing eight initial questions and two response follow-up inquiries, this interview represents a 4-year Kindergarten grade level perspective, and utilizes eleven years of teaching experience. As a University of Wisconsin-Madison graduate, Rachel began her career in Milwaukee before accepting her current position of nine years. With extensive knowledge of the field, Rachel qualifies as an excellent resource, both when actively pursuing plans to become an Elementary Education

The district beefed up the professional development for new teachers, especially those in the ARL program. Doing so has helped expand teachers capabilities which in turn increases their capacity in the school. In order for a school to be successful in reaching their mission,

In 2011, the College of Education and Allied Professions welcomed the first fifteen member cohort of Woodrow Wilson Teaching Fellows (WWTF) to the University of Dayton. Dr. Tom Lasley communicated the necessity for the WWTF program with one statement, “Dayton Public Schools are in crisis and the Woodrow Wilson Teaching Fellows will learn the skills necessary to facilitate a change in direction.” Superintendent of Dayton Public Schools (DPS), Lori Ward, endorsed the WWTF program and provided Fellows opportunities to complete student teaching requirements in select Dayton Public Schools. On the contrary, within the Department of Teacher Education professors and support staff approved the concept of the WWTF program, but struggled with implementation. As program director, Dr. Lasley utilized the symbolic and political frames to foster support during the program’s first year.

Dawn Essig attended Mount Saint Mary College where she earned her BS in Political Science, Education, and Special Education. Dr. Essig also attended Marist College where she obtained a M.Ed. in Educational Psychology and then pursued her Doctorate in Teacher Leadership from Walden University. As an educator, Dr. Essig taught elementary through high school general and special education while serving as an adjunct professor at Marist College in the Education department. Dr. Essig’s extensive experience and knowledge in technology integration in school districts, certification as a Wilson Reading Specialist and use of MAP assessments and data to make instructional decisions led to being a well-qualified Professional Development Consultant for

Love, N., Stiles, K., Mundry, S., & DiRanna, K. (2008). The data coach’s guide to improving

Many emergency licenses have been granted to people across the state to fill positions in need, especially in rural areas. There has also been a movement to hire “community experts” in place of skilled, qualified teachers who possess at minimum a four year degree in the areas of teaching and learning. This book offers many arguments against ways in which North Dakota’s Department of Public Instruction and Education Standards and Practices Board is proposing adjustments to aid this crisis. It has been quoted by a board member on the Teacher Shortage Task Force that “someone is better than no one” in the classroom. Andy Hargreaves and Michael Fullan would argue that North Dakota could have a greater return on Professional Capital making greater investments in education by finding strategies to retain its current teachers and perhaps offering incentives to potential prospects entering the field. Political leaders must demonstrate a greater respect for teachers, instead of settling on a solution where teachers are left feeling as though their leaders and the public are comfortable filling their positions with unqualified community

The toughest obstacle to overcome when forming this organization, for it’s founder Kopp, was overcoming belief and proving people that “ teachers, just like doctors and lawyers, needs to be trained in campus-based graduate culture and programs before entering the classroom.” In 1994 the institute moved to Houston, where Teach for America has stayed ever since. At this point, Teach For America has offices supporting teachers and alumni in 39 geographic regions in 31 states and Washington, D.C. Each region has an executive director and program staff, and most also have development staff and local advisory boards. In 2001, it secured more then $20 million and named one of the five organizations Lady Laura Bush.

If you have ever been on the market for a new copier, you understand how it can sometimes prove difficult to choose among the many options. Fargo has over 10 dealerships and knowing which one to pick can become a challenging task. After that, you have to decide on whether to lease or buy your next copier. At our company, we make the process easy and painless. We are not your average company.

We take an example of Grand Forks city where we would like to deploy Small Cell networks. Let’s consider the Grand Forks city area shown in Figure (a) is covered by an operator (e.g., Verizon, AT&T) networks, where a single Macro Cell can support maximum N number of customers and get maximum $M of revenues. Now according to the proposed plan, 7 Micro Cells (i.e., Small Cells) will be deployed within the Macro Cell, where each Micro Cell can support same amount of customers as Macro cell, shown in Figure (b). So the total network capacity will be increased by 7 times and the operator will gets 7 times more revenues. In the same way we can deploy 7 Pico or Femtocell (i.e., Small Cells) within each Micro cell, where each Pico or Femtocell can

As Froelich and Puig (2010) reported “high-quality professional learning cannot occur in 15 minutes or during a teacher’s planning period” (p. 128). Therefore, it is imperative that teachers have access to purposeful, sustainable and on-going professional development options that strive to enhance and build upon current practice. Due to budget and time constraints administration, coaching staff, and leadership teams are challeneged with the task of developing job-embedded adaptive professional development (Froelich & Puig, 2010). Capicity through leadership development is also essential to implementing an effective professional development plan as well as motivating educators to reflect, refine, and alter their practice. Thus, transforming

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

Teachers’ leadership and collective expertise are tightly linked to student achievement. A sophisticated new study has found that schools staffed by credentialed and experienced teachers who work together over an extended time generate the largest student achievement gains. Students of less-experienced teachers who had access to the most accomplished colleagues made the very greatest achievement growth gains. Obviously, less-experienced teachers had the greatest margin for improvement. But this finding nonetheless implies that the “master” teachers with whom they worked are spreading their expertise among colleagues. (Wayne, 2003) The question is whether teachers have time to lead or learn from their peers, either informally or through structured professional development experiences. Case studies find that they do not, limiting the cultivation of teacher leaders who can spread their expertise to their colleagues. Teachers Network survey respondents joined their professional networks for a broad variety of reasons, including the ability to secure funding for projects in their classrooms or schools and involvement in

“Teacher education may assume a leadership role in the transformation of education or be left behind in a swirl of rapid technological change.” UNISCO-2002