T EACHER L EADERSHIP FROM THE C LASSROOM Session 2 Thursday, August 15, 2013

P URPOSE Learn about the Teacher Leader Model Standards Learn about activities designed to improve effectiveness in the implementation of standards Learn about and apply principles of adult learning that will lead to more effective leadership. Ultimately – greater capacity for leadership within your roles.

S TRUCTURE Based on Teacher Leader Model Standards Consider Learning What Do We Already Know? Determine an Action Step Measurable and Attainable Implement Action Step Reflect and Refine

R EVIEWING O UR N ORMS NormsExpectations

H OUSEKEEPING Taking Care of Business Follow-Up Dates – all 4:30 – 6:30 p.m. August 15 August 22 September 19 October 3 October 17 November 7 November 21 December 12 Focus Group Scheduled between November 21 and December 12

R EFLECTIONS ABOUT LEADERSHIP

T HE S TIMULUS FOR C HANGE Why Change Our Schools?

C HANGE I N S CHOOLS Panic Zone Growth Zone Comfort Zone

T EACHER L EADER M ODEL S TANDARDS Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning Functions within this domain include understanding and application of : adult learning theory, collective responsibility, and group facilitation.

W HY I S C HANGE S O D IFFICULT ? Teachers as Architects of Transformation In order for a person to construct a new identity, they must learn new behaviors and must practice them regularly in order to fulfill membership in the new group and be recognized as a member by others (Holland et al., 1998; Wenger, 1998).

T RANSFORMATION Contemplating and Imagining a Position How do you see yourself as a leader? Enacting a New Position Maintaining Leadership despite Resistance Realizing the Results

T RANSFORMATION OF T EACHERS Teachers as Architects of Transformation: The Change Process of an Elementary-School Teacher … “Lasting change in teacher practice is difficult because it expects that teachers challenge and reconstruct deeply embedded practices and beliefs (Borko & Putnam, 1996; Pennington, 2005). What does the author say about change of practice and how does that impact your work as a teacher leader?

H OW C HANGE M UST O CCUR In Theory and in Practice Feelings of: Fear Resistance Anxiety Anticipation Confidence Satisfaction

S TAGES OF C HANGE Pre-Contemplation Person is unaware or unwilling to change anytime soon Contemplation Person is considering a change Maintenance Continues to maintain behavioral change towards permanence Action Actively doing things to change or modify behavior Relapse Person returns to the pattern of behavior that he/she had started to change Determination Person is seriously considering a change in behavior and has taken steps toward that change.

C REATING O WNERSHIP How do you create ownership among your students? With that in mind, how do you think ownership happens with your colleagues?

“C REATING A C IRCLE OF L EARNING : T EACHERS TAKING O WNERSHIP T HROUGH P ROFESSIONAL C OMMUNITIES ”

T YPES OF C ONFLICT RESOLUTION S TYLES Competitive Style Used to operating from a position of power Collaborative Style Acknowledgement of all parties Understand the importance of cooperation Compromising Style Attempt to help everyone be partially satisfied Shared Sacrifice Accommodating Style* Goal is to meet the needs of others at their expense Avoiding Style* Avoid conflict all together * These styles do not typically y produce favorable results.

H EALTHY C ONFLICT Define Acceptable Behavior Establish, review and uphold norms Hit Conflict Head-On Face tough conversations Understand the WIIFM Factor What’s In It For Me? The Importance Factor Decide early on how fiercely battles need to be fought – it is a philosophy issue? View Conflict as an Opportunity Opportunity for Growth Divergent Thinking Outside the box movement

R ULES FOR P RODUCTIVE C ONFLICT Appoint a Devil’s Advocate Ask someone to look for holes in decisions being made Find Allies Listen for what’s NOT being said When necessary, bring an outsider in to offer input Imagine you cannot do all you would like – what now? With different resources. Different time. After a decision is made, declare a time to reflect and review.

T EACHER L EADER M ODEL S TANDARDS Domain III: Promoting Professional Learning for Continuous Improvement Functions within this domain include : Collaborating with administrators and colleagues to plan professional learning; Facilitating professional learning among colleagues; Using technologies to promote collaborative and differentiated professional learning; Working with colleagues to collect data related to professional learning; Providing constructive feedback to strengthen teaching practice and improve student learning; Using information about emerging trends in education to plan professional learning.

T EACHER L EADER M ODEL S TANDARDS Domain IV: Facilitating Improvements in Instruction and Student Learning Functions within this domain include : Facilitating the collection, analysis and use of classroom and school- based data to identify opportunities to improve curriculum, assessment, school organization and school culture. Engaging in reflective dialogue with colleagues based on observation of instruction, student work, and assessment data Supporting colleagues individual and collective reflection and professional growth serving as a mentor, coach, and content facilitator Serving as a team leader Using knowledge of emerging and existing technologies to guide colleagues Promoting instructional strategies that address issues of diversity and equity

T EACHER L EADER M ODEL S TANDARDS Domain V: Promoting the Use of Assessments and Data for School and District Improvement Functions within this domain include : Increasing the capacity of teachers to utilize multiple assessment tools aligned to state and local standards; Collaborate with colleagues in the design, implementation, scoring and analysis of assessment to improve student learning; Creating a climate of trust and reflection in order to engage colleagues in challenging conversations regarding student data; Working with colleagues to use assessment findings to promote changes in instruction that positively impact student learning.

T EACHER L EADER M ODEL S TANDARDS Domain VI: Improving Outreach and Collaboration with Families and Community Functions within this domain include : Using knowledge of different ethnicities and cultures to promote effective interactions among colleagues, families and the larger community; Modeling effective communication and interaction with families and other stakeholders; Facilitating colleagues self-examination of their own understanding of community culture and diversity and developing culturally responsive strategies to enrich educational experiences of students; Developing shared understanding of diverse educational needs of families and community.

T EACHER L EADER M ODEL S TANDARDS Domain VII: Advocating for Student Learning and the Profession Functions of the teacher leader include: Sharing information with colleagues and/or district regarding local, state and national trends and the impact on education; Working with colleagues to identify and use research to advocate for teaching and learning processes that meet the needs of all students; Collaborating with colleagues to select opportunities in which to advocate for the rights of students; Advocating for access to professional resources; Representing and advocating for the educational profession outside of the classroom.

D OMAIN I: C OLLABORATIVE C ULTURE The responsibility for creating a collaborative culture involves much more than just facilitating the work of a group – it involves having an understanding and communicating an understanding of: adult learning theory, collective responsibility, creating a culture of diverse thinking and listening, promoting effective interactions among colleagues, and being able to facilitate the work of a group.

D OMAIN I: C OLLABORATIVE C ULTURE What is your action step?

T EACHER L EADER M ODEL S TANDARDS Domain II: Accessing and Using Research to Improve Practice and Student Learning Functions within this domain include understanding and application of : Research of teacher effectiveness and student learning, Analysis and interpretation of student data, to improve student learning, Collaboration with higher education, and collecting and analyzing data to improve teaching and learning within the classroom.