T EACHER L EADERSHIP FROM THE C LASSROOM Session 1 Monday, July 29, 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

H OUSEKEEPING Taking Care of Business Data Collection Pre/Post Surveys Focus Groups 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

E VOLUTION OF T EACHER L EADERSHIP When you think of your own school experiences – did you see teachers in leadership roles? What did they look like? Teacher Evolution occurred in 3 Phases Department Heads – Managerial Team Leaders and Curriculum Developers Avenue for Second-Order Change Mentors, Professional Development, Engage in problem-solving We have not provided experiences and leadership for teachers to engage in systemic change as teachers, but rather as future administrators.

W HY T EACHER L EADERSHIP ? When principals and teachers share leadership, it results in stronger working relationships among teachers as well as higher student achievement (Wallace Foundation). Leadership is directly tied to improved student learning. (Leithwood and Jantzi, 2008). Greater sustatainability for school-wide reforms and staff buy-in, more specifically within Professional Learning Communities. (Griffin, 1995; Weiss & Cambone, 2000)

W HY T EACHER L EADERSHIP ? Belief in leadership Understanding of School Reform Lack of opportunities for leadership Leadership ≠ Administration

C HANGE I N S CHOOLS

Panic Zone Growth Zone Comfort Zone

B ARRIERS TO T EACHER L EADERSHIP Development of Leaders Improving Self-Confidence of Leaders Time for Leaders Defined Roles and Priorities within Schools

F OUNDATION FOR C OURSE Distributed Leadership Theory Formative Leadership Theory Adult Learning Theory

T HEORIES FOR L EADERSHIP D EVELOPMENT Distributed Leadership Theory Holistic look at leadership Formative Leadership Theory Many leadership roles within a school that are filled collectively Leadership principles

F ORMATIVE L EADERSHIP P RINCIPLES Team Learning Teachers are viewed as leaders and principals as leaders of leaders Trust should drive working relationships Leaders should encourage and support innovation and creativity rather than demand conformity and compliance Focus on people and processes Be customer-focused and servant-based Create networks that foster two-way communication Requires proximity, visibility Empowers others to do the work Requires the ability to operate in an environment of uncertainty

T HEORIES FOR L EADERSHIP D EVELOPMENT Distributed Leadership Theory Holistic look at leadership Formative Leadership Theory Many leadership roles within a school that are filled collectively Leadership principles Adult Learning Theory Five Beliefs about adults as learners Being able to direct their own learning Use life experiences as a resource for learning Learning needs related to social roles Problem-centered and desires immediate application Motivated internally rather than externally

E VERYDAY L EADERSHIP Everyday Leadership

L IKE IT OR N OT, YOU ARE A LEADER!

W HY D O W E N EED T EACHER L EADERS ? Teaching is a flat profession. Teacher tenure is longer than administrator tenure. Demands of modern-day principals are impossible to meet. Principals have limited expertise. School Improvement depends on the active involvement of teacher leaders. Danielson, Charlotte (2007), The many faces of leadership. Educational Leadership 65 (1)

W HAT Q UALITIES A RE N ECESSARY ? On a post-it, write down the qualities that are necessary in order to be a successful teacher leader and post them on chart paper at your table.

D EVELOPING F ACILITATING L EADERS What Qualities and Skills are required? Formal and Informal Leadership Litmus test: can you mobilize people’s commitment to putting their energy into actions designed to improve things? - Michael Fullan (2007), Leading in a Culture of Change Skills: Collaboration, consensus-builder, respected for profession, understand high-leverage skills and impact Qualities: Open-minded, optimistic and enthusiastic, confident, able to persevere.

T HE R OLE OF A T EACHER L EADER In your Team: Coordinate and facilitate Lead Change Maintain focus Understand and secure resources In your School: Larger influence Lead Change Collective responsibility Beyond our School: Representative in the district Advocate for education

C ONDITIONS F OR T EACHER L EADERSHIP Safe environment for risk taking Encouragement of leaders Absence of the ‘tall poppy syndrome’ Opportunity to learn leadership skills Group collaboration and facilitation Curriculum planning Instructional improvement Data, Assessment Design

R EFLECTIONS ABOUT LEADERSHIP Break

T EACHER L EADER E XPLORATORY C ONSORTIUM History of Teacher Leader Model Standards Overview of the Standards

T EACHER L EADER M ODEL S TANDARDS Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning Domain II: Accessing and Using Research to Improve Practice and Student Learning Domain III: Promoting Professional Learning for Continuous Improvement Domain IV: Facilitating Improvements in Instruction and Student Learning Domain V: Promoting the Use of Assessments and Data for School and District Improvement Domain VI: Improving Outreach and Collaboration with Families and Community Domain VII: Advocating for Student Learning and the Profession

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.

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.

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.

R EVIEWING THE TLMS What did you notice about the TLMS? What surprised you? What are you looking forward to learning?

R EVIEWING THE TLMS Several skills are prevalent throughout the Teacher Leader Model Standards Facilitation and group work Understanding of group roles Establishment of trust among team members (reflective/constructive conversations)

BREAK

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, diversity and creating an inclusive culture and being able to facilitate the work of a group. What is the difference between a group and a team?

C REATING A C OLLABORATIVE C ULTURE Groups Vs. Teams

D OMAIN I: C OLLABORATIVE C ULTURE Understanding of a Team What do you believe defines a team? A group of people who are working interdependently to achieve a common mission. A group of people with a full set of complementary skills required to complete a task, job, or project.groupskillsrequiredtaskjob Team members (1) operate with a high degree of interdependence, (2) share authority and responsibility for self-management, (3) are accountable for the collective performance, and (4) work toward a common goal and shared rewards(s). A team becomes more than just a collection of people when a strong sense of mutual commitment creates synergy, thus generating performance greater than the sum of the performance of its individual members. (Businessdictionary.com)membersoperatehighdegreeinterdependenceshareauthorityresponsibilityself-managementaccountableperformanceworkcommongoalcollectionmutualcommitmentcreatessynergysumindividual A number of persons associated together in any work.

D OMAIN I: C OLLABORATIVE C ULTURE What we Learn from the Apollo Syndrome Dr. Meredith Belbin Described how teams that contained high-performing individuals performed poorly Why? They spent excessive time in abortive or destructive debate, trying to persuade other team members to adopt their own view, and demonstrating a flair for spotting weaknesses in others' arguments. They had difficulties in their decision making, with little coherence in the decisions reached (several pressing and necessary jobs were often omitted). Team members tended to act along their own favorite lines without taking account of what fellow members were doing, resulting in teams that were difficult to manage. In some instances, teams recognized what was happening but over compensated - they avoided confrontation, which equally led to problems in decision making.

D OMAIN I: C OLLABORATIVE C ULTURE Foundations of Teams Two-way trust that allows for open and honest communication Accepting collective responsibility Identifying and removing inhibitors

D OMAIN I: C OLLABORATIVE C ULTURE – B UILDING T RUST

D OMAIN I: C OLLABORATIVE C ULTURE Promoting Effective Interaction Among Colleagues Building Trust Small Moments ‘Costs of Trust’

D OMAIN I: C OLLABORATIVE C ULTURE Costs of Trust High Cost of Low Trust Lower Morale Lower Productivity People ‘Quit’ but Stay Higher Turnover Elements of Trust Able Believable Connected Dependable Teamwork

D OMAIN I: C OLLABORATIVE C ULTURE Foundations of Teams Two-way trust that allows for open and honest communication Accepting collective responsibility Identifying and removing inhibitors

D OMAIN I: C OLLABORATIVE C ULTURE Strategies for Communication Active Listening Focused communication

D OMAIN I: C OLLABORATIVE C ULTURE Promoting Effective Interaction Among Colleagues

D OMAIN I: C OLLABORATIVE C ULTURE Strategies for Communication Active Listening Focused communication Approach the conversation as you would want to be approached (i.e. The Golden Rule)

D OMAIN I: C OLLABORATIVE C ULTURE Collective Responsibility Positive results of teachers taking collective responsibility for student learning are linked to higher achievement gains and more equitable distribution of achievement in disadvantaged social groups (Lee & Smith, 1996). Collective responsibility has also been linked to other variables such as teachers’ participation in professional community where participants take joint responsibility for monitoring the quality of instruction, pedagogy and student learning outcomes (Bolam et al, 2005). Teachers’ collective responsibility for performance has been reported as teachers’ offering assistance to colleagues in matters of instruction, volunteering for additional assignments, and contributing extra effort in creating opportunities for student learning (Kruse 1995). Collective responsibility is also related to relational trust (Bryk & Schneider, 2002; Van Maele & Van Houtte, 2009).

D OMAIN I: C OLLABORATIVE C ULTURE Strategies for Collective Responsibility Analyze and reflect upon teaching practice Joint construction of classroom and assessment tasks Engaging in a collective struggle Providing structures that allow for ownership of all students learning

D OMAIN I: C OLLABORATIVE C ULTURE Adult Learning Theory being able to direct their own learning, life experiences that serve as a resource for learning, has learning needs relates to social roles, problem-centered and desires immediate application, and motivated internally rather than externally. (Merriam, 2001)

D OMAIN I: C OLLABORATIVE C ULTURE Group Facilitation

D OMAIN I: C OLLABORATIVE C ULTURE Group Facilitation Facilitating the work of a group ensures that the group will foster democracy, responsibility, cooperation, honesty, egalitarianism. Stages of Facilitation Entry Observation and Listening Intervention Task Accomplishment It’s also important to understand the stages of group development.

D OMAIN I: C OLLABORATIVE C ULTURE Stages of Group Development Forming Orientation and Purpose Storming Organizational Concerns Rules/Limits of the work Norming Sharing of ideas, sense of cohesiveness Tension over conflicting conversations, but not long-lasting Performing Problem-solving and consensual decision-making Hidden agendas disappear

D OMAIN I: C OLLABORATIVE C ULTURE Stages of Group Development Forming Orientation and Purpose Storming Organizational Concerns Rules/Limits of the work Norming Sharing of ideas, sense of cohesiveness Tension over conflicting conversations, but not long-lasting Performing Problem-solving and consensual decision-making Hidden agendas disappear

Storming Organizational Concerns Rules/Limits of the work How do we make Storming effective? Assigning roles Shared Leadership Clear communication regarding process and outcomes

D OMAIN I: C OLLABORATIVE C ULTURE Creating an understanding of diversity and an inclusive culture How do you define diversity? Breaking Stereotypes How do we address issues of diversity and culture? Starting the conversation Learning about the various cultures and understanding their oppression Invite conversations about differences in cultures, values, beliefs Recognizing differences and incorporating them into conversations about teaching and learning

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, diversity and creating an inclusive culture and being able to facilitate the work of a group.

D OMAIN I: C OLLABORATIVE C ULTURE Strategies for Creating a Collaborative Culture Strategies for Communication Active Listening Focused communication Approach the conversation as you would want to be approached (i.e. The Golden Rule) Strategies for Collective Responsibility Analyze and reflect upon teaching practice Joint construction of classroom and assessment tasks Engaging in a collective struggle Providing structures that allow for ownership of all students learning

D OMAIN I: C OLLABORATIVE C ULTURE Strategies for Creating a Collaborative Culture Principles of Adult Learning being able to direct their own learning, life experiences that serve as a resource for learning, has learning needs relates to social roles, problem-centered and desires immediate application, and motivated internally rather than externally. Stages of Group Development (Storming) Assigning roles Shared Leadership Clear communication regarding process and outcomes Elements of Trust Able Believable Connected Dependable

D OMAIN I: C OLLABORATIVE C ULTURE Strategies for Creating a Collaborative Culture Strategies for addressing viewpoints of diversity Welcoming perspective of others Learning about the various cultures and understanding their oppression Invite the conversations about differences in cultures, values, beliefs Recognizing differences and incorporating them into conversations about teaching and learning

D OMAIN I: A CTION S TEP Consider Learning What Do We Already Know? Determine an Action Step Measurable and Attainable Implement Action Step Reflect and Refine

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

D OMAIN I: C OLLABORATIVE C ULTURE Develop an action step for implementation – reflect on your action step Complete surveys #5-7 See you on August 15!!