Please enable JavaScript.
Coggle requires JavaScript to display documents.
Teacher leadership styles at X private school - Coggle Diagram
Teacher leadership styles
at X private school
Relevence to holistic leadership in school
Whose learning is valued – that of students, teachers, the school community?
School leaders play a key role in integrating external and internal accountability systems by supporting their teaching staff in aligning instruction with agreed learning goals and performance standards.
• Opportunities for teacher leadership in the school
• Peer assistance, especially for new teachers
• Teaming with other teachers to promote collaboration
• Adequate equipment and other resources in the classroom
• High levels of classroom autonomy
• Increased program coordination
• Increased teacher leadership opportunities
• Opportunities for professional development
Existing leadership styles in the school
Distributed Leadership
Useful conceptual framework for understanding the
complexities of teacher leadership
Transactional Leadership
• Opportunities to be rewarded with more pay and career opportunities
• Teacher incentive structures
exchange of rewards and targets between employees and
management
Autocratic Leadership Style
Rely on threats and punishment to influence employees, often tells teachers that parents are not happy so they need to make parents happy at all times.
Do not trust employees, due to a lot of stealing and infedilities in the school teachers have strict rules.
Do not allow for teachers input
Intstructional Leadership
instructional leaders is to ensure that every student receives the highest quality instruction each day
instructional leaders lead for the improvement of the quality of teaching and for the improvement of student learning
Effective management of resources and of people such recruiting, hiring, developing, evaluating particularly in changing environments.
Teachers leadership in the school
• Designated amounts of preparation time allow some teachers to feel less stressed, better organized and more effective instructionally.
• Low levels of student disruptions and misbehaviour
• Opportunities for teacher leadership in the school
• Visibility of new roles
• High levels of perceived support by school administrators
• Broader participation in school decisions
• Clear links between change initiatives and student welfare
• Avoidance of excessive emphases on evaluation and accountability, especially with simplistic performance assessment techniques
Defining the vision, values and direction
Improving conditions for teaching and learning
Redesigning the organisation: aligning roles and responsibilities
Enhancing teaching and learning
redesigning and enriching the curriculum
Enhancing teacher quality (including succession planning)
Building relationships inside the school community
Placing an emphasis on common values.
Building relationships outside the school community
Reflection
• Collaboration
Partnerships with other schools, communities, businesses, social agencies, universities and policy makers on a local, national and international basis
Leadership beyond the school borders
• Instructional leadership
Managing the curriculum and teaching programme
Integrating a sound grasp of basic knowledge and skills within a broad and balanced curriculum
• Managing behaviour and attendance
Ensuring consistently good teaching and learning
Goal-setting, assessment and accountability
Aligning instruction with external standards, setting school goals for student performance, measuring progress against those goals and making adjustments in the school programme to improve performance are the dynamic aspects of managing curriculum and instruction.
basic skills, especially literacy skills
subject matter content knowledge
pedagogical skill
pedagogical content knowledge
classroom experience
