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TEACHER LEADERSHIP - Coggle Diagram

- - - - Encourage colleagues to adopt leadership roles
      - Generate positive change in schools
        
        Understand and manage change process
        
        Utilize resources
        
        Undertake organisational diagnosis through data collection
        
        Build skills and confidence in others
      - Help colleagues explore new ideas
      - Move from hierarchical to peer control
        
        From hierarchical to federal
        
        Loose on freedom to act
        
        Opportunities to experiment
        
        Tight on values
        
        Authority to question
  - - - Improve life chances of students
      - Student outcomes will improve
      - Positive relationship with academic performance
- - - - Set promotion and retention policies
      - Decide on school budgets
      - Design staff development programmes
      - Evaluate teacher performance
      - Set learner behaviour standards
      - Shape curriculum
      - Selection of new teacher panel
      - Selection of administrators panel
      - Choosing LTSM
  - - - Must spend most of the time in the classroom
      - Take different roles at different times
      - Must be expert teachers
        
        Mentor
        
        Trainer
        
        Coach
        
        Curriculum specialist
        
        Facilitator
        
        Create new approaches
        
        Action research
        
        Member of task forces
        
        Lead study groups
      - Follow principles of formative leadership
      - Be instrumental in transforming schools
        
        Member of School Improvement Committee
        
        Instigate partnerships
        
        Higher Education departments
        
        Parent/Teacher
        
        Business
      - Form professional learning communities
      - Contribute to democatisation of schools
    - - Build trust and rapport
- - - - Perceived lack of status
      - Management won't relinquish power
      - Top-down leadership
      - Won't work without trust
      - Structural
    - - Isolation
      - Break through strong peer networks
      - Danger of being ostracised
      - Must be underpinned by strong values
  - - - Increased confidence
        
        Innovations
        
        Willingness to take risks
      - More variation in student learning
      - Increased expertise
      - Improved self-efficacy
        
        Motivate others
        
        Encourage others
        
        Lead others
      - Spreading good practice
      - Improved quality of teachers through continuous learning
    - - Professional development
      - Mutual Support
      - Involvement
      - Assistance in problem solving
      - Encourage coordination and collaboration
      - Networking
    - - Positive response from teachers
      - Decrease in absenteeism
      - Directly influence development and change
      - Effective contribution by teachers
      - Shared goals and values at the core
- - - - Good admin skills
      - Understand organisation culture
      - Re-examine traditional systems
      - Good communication skills