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Teacher leadership in the classroom and the school - Coggle Diagram
Teacher leadership in the classroom and the school
Assumptions of teacher leadership
Teacher leadership requires that teachers develop capacity for effective leadership
Teachers develop leadership capacity when they are supported
All teachers have opportunities for leadership
Teacher leadership requires changes in other leaders throughout the school system
Teachers lead, formally or informally, wherever they are
Teacher leaders take responsibility for their own professional growth and the growth of others
Teacher leadership impacts student and peer performance
Teacher leaders foster collaborative cultures that promote continuous improvement
Teacher leadership requires courage, tolerance for ambiguity, and flexibility
Teacher leaders collect evidence of impact resulting from their work
Components of teacher leadership
Component 1: Definition of teacher leadership purpose, roles, and responsibilities
Component 2: Creation of conditions for successful teacher leadership
Relational trust
Collective responsibility
Commitment to continuous development
Recognition and celebrations
Autonomy
Comprehensive plan for teacher leadership
Role changes
Preparation, support, and supervision
Opportunities to lead
District policies and procedures
Component 4: Assessment of the impact of teacher leadership
Component 3: Cultivation of dispositions for teacher leadership
Deep commitment to student learning
Open-mindedness and humility
Courage, willingness to take risks, and perseverance
Confidence, flexibility, and decisiveness
Commitment and passion to ongoing learning
Types of teacher development (Mahlangu, 2014, p. 1378)
“Individual guided staff development
Observation/assessment
Involvement in a development/improvement process
Training
Inquiry”
Holistic focus on management skills (Drago-Severson, Maslin-Ostrowski &Hoffman, 2012, p. 48)
Relational learning – focus on building relationships"
Collaborative leadership
Reflective practice
Adult learning
"Social-emotional dimension of leadership
Adult development
Model of teacher leadership (Grant, 2008, p. 93)
“Continuing to teach and improve one’s own teaching
Providing curriculum development knowledge"
Leading in-service education and assisting other teachers
Participating in performance evaluation of teachers
Organising and leading peer reviews of school practice
Participating in school level decision-making
Leadership frameworks to improve student relationship (Hargreaves, A, & Lowenhaupt, R. (2017)
Sustainable leadership
Breadth
System-ness (justice)
Diversity
Energy
Conservation
Inclusive leadership
Efforts to promote inclusion and achievement for all students
Examination and reform of marginalising structures and policies
Inclusive leadership practices that take into account multiple voices and diverse perspectives
Uplifting leadership
An inspiring and uplifting dream
A creative and counter-intuitive pathway
Collaboration with competitors
Pushing and pulling
Using meaningful metrics
Sustainable growth
The regenerative leadership framework (Hardman, 2012)
Personal mind-set, purpose, and worldview
Awakening to a heightened sense of purpose
Creative intelligence
Systems thinking
Global ethics
Emerging futures
Personal behaviours, competencies, and skills
Purpose-driven leadership
Iterative observation
Deep listening
Multi-stakeholder engagement
Collective mind-set, culture, purpose, and worldview
Fostering collective purpose through generative conversation
Trans conceptual dynamics
Triple-loop learning
• Collective behaviours, systems, competencies, and skills
Back casting
Third-order change
Collective strategy to prototype and mainstream best solutions for ideal futures (triple-top line)
Members of leadership team in my workplace
Principal
2 x Deputy Principals
8 x Departmental Heads
How and where does the teachers fit in
Classroom and learner discussions
Consensus
Administration
Extra and co-curricular
Communication with stakeholders
Learner code of conduct
Classroom management
School climate and culture
