PROPOSED TEACHER LEADERSHIP FRAMEWORK

Transcription

1 Kentucky Teacher Leadership Wrk Team PROPOSED TEACHER LEADERSHIP FRAMEWORK Under Cnstructin!

2 Kentucky Teacher Leadership Wrk Team PROPOSED TEACHER LEADERSHIP FRAMEWORK This draft dcument represents the wrk f a team f educatrs representing varius grant prjects and rganizatins, including: KyNT3 Netwrk t Transfrm Teaching administered thrugh the Educatinal Prfessinal Standards Bard, Instructinal Transfrmatin Grant administered thrugh the Kentucky Department f Educatin, CTL - the Cllabrative fr Teaching and Learning, The Fund KY, the Kentucky Educatin Assciatin, Hpe Street Grup, and the Bluegrass Center fr Teacher Quality. With credit t/permissin frm CSTP Teacher Leadership Skills Framewrk Additinal surces cnsulted: TLI s Teacher Leadership Cmpetencies 2014, Teacher Leader Mdel Standards 2012, ISLLC Draft Standards 2014, Leading Educatrs Framewrk 2014, Iwa TLC System, and Bstn Teacher Leadership Certificate Prgram. KyNT3 is funded by a US Department f Educatin Supprting Effective Educatr Develpment (SEED) grant and is implemented by a lcal partnership f the Educatin Prfessinal Standards Bard, Kentucky Department f Educatin, Kentucky Educatin Assciatin and the Natinal Bard fr Prfessinal Teaching Standards.

3 Teacher Leadership Framewrk Intrductin Gdwin (1994) intrduced the ntin f prfessinal visin, which he defined as scially rganized ways f seeing and understanding events that are answerable t the distinctive interests f a particular scial grup (p. 606). Teacher leaders represent such a scial grup. As such, teacher leaders need t wrk tgether and wrk with thers t be able t highlight features f effective pedaggical practice, label prductive and unprductive relatinships with key stakehlders, and prduce artifacts frm their leadership effrts that thers can use t find their way t change and imprvement. The implicatin f Gdwin s ntin fr teacher leadership is that if a cmmunity f teacher leaders can learn t see as (prfessinal visin), then they are better able t see differently (a visin fr leadership). Additinally, if teacher leaders want thers t supprt the innvatins that the teacher leaders wish t bring t classrms and t schls, then they need t help thers see things the way that they d s that the reasn fr, lgic f, and pathway t innvatin will make mre sense t these thers. Belw is the teacher leadership framewrk diagram; hw shuld that be seen? It is likely typical fr peple t view the 6 categries as hierarchical, s that a teacher leader s trajectry wuld invlve extending her r his sphere f influence thrugh the mre encmpassing cmpnents f the categries. Hwever, there is value in seeing this in a different way. The six categries can represent six nested cmmunities f practice r aspects f practice that each influence and are influenced by the thers. Lking at the framewrk thrugh this lens, the categries are interrelated, s that leadership activity in any ne categry will impinge n and have implicatins fr the ther categries. This view als suggests that as a grup(s) f teacher leaders wrks t see things mre cgently and understand practice mre deeply within ne f the spheres, they will be able t apply thse lessns t ther spheres. Fr instance, as ne learns hw t better build relatinships and lead grups and teams, then ne will likely be able t lead within the classrm better by creating mre prductive learning envirnments. Dr. Brett Criswell Clinical Assistant Prfessr, STEM Educatin University f Kentucky May 2015

4 Kentucky Netwrk t Transfrm Teaching WORKING DRAFT May 23, 2015 PROPOSED TEACHER LEADERSHIP FRAMEWORK Missin f Teacher Leadership: Elevate teachers as experts and leaders in and beynd the classrm. Definitin f Teacher Leadership: Teacher leaders transfrm their classrms, schls, and prfessin, activating teacher grwth and achieving equity and excellence fr students. Framewrk Spheres: The framewrk cntains six spheres r dimensins, each describing a set f dispsitins, cre beliefs, knwledge base, requisite skills and unique rles fr teacher leaders. While the spheres are interrelated, with each ne bradening the stage fr teacher leadership, it is nt expected that individual teachers will fulfill every rle. Rather, these six spheres suggest multiple rles fr teacher leaders. Leading t Cnnect t Larger Cmmunity and Wrld Leading t Prfessinalize Teaching Leading t Increase Teacher Vice and Influence Leading Grups and Teams Leading thrugh Mdeling and Caching Leading frm the Classrm Teacher Leadership

5 Leading frm the Classrm: develping capacities f students and self Includes: Make decisins that reflect best practice and respnsiveness t student needs; mdel psitive learning and leadership behavirs fr students; use thery t reflect upn and imprve practice; increase knwledge and qualificatins, e.g., NBCT Cre Beliefs: Students intellectual capacity develps thrugh their learning envirnment. The rle f the teacher is t gradually release respnsibility fr learning t the student. Develping sund thinking skills prepares students fr cllege and career. Teachers must mdel intellectual curisity and lve f learning if they want their students t pssess these traits. Teachers have craft knwledge brn f experience that infrms their actins. Learning must engage the heart as well as the mind. Knwledge and Skills: Understand current research n effective practice including Danielsn s Framewrk fr Teaching that supprts effective practice. Apply cntent standards and curriculum framewrks. Make adjustments t accmmdate students individual learning needs and interests. Emply a variety f strategies t supprt authentic learning, frmative assessment and student engagement. Understand and apply knwledge f hw students learn. Facilitate a student-centered classrm envirnment. Psses cultural cmpetency. Use listening t and questining f students in ways that stretch students thinking and makes them feel valued. Cllect and analyze student data t make instructinal decisins. Engage with technlgy t supprt instructin, make cnnectins and lcate resurces. Susan is learning t let her high schl Science students take initiative fr designing and cnducting experiments, as well as demnstrating what they have learned. Prir t engaging with and earning Natinal Bard Certificatin, Susan was mre likely t explain scientific cncepts, prvide students with data t analyze, and lead them thrugh experiments. Over the past semester she has put mre trust in the abilities f her students, and has stepped back t let them learn thrugh ding the wrk rather than hearing abut hw t d it frm her. This apprach has allwed her t ffer guidance and instructin as needed, and als t gather frmative assessment data during class, which infrms her design f subsequent lessns. Mrever, she is dcumenting the changes she makes and their impact n student learning t share with her clleagues. Dispsitins: Apprach classrm learning frm a student s pint f view and plan accrdingly. Prvide pprtuntiies fr students t make meaning and create new knwledge. Invest planning and instructin with passin and energy. Reflect n persnal effectiveness and cntinually strive t imprve. Seek ut and embrace new learning pprtunities. Learn frm clleagues. Reflectin: 1. What did Susan need t understand abut leadership t allw her t delegate mre respnsibility fr learning t her students? 2. What strategies might Susan use t have her students act mre like scientists, actively engaged in experimental design? 3. Hw might Susan share what she is learning with her clleagues in ways that wuld prvide them with new insights?

6 Leading thrugh Mdeling and Caching: develping capacities f peers Includes: The rle f peer bserver as envisined under PGES, as well as mentring new teachers, caching t strengthen classrm practice, r sharing expertise in implementing new instructinal mdels Cre Beliefs: Teacher learning is interwven with student learning. Teachers must experience new practices and mdels f learning t implement them effectively. Learning is scially cnstructed and based n prir knwledge and experience. Inquiry-based appraches fster grwth. Knwledge and Skills: Mdel and prmte reflective practice. Create a safe envirnment fr teachers t take risks. Develp trusting and reciprcal relatinships. Prvide specific feedback n strengths and weaknesses. Cnsult research n bth student and adult learning. Understand theretical framewrks fr teaching. Incrprate cgnitive caching mdels that emphasize inquiry t guide teachers in imprving their practice. Demnstrate interpersnal effectiveness including empathy, warmth and humility. Cllect, analyze and use data t supprt teacher practice. Maximize effectiveness by using technlgy t cllabrate. Dispsitins: Value the wrk f learners. Acknwledge prfessinal expertise. Presume psitive intent, that all are wrking in the best interest f students. Expect hnest and respectful cmmunicatin and ffer it in return. Recgnize prgress made. Malik is a classrm teacher wh als spends part f his time facilitating faculty-wide, jb embedded prfessinal develpment and acting as a peer bserver fr PGES implementatin. While he has thrughly immersed himself in Danielsn s Framewrk fr Teaching, he is new t caching peers. A well-respected teacher himself, Malik is cnfident that sme f the inquiry-based appraches he uses in the classrm will apply t his new rle. He has als thught carefully abut the useful feedback frm his principal and wants t make sure that in supprting ther teachers he is adding value and helping them achieve desired results. He knws there is a natural tensin between new learning and established practice and cncludes that learning alngside his clleagues and eliciting their feedback n his effectiveness will mdel the kind f behaviral nrms he hpes t establish in thers. Reflectin: 1. Hw can Malik incrprate inquiry-based appraches int his rle as peer bserver? 2. What strategies and understandings are necessary fr Malik t deal effectively with resistance he may encunter frm peers? 3. What kind f relatinship-building will cultivate hnest and cnstructive reciprcal feedback?

7 Leading Grups and Teams: cntributing t psitive schl change t enhance student learning Includes: Take a key rle in leading schl initiatives, facilitating teacher wrk grups, and encuraging teacher cllabratin Cre Beliefs: Thse clsest t the classrm shuld be instrumental in designing and implementing refrm strategies. Cllabratin builds cllective knwledge and increased effectiveness. Schl-led initiatives take int accunt lcal cntext and needs. Slutins can be fund within the expertise f the faculty. Data frm a variety f surces infrm schl imprvement effrts. Knwledge and Skills: Manage diverse views and reslve cnflict. Build and use cllabratin nrms when facilitating grups. Pssess facilitatin and rganizatinal skills including recrding and cmmunicating prgress. Draw n research, prtcls and resurces. Share respnsibility and leadership, serving as catalyst f thers leadership. Mdel listening, synthesizing and reflecting. Engage in data-driven dialgue. Build cmmunity in face-t-face and virtual envirnments. Dispsitins: Hnr diverse views. Draw inspiratin frm wrking in cllabratin with thers. Ensure straightfrward and transparent cmmunicatin. Wrk frm a slutins rientatin. Fster cmmunity Lynette and Mike were early adpters f prject-based learning at their middle schl. With several clleagues they frmed an interdisciplinary team, planning units that tied math, science, English and art standards tgether and invlving lcal businesses in helping students with prduct develpment. Based n their initial success, they have assumed leadership fr implementing prject-based learning with tw additinal teams f teachers at their schl. They have a weekly meeting structure t prvide time fr supprt, idea sharing, and feedback n student prject designs, using Participating in a Prfessinal Cmmunity descriptrs frm PGES/Danielsn s Framewrk fr Teaching Dmain 4. They ve taken respnsibility fr helping the new implementers with resurces and with making cmmunity cnnectins based n their wn experiences and, when needed, enlisting administrative supprt. They ve als made themselves available t help clleagues think thrugh hw t shift t an inquiry-based classrm withut feeling verwhelmed by new rles and different ways f teaching. Reflectin: 1. Hw can Lynette and Mike establish an pen and cllegial cntext fr beginning this wrk? 2. What kinds f supprt might the tw new teams f teachers need as they implement prject-based learning fr the first time? 3. What kinds f accmmdatins f time and classrm respnsibilities will Lynette and Mike, full-time teachers themselves, need t supprt their clleagues in implementing new classrm structures and practices?

8 Leading t Increase Teacher Vice and Influence: wrking t enlarge teachers rle in decisin-making at the schl and district level and in cncert with administratrs Includes: Participate n schl r district leadership team that supprts and mnitrs prgram implementatin; recmmend changes in plicy and practice; r help t create pathways fr teachers as leaders wh remain in the classrm Cre Beliefs: Imprvement effrts hnr teachers perspectives, experiences and ideas. Changes in plicy and practice are achieved thrugh engaging teachers and ther stakehlders. Leadership is strengthened when distributed acrss rle grups. There is tangible benefit t teachers remaining in the classrm and prviding leadership beynd the classrm. Teacher leadership grws thrugh intentinal, well-defined effrts. Knwledge and Skills: Articulate shared visin and gals. Act in an pen and transparent manner. Anticipate emerging trends t shape schl r district decisin-making. Ask deep, clarifying questins and prmte a culture f prfessinal inquiry. Seek and engage in nn-evaluative, reflective dialgue. Take initiative t assume leadership rles. Uphld highest levels f hnesty, integrity and cnfidentiality. Challenge negative attitudes t ensure all students are hnred. Understand and wrk within systems. Strive fr accuntability and sustainability. Facilitate grup decisin-making using research, data and evidence. Use technlgy t build netwrks that unite diverse grups and interests. Dispsitins: Generalize beynd wn experiences. Hnr all perspectives. Presume psitive intent. Value prfessinal expertise. Fster cmmunity. Persevere in difficult situatins. Think and act flexibly. Mari is a teacher leader wh is held in high esteem by bth teachers and administratrs fr his ability t express his thughts clearly and t represent the best interests f his peers. He serves n the district PGES implementatin cmmittee. Knwing that evaluatin can create anxiety in teachers wh want t be assessed fairly and recgnized fr their effrts, Mari has taken this cncern seriusly and will advcate fr a prcess that supprts nging prfessinal grwth. He has been instrumental in helping the district determine hw t supprt teachers in meeting evaluatin gals, seeking ut teacher pinins and suggestins. Because his clleagues value shared reflectin n practice, Mari has led the cmmittee t craft and adpt a plicy that supprts teacher vice in the evaluatin prcess. Reflectin: 1. What des Mari need t d t prepare fr entering int discussins abut district plicy? 2. Hw can Mari best cmmunicate the need t embed in evaluatin plicy an emphasis n prfessinal grwth? 3. Hw can Mari wrk t ensure that teacher vice is heard in ther plicy discussins?

9 Leading t Prfessinalize Teaching: refrming educatinal systems t create greater pprtunities fr teachers t learn and lead beynd the lcal level Includes: Wrk t fster systems change, by serving n a state task frce, participating in a reginal r natinal teacher leadership netwrk, r advising institutins f higher educatin n teacher preparatin Cre Beliefs: Teachers cntribute t new ways f thinking abut educatin refrm. Teacher participatin strengthens state, reginal and natinal effrts t achieve student equity and excellence. Teacher netwrks prvide pprtunity t learn with and frm clleagues acrss lcales. As credentialed prfessinals, teachers are in a unique psitin t make suggestins fr teacher preparatin prgram quality and respnsiveness, as well as wrking cnditins, rle definitin and plicies. Knwledge and Skills: Seek ut and energize clleagues. Fcus n authenticity and relevance. Deal effectively with resistance. Disseminate infrmatin equitably. Use the pwer f language t cmmunicate ideas and inspire actin. Draw n emerging trends and research t shape r influence systems. Navigate change in the midst f ambiguity and cmpeting demands and interests. Wrk within and acrss systems. Advcate with plicy makers. Organize cmmunities t advcate fr educatinal interests and pririties. Understand current research and apply data t a variety f cntexts. Use emergent technlgies t maximize time and impact. Dispsitins: Interest in the bigger picture. Attuned t relatinships. Embrace pprtunity t wrk with thers wh have diverse views. Cultural cmpetence. Risk taking. Self-efficacy. Hnest, curageus cmmunicatin. Resiliency. Willingness t speak n behalf f thers. Clark s schl is participating in a multi-district prject designed t learn hw teacher leadership can be implemented t prmte faculty grwth and student achievement. He serves n the prject steering cmmittee, which has respnsibility fr verall develpment f new teacher rles acrss participating districts. With his wn teacher preparatin prgram nly six years behind him, he is especially interested in hw clleges and universities can embed teacher leadership knwledge and skills int their prgrams, s that students cmplete their certificatin with a larger sense f their rle which includes the classrm, schl, and prfessin. In the prcess f data gathering, Clark hears abut a natinal teacher leader netwrk and becmes an active member, taking advantage f the pprtunity t learn abut related plicies and practices, t cllabrate with educatrs arund the cuntry, and t cntribute t a natinal dialgue n teacher leadership. Reflectin: 1. Hw can Clark best cmmunicate what he is learning at the natinal level t clleagues in his district and the districts participating in the teacher leadership prject? 2. Hw might Clark use his expertise t develp teacher leader rles? 3. What are ways Clark can influence teacher preparatin prgrams in his state and hw des he initiate this prcess?

10 Leading t Cnnect t the Larger Cmmunity r Wrld: expanding the wrld f the schl beynd the classrm Includes: Engage business and industry with the schl r district in authentic ways; cnnect teachers with brader wrld including fundraising, utreach, and cllabratin with ther grups; bring cmmunity resurces int the classrm Cre Beliefs: Teachers and their schls are part f a larger cmmunity infrastructure, making cllabratin beneficial and necessary. Schls are funded n the ntin that an educated citizenry will preserve ur demcracy, giving everyne in the cmmunity a stake in successful schls. Part f teacher leadership is wrking with stakehlders within and beynd the schl. Cllabratin with the larger cmmunity brings additinal talent and resurces int the schl. Technlgy can span distance and cnnect students and teachers t a larger wrld. Knwledge and Skills: Garner supprt frm and wrk with cmmunity stakehlders. Wrk in structures and cntexts utside f educatin. Facilitate cllective inquiry prcesses and decisin making. Seek resurces, infrmatin and crprate investment beynd the schl. Craft and deliver an effective message. Use data effectively t infrm gal setting, mnitring and reprting f prgress. Use technlgy t cnnect students with thse gegraphically distant. Dispsitins: Openness t wrking with thse utside the field f educatin t achieve cmmn purpses. Appreciate diverse views and experiences. Able t cmprmise. Willing t admit wn limitatins and learn frm thers. Recgnize patterns and trends. Inspire thers t supprt and imprve educatin. DaJea teaches in a large urban district in a city engaged in redefining itself and recmmiting t develping a cmpetitive and well-educated wrkfrce. T date, the schl district has played a small rle in city-wide imprvement effrts, and DaJea and her clleagues feel that bth their schl and district are missing an pprtunity t cntribute t the develpment f a new framewrk fr city advancement. In a bld mve, she and the teachers n her grade-level team the mayr s ffice and ask if their schl can becme a case study fr cmmunity engagement t shw hw cmmunity resurces can braden schl effrts t prepare students fr secndary schl, and in turn, hw students can design and implement prjects that add value t the city. The mayr is intrigued and puts DaJea and clleagues in tuch with a cultural arts grup that is actively invlved in the city s effrt t make the arts mre visible and enhance the image f the city. What emerges is a prject fr creating an arts walking tur f existing utdr art, t which the students are adding their wn sculptures and murals. Lcal artists have jined students in DaJea s classrm, making art tgether and giving her students a windw int the prcess f creating prducts that have bth beauty and purpse. Reflectin: 1. DaJea and her team have set their wn curse; what skills and dispsitins have enabled them t take the first and subsequent steps? 2. What kinds f administrative supprt and accmmdatins are needed t enable students t wrk n a cmmunity enhancement prject? 3. Hw might engaging lcal artists and ther cmmunity members with students becme standard practice?

11 Yur cmments and suggestins are welcmed! Cntact: Lauren Hill: Teacherpreneur, NT3 (Netwrk t Transfrm Teaching) Dr. Debrah Walker: dwalker@ctlnline.rg President and CEO, CTL (Cllabrative fr Teaching and Learning) Still t Cme: Administratr Plicy and Practice Resurces Case Studies f Teacher Leaders Rles fr Teacher Leaders Links t Resurces: Supprting and Staffing High-Needs Schls Teacherpreneurs Classrm Caches Critical as Teachers Shift t Cmmn Cre YuTube n Teacher Leadership Finding Yur Vice: Teacher Leadership Iwa Teacher Leadership and Cmpensatin System Creating Sustainable Teacher Career Pathways Teacher Leaders: Leading the Way t Effective Teaching and Learning Hpe Street Grup Our Future, Our Teachers Bstn Public Schls Engage Families t Help Turn Schls Arund The Imprtance f Cmmunity Invlvement in Schls