Exemplary Teacher Leaders

1. Exemplary Teacher Leaders

2. MultiliteracyHealy, 2008, p. 203. …“the variety of literacies we use to communicate within social and cultural groups, and of their modes of delivery.”

3. Exemplary Teachers:Leaders among the learners 1. “…leadership is like beauty: it’s hard to define, but you know it when you see it.” Warren BennisOn being a leader 2. Key characteristics of admired leaders: • Honest • Forward looking • Inspiring • Competent “It is meaningless to talk about leadership unless we believe that individuals can make a difference in the lives of others.” Kouzes and Posner Credibility and A leader’s legacy

4. On Being a Leader Qualities of an effective leader • Influence • Character • People skills • Drive • Intelligence Bill Hybels Courageous leadership

5. Casting Vision as a Leader

6. Six Characteristics of Teachers as Leaders Crowther et al Developing teacher leaders 1.0 Convey convictions about a better world 2.0 Strive for authenticity in their teaching, learning and assessment practices 3.0 Facilitate communities of learning through organization-wide process 4.0 Confront barriers in the school’s culture and structures 5.0 Translate ideas into sustainable systems of action 6.0 Nurture a culture of success

7. Transformational leadershipRobert Owens Organizational behaviour in education Are you in a position where you are likely to fulfil your innate potential? Why are you on this earth? What steps will you need to take in order to achieve your maximum potential? What is the single best indicator that you are making progress towards your life dream/vision?

8. The 360 degree leaderBill Hybelscourageous leadership Lead “North” by influence, persuasion relationship Lead “East” via Lead “West” via common cause; win/ negotiation; win scenario lateral leadership Lead “South” by authority and power Cast vision, form and inspire a team, set goals

9. Teaching as moral workRobert StarratEthical leadership Teaching is a “profoundly moral work that calls upon the full humanity of teachers and students for its realizations” Educational leadership should be work that is: • Simultaneously intellectual and moral • A blend of human, professional and civic concerns • Cultivating an environment for learning that is humanly fulfilling and socially responsible

10. Exemplary Teaching “…past 30 years…new approaches to cognitive research & developmental psychology… most people learn best through personally meaningful experiences that enables them to connect new knowledge to what they already believe or understand.” Killen, 2007. p. 2

11. Setting your prioritiesBiehl, Bob (1996). Mentoring If you could only accomplish 3 measurable priorities in the next 10 years that would make 50% difference by the end of your life, what would they be? If you could only accomplish 3 things in the next 90 days that would make 50% difference(to your effectiveness), what would you do?

12. School culture “Body of solutions to external and internal problems that has worked consistently for a group and has been taught to newcomers as the correct way to perceive, think about, and feel in relation to those problems.” Owens (2001)Organizational behaviour “Shared philosophies, ideologies, values, assumptions, beliefs, expectations, attitudes and norms that knit a community together.”

13. TwoTwo themes re culture Re Culture 1. Norms: “(unwritten) rules of behaviour that are accepted as legitimate by members of the group.” 2. Assumptions: “what members of the organisation accept as true and false in the world”

14. Creating School culture • A body of solutions to problems that has worked for a group and has been taught to newcomers • Solutions become assumptions about the nature of reality, truth, time, space, human nature, human activity and human relationships • Over time these assumptions are *taken for granted* and drop out of awareness Owens (2001)

15. Beliefs and Values Behaviour and Norms Traditions and Rituals Heroes and Heroines Culture of the school History Stories and Myths

16. Change and Culture& school c 2.5 % Innovators 13.5 % Early adopters 34% Early majority 34% Late majority 16% Laggards

17. Transition and change

18. Transition stressors re change stressors RRobert Reich. (2000). The future of success Deepest anxieties of prosperous age concerns erosion of families, fragmenting of communities, & keeping our integrity intact. “Rewards” of knowledge economy are more frenzied lives, less security, and more economically divergent and socially stratified society.

19. Implications in classrooms Westerners I broke the plate I missed the bus We have a problem; let’s talk about it I forgot I was in an accident Africans The plate fell and broke The bus left without me A problem exists; we must hope it goes away It forgot itself to me An accident happened to me

20. Going to the core

21. Portfolio of Resources What is a Portfolio? “Usually contains gathered samples of lesson plans; units of study; and, professional documents that reflect the knowledge, skills and beliefs of the teacher. It can be presented in a variety of formats, including through web-sites, CDs, DVDs, or through various software.” Bullock and Hawk, 2010. p. 10

22. Four Types of Portfolios • Process Portfolio. Shows a person’s performance over a period of time; usually to improve something. • Product Portfolio.* Specific set of evidence developed over a short period of time. • Showcase Portfolio. A collection of a teacher’s best work, chosen by the teacher. • Digital Portfolio.A product, process or showcase portfolio captured, organised, saved, or presented in digital format. Bullock and Hawk (2010) * What we are doing in 4333