The Teacher Leader

1. The Teacher Leader

2. Learning Intention • To look at models of the teacher-leader in other countries • To look at the qualities of the teacher-leader

3. Success Criteria • I can…identify different models of teacher leadership • I can…evaluate the strengths and weaknesses of different models including that of the SCT • I can…evaluate the qualities of the teacher leader and reflect upon my own qualities

4. Why teacher leadership? “Empowering teachers through teacher leadership opportunities may be the best way to reform education from the inside out” (Bradley-Levine, 2008)

5. Models in Other Countries Which ones do you know? What are other terms for SCT?

6. Advanced Skills Teacher Master teacher

7. Surveys reveal that almost universally, the AST scheme is regarded as a major disappointment and an opportunity lost. (Ingvarson and Chadbourne, paper presented at the Annual Meeting of the American Educational Research Assn, New York, April 1996)

10. Leading Teacher Scheme

12. Columbus, Ohio

13. Columbus, Ohio “The consultants work not only with beginning teachers but also with experienced teachers who may be having classroom difficulties. Research into this program has shown dramatic improvement in retention rates of both beginning and experienced teachers, and the program has received a number of awards both locally and nationally.”

14. “This is the way of the future. Medicine wasn’t able to teach doctors how to practise better until they created teaching hospitals. Schools of education have to create teaching schools.” (Professor Darling-Hammond, Stanford University, quoted in, Teaching teachers: What's the best way? http://www.wtoctv.com/Global/story.asp?S=10094825)

15. England

19. Excellent TeacherScheme

21. Central to the construction of the program for aspiring chartered teachers was the idea of providing a framework for the continuing official development of teachers who wish to pursue a career without having to leave the classroom. • (Kirk, Beveridge, Smith: The Chartered Teacher, 2003)

22. CTs will be expected to have an input into school + curriculum development, play a large role in mentoring and delivering new developments. (2005)

23. Forum http://community.tes.co.uk/forums/43.aspx

27. The SCT in New Zealand • What are the strengths and weaknesses of our system?

28. The value of the Teacher/Leader

29. Why have teacher/leaders? Are there benefits for schools and governments?

30. “Beginning teachers who have access to intensive mentoring by expert colleagues are much less likely to leave teaching in the early years” (Darling-Hammond, Solving the dilemmas of teacher supply, demand, and standards. New York: National Commission on Education and America's Future 2000, p. 22).

31. “Findings suggest that beginning teachers who receive comprehensive induction support for two years or more are more likely to have classes that achieve reading gains …at levels comparable to veteran teachers” • (Strong, New Teacher Center, 2006)

32. Cost Analysis

33. Mentoring Teachers • Cost effective – every $1 invested recoups $1.66 for society • Increasing teacher effectiveness is more cost effective than increasing teacher retention (47% v 17%) (Villar and Strong, 2007)

34. How is the role optimised? Professional development Personal qualities School support

35. Personal Qualities of the Teacher Leader

36. The teacher/leader is: • Committed • Accepting • Reflective • Skilled at instructional support • Effective in different inter-personal contexts • Continuous learner • Communicator of hope and optimism

37. In particular, teachers wrote about ways in which the mentor pushed their thinking, helped them plan, and helped them and engage students. John described how his mentors “provided materials about the varied instructional methods to address differentiated learning styles to increase student engagement.” Ann wrote, “my mentor observed my room and kept a detailed log on student engagement. I got to find out many things I didn’t notice in my room.” Mary wrote about how the mentor “encouraged innovative and engaging ideas and activities and emphasised when students were not engaged.” Stanulis and Floden (2009), p119 Intensive Mentoring

38. Professional Development

39. “Simply having years of teaching experience, then, is insufficient to be a teacher-leader or even to qualify for training” (Ferguson & Morihara 2009)

40. School culture, traditions, rituals and community goals for on-going school improvement • Best Curriculum/Teaching Practice • Shifting from Teacher to Teacher Educator

41. In order to engage with confidence in the leadership practices that make a measurable difference to students, school leaders need high quality opportunities to update and deepen their knowledge of curriculum, assessment and pedagogy and to learn how to integrate that knowledge into all their leadership activities. (Robinson, p10)

42. School Support • Remuneration • Time • Status • Support of Senior Management • Opportunity to work with a range of teachers • On-going PD

43. Benefits for the teacher/ leader

44. Professional revitalisation • Greater recognition • Belief in one’s impact on the profession

45. Many Chartered Teachers experience greater fulfillment in their professional lives as they act as advisers or consultants to colleagues in areas beyond their own subject and beyond their own previous area of expertise. The article gives an example of one charter teacher who now works with students who have Autistic Spectrum disorders, and another who works with bilingual learners.

47. Reflection • Which of the 3 components of your SCT role give the greatest support? • What benefits has the role given you? Personal qualities School support Professional development