# data[].attributes.body
This Ted Talk video shows conflict resolution specialist Paul Osincup discussing the importance of laughter when leading. He elaborates on the benefits of humor, such as increasing morale, productivity, creativity, and trust. These qualities are crucial in sustaining a thriving work environment for teacher leaders. One way of leading is by showing that nobody is perfect, especially for education leaders. Humor helps leaders seem more approachable to others, and provide less stressful interactions. I chose this resource since it is so relatable to me. I laugh or find humor in the most stressful situations. The work environment, in general, is already stressful, so why not try to relieve that stress with laughter?

# data[].attributes.attachment_link.title
Leading with Laughter: The Power of Humor in Leadership | Paul Osincup | TEDxNapaValley

# data[].attributes.body
The National Council of Supervisors of Mathematics, or NCSM, is an organization dedicated to leaders in mathematics. The group's ultimate goal is preparing math teachers and leaders enough to provide effective instruction to all students. One of the most significant benefits of being a part of the NCSM is the professional learning opportunities. Examples of these learning opportunities include an annual conference, mini-conferences, virtual coaching labs, and its Fellows Program. Also included are various resources tailored specifically towards its leaders, such as research position papers, podcasts, and curriculum analysis tools. I selected this resource due to its simplistic and welcoming approach regarding involvement. The website clearly and concisely lays out everything necessary for those interested in becoming a volunteer or a sponsor.

# data[].attributes.attachment_link.readable_text
NCSM is the premiere mathematics education leadership organization. Our bold leadership in the mathematics education community develops vision, ensures support, and guarantees that all students engage in equitable, high-quality mathematical experiences that lead to powerful, flexible uses of mathematical understanding to affect their lives and to improve the world.

# data[].attributes.attachment_link.title
Welcome - NCSM Leadership in Mathematics Education

# data[].attributes.attachment_link.description
NCSM is the premiere mathematics education leadership organization. Our bold leadership in the mathematics education community develops vision, ensures support, and guarantees that all students engage in equitable, high-quality mathematical experiences that lead to powerful, flexible uses of mathematical understanding to affect their lives and to improve the world.

# data[].attributes.body
The National Science Teaching Association, or NSTA, is a coalition of science teachers and leaders that help promote quality, creativity, and innovation in its educators. The NSTA brings science education to the forefront while encouraging a respectful and equitable experience for all parties involved. After exploring their website, leadership tools that stood out to me were the extensive webinars and courses available to its members. A teacher leader is never satisfied with their learning. They will always look for improvement opportunities for their craft. These learning opportunities are perfect for just that. I chose this resource because of its plentiful resources for current leaders, but it is just as important for future leaders. A pre-service teacher chapter program helps future teachers network with science leaders while opening up opportunities before they enter the field.

# data[].attributes.attachment_link.readable_text
Download PDF
Introduction

NSTA strongly supports using the Framework for K-12 Science Education (NRC 2012) for guiding reform in science education. Essential elements of science education reform include aligning curriculum, instruction, and assessment with national, state, and local standards; implementing professional learning based on district and state needs and objectives; and ensuring that the infrastructure needed to sustain the science program over time is firmly in place. NSTA asserts that the only way to realize these goals is through the presence of strong leaders at the district and state levels.

Declarations

It is important for science leaders to cultivate a leadership network consisting of principals, lead teachers, science department heads, and community leaders to implement science education reform at all levels of the school system. It is equally important for local superintendents, local school boards, and chief state school officers to work closely with science leaders as they move forward with science education reform. Therefore, NSTA strongly encourages local superintendents, local school boards, and chief state school officers to support science leaders by establishing district- and statewide policies that promote effective science education reform.

NSTA makes the following declarations about the crucial role of science leaders and their leadership network in implementing science education reform and the administrative support they need in order to be successful.
In the area of science teaching and learning, it is important for science leaders to

ensure that science instruction embraces three-dimensional learning as set forth in A Framework for K-12 Science Education (NRC 2012);.

encourage student engagement in science and engineering practices to explain phenomena or design solutions to problems;

encourage opportunities for students to express, clarify, justify, interpret, and represent their ideas and respond to peer and teacher feedback orally and/or in written form as appropriate to support student's three-dimensional learning;

encourage differentiated instruction that supports all learners;

regularly communicate progress in student learning to parents and students; and

build principals' capacities to provide instructional leadership in science and to recognize and to promote three-dimensional teaching and learning in science.

In the area of professional development, it is important for science leaders to

facilitate regular teacher meetings designed to improve science instruction at both the building and district levels;

actively involve teachers in the decision making for professional development programs, curriculum changes, and other activities that affect their practice;

use disaggregated student achievement data and teacher evaluation processes to drive instructional improvement and to plan professional development at the individual, school, and district levels that are rich in science content and model best practices;

promote collaboration and partnership among district and state policy makers and universities to develop licensure requirements and ensure effective recruitment, induction, and retention of the science teaching workforce; and

provide appropriate mentoring relationships for new teachers (NSTA 2007).

In the area of science curriculum, it is important for science leaders to

develop and align curriculum, assessment, and instruction with national and state standards while meeting local needs;

ensure the development and/or selection of science curriculum that is pedagogically appropriate and encompasses strategies for building conceptual understanding;

ensure the development and/or selection of standards-based science curriculum that supports the vision of three dimensional learning; and

collaborate with post-secondary educators to ensure quality content in the preK-12 curriculum.

In the area of assessment, it is important for science leaders to

implement assessment methods that elicit direct, observable evidence of three-dimensional learning;

ensure the use of a variety of qualitative and quantitative assessments for school improvement, instructional improvement, and enhanced student learning;

provide support for the development and use of assessments that address the needs of diverse learners and that support understanding of science content and processes; and

promote teacher use of assessment data to inform instructional practice.

Administrative Support: Key to Systemic Science Education Reform

If science leaders and their leadership network are to successfully carry out the roles outlined above, the full support and commitment of the superintendent, the board of education, and the chief state school officer are required. These key players in the reform process must shape policies that support standards-based science education, promote collaboration among an experienced science leadership network, allocate adequate funds to attract and maintain a well-qualified science teaching staff and provide teachers with exemplary science curriculum materials, and build time into the school day for high quality professional development programs.

Only with the kind of administrative support defined here can the science leaders move forward with systemic science education reform. By working as a team, the administration, the science leaders, and the science leadership network can ensure that all students have the opportunity to achieve scientific literacy.

- Adopted by the NSTA Board of Directors, February 2003,
Revised, July 2016

References

American Association for the Advancement of Science (1993). Benchmarks for Science Literacy. New York: Oxford University Press.

Consortium on Renewing Education (1998). 20/20 Vision: A Strategy for Doubling America's Academic Achievement by the Year 2020. Glen Ellyn, IL: The Ball Foundation.

DuFour, R., & Eaker, R. (1998). Professional Learning Communities: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service.

Glenn Commission (2000). Before It's Too Late: A Report to the Nation from the National Commission on Mathematics and Science Teaching for the 21st Century. Jessup, MD: Education Publications Center.

Kaser, J.S., and Bourexis, P.S. (1999). Enhancing Program Quality in Science and Mathematics. Thousand Oaks, CA: Corwin Press, Inc.

Loucks-Horsley, S., Hewson, P.W., Love, N., and Stiles, K.E. (1998). Designing Professional Development for Teachers of Science and Mathematics. Thousand Oaks, CA: Corwin Press, Inc.

National Commission on Teaching and America's Future (1996). What Matters Most: Teaching for America's Future. New York, N.Y.: National Commission on Teaching and America's Future.

National Research Council (NRC). 2012. A Framework for K-12 Science Education. Washington, DC: The National Academies Press.

National Science Teachers Association (NSTA). 2007 An NSTA Position Statement: Induction Programs for the Support and Development of Beginning Teachers of Science. Arlington, VA: NSTA.

National Staff Development Council (2000). Learning to Lead, Leading to Learn: Improving School Quality Through Principal Professional Development. Oxford, OH: National Staff Development Council.

Rhoton, J. (2001). School Science Reform: An Overview and Implications for the Secondary School Principal. NASSP Bulletin, 85(623), 10-23.

Schmoker, M. (1999). Results: The Key to Continuous Improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

St. John, M., & Pratt, H. (1997). The Factors that Contribute to the 'Best Cases' of Standards-Based Reform. School Science and Mathematics, 7(6), 316-24.

Usdan, M., McCloud, B., and Podmostko, M. (2001). Leadership for Student Learning: Redefining the Teacher as Leader. Washington, DC: Institute for Educational Leadership.

Valverde, G., & Schmidt, W. (1997). Refocusing U.S. Math and Science Education. Issues in Science and Technology, Winter 1997-98, 60-66.

Weiss, Iris (2001). Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: National Academy Press.

Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass Publishers.

# data[].attributes.attachment_link.description
Download PDF NSTA strongly supports using the Framework for K-12 Science Education (NRC 2012) for guiding reform in science education. Essential elements of science education reform include aligning curriculum, instruction, and assessment with national, state, and local standards; implementing professional learning based on district and state needs and objectives; and ensuring that the infrastructure needed to sustain the science program over time is firmly in place.

# data[].attributes.body
The National Council for the Social Studies, or NCSS, is a non-profit association that supports and advocates for high-quality Social Studies education. The organization provides vast digital resources, professional learning opportunities, and teaching materials for its teacher leaders. One part of the NCSS that stood out in terms of leadership is its focus on advocacy. The NCSS strongly represents and supports the profession, the Social Studies discipline, and its members. I selected this resource because the organization’s objective matches my own. Their goal is ensuring that students make well-informed decisions as they become quality, productive members of society. In teaching interviews, I always made sure that I expressed that my ultimate goal as an educator is to prepare my students for life, and turn them into productive members of society.

# data[].attributes.attachment_link.readable_text
Save the Date! Join National Council for the Social Studies (NCSS) for the 2024 Summer Leadership Institute (SLI), held in partnership with the National Archives, as we embark on an inspiring journey to empower social studies and aspiring leaders across the nation. This SLI, Finding Your Voice, Finding Your Story, encapsulates the transformative experience we offer, and there is no better place to do so than in Washington, DC.

Our goal is clear: to equip you with the tools and knowledge to become your own best advocate. By unlocking the power of your unique voice and story, you will discover how to champion the importance of social studies education at all levels.

Throughout this engaging event, you will have the opportunity to network with like-minded individuals, share experiences, and forge valuable connections. Our program is designed to foster collaboration and ignite a passion for advocating for social studies at all levels.

Don't miss this chance to make a significant impact and join the growing movement of advocates for social studies. Together, we will amplify the importance of this vital field, ensuring that it remains at the forefront of educational priorities. Let your voice be heard and your story be told!
Special thanks to the National Archives and National Archives Foundation for co-sponsoring and hosting this year's Summer Leadership Institute.

# data[].attributes.attachment_link.description
Save the Date! Join National Council for the Social Studies (NCSS) for the 2024 Summer Leadership Institute (SLI), held in partnership with the National Archives, as we embark on an inspiring journey to empower social studies and aspiring leaders across the nation.

# data[].attributes.body
This Ted Talk video shows four-star general Stanley McChrystal sharing his experience with leadership, creating a shared sense of purpose with others, the importance of listening and learning, and leading with the possibility of failing. Upon failing a mission, General McChrystal quoted one of his battalion commanders saying, “Leaders can let you fail, but cannot let you be a failure.” In one short sentence, he went from feeling wholly defeated to feeling like he could overcome this setback. That is authentic leadership. I think it is important for teacher leaders to allow their students or co-workers to fail but ensure they do not feel like a failure. Sometimes, failures create the best lessons. I selected this video because General McChrystal discussed one leadership quality that tends to fall on deaf ears today: it is okay for leaders to ask others for help. It is not a sign of weakness. Instead, it is a sign of strength.

# data[].attributes.attachment_link.title
Stanley McChrystal: Listen, learn ... then lead