# data[].attributes.body
Role: Supporter
Barrier: Students' attitude/target; students' background

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Reading 1 (Trần Thị Phương Hoa - Uỷ ban dân tộc)

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Reading 1 (Trần Thị Phương Hoa - Uỷ ban dân tộc)

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1. Leadership traits: charisma, compassion, authenticity, determination, inspiration.

2. Leadership abilities: charismatic, relatable, influential, compassionate, confident.

3. Administrative skills, interpersonal skills, conceptual skills.

4. Integration of task and relationship behaviors.

5. Relational leadership: inclusive, empowering, supportive.

6. Leadership as an influence process: inspiring, motivating, leading by example.

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LEADERSHIP SELF – ASSESSMENT AND SCHOOL ASSESSMENT

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LEADERSHIP SELF – ASSESSMENT AND SCHOOL ASSESSMENT

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1. I think I was aware of my strength and weakness and I always engaged in collaborative learning. I expect to improve my self -organization and open communication.
2. My school promoted development focus, collegiality and participation. I expect my school will improve positive environment and have more open communication.

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1. The scales that I can do quite well are: Self- awareness, communication,  leading change, self-organisation and instructional proficiency and leadership. I expect to improve diversity and continuous development

2. What my school did and can do: Promoting teacher leadership at school, Development focus, Recognition and Open communication. I expect my school to have more positive environment and have better developmental focus. I expect my school to have more positive environment and better development focus.

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I get mark 5 or 6 for self- assessment when using the seven scales of teacher leadership to evaluate my performance as an English teacher. Self- awareness, communication,  self-organisation and instructional proficiency and leadership are the scales that I can do quite well. I expect to improve diversity, continuous development and leading change. For school assessment I expect to improve development focus, positive environment and autonomy.

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self-motivation; self-learning; mutual understanding;

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Roles: mentor , facilitator; adviser;
Barriers: time constrain. big class size

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It's esential to be supportive of one another

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1. self-awareness, leading change and continuous development are the extent I have done. I expect to improve continuous development and self - organization in the future.

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1. self-awareness, leading change and continuous development are the extent I have done. I expect to improve continuous development and self - organization in the future.

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2. Recognition, participation. I expect my school will have more positive environment.

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1. Vision and Goal Setting: How well do you articulate a vision for your classroom or subject area? Are you able to set clear goals and communicate them effectively to your students and colleagues?

2. Communication and Collaboration: How effectively do you communicate and collaborate with your colleagues, students, and parents? Do you actively seek and value input from others, and are you able to work collaboratively to achieve common goals?

3. Instructional Leadership: How skilled are you in leading instructional practices?

School Assessment:

1. Leadership Effectiveness: How effective is the school leadership in providing a clear vision, setting goals, and promoting a positive and supportive learning environment? Does the leadership team effectively communicate with staff, students, and parents?

2. Instructional Practices: How well do teachers implement effective instructional practices aligned with curriculum standards? Are teachers supported with professional development opportunities and resources to improve their teaching?

3. Student Achievement: What is the overall student achievement level in the school? Are students meeting or exceeding academic expectations? Are there systems in place to monitor and support student progress?

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I am aware of my strengths as well as weaknesses. I think I need to improve my knowledge.

I hope that my school will give  a good condition for teachers to have the opportunity to participate in courses to improve their professional qualifications.
(An Hạnh- LS)

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1. If the scale is from 1 to 5, the extent to which I have done 7 scales is: Self-awareness: 4; Leading change:3; Communication: 4; Diversity: 3; Instructional proficiency and leadership: 3; Continuous development: 4.
- I expect to get more instructional proficiency and leadership.
2. What my school did and can do: Promoting teacher leadership at school: 3; Developmental focus: 3; Recognition: 3; Autonomy: 4; Collegility: 3; Participation: 3; Open communication: 3; Positive environment: 3.
- I expect my school to have more positive environment and have better developmental focus.

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1. Teacher leadership self-assessment: I have done 7 scales: Self-awareness; Leading change; Communication; Diversity; Instructional proficiency and leadership; Continuous development.  I expect to get more instructional proficiency and leadership.                                            2. Promoting teacher leadership at school: Developmental focus; Recognition; Autonomy; Collegility; Participation; Open communication; Positive environment. I expect my school to have more positive environment.

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1. Teacher leadership self-assessment: I have done 7 scales: Self-awareness; Leading change; Communication; Diversity; Instructional proficiency and leadership; Continuous development.  I expect to get more instructional proficiency and leadership.                                            2. Promoting teacher leadership at school: Developmental focus; Recognition; Autonomy; Collegility; Participation; Open communication; Positive environment. I expect my school to have more positive environment.

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I was aware of my English teaching. I just got B2 level. I face difficulty in reading and understanding materials needed for my work. I have attended a short course organized by HANU so that I could get C1, but I failed. Therefore, I need to improve my language teaching to be a better teacher of English.  There are only 7 teachers of English in my school, each of us teaches 5 or 6 groups. Sometimes we are under a lot of pressure, so we need a positive environment. There should have an open communication among managers, teachers and students.  In my school, my managers are all open and willing to listen to teachers' problems.

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I was aware of my English teaching. I just got B2 level. I face difficulty in reading and understanding materials needed for my work. I have attended a short course organized by HANU so that I could get C1, but I failed. Therefore, I need to improve my language teaching to be a better teacher of English.  There are only 7 teachers of English in my school, each of us teaches 5 or 6 groups. Sometimes we are under a lot of pressure, so we need a positive environment. There should have an open communication among managers, teachers and students.  In my school, my managers are all open and willing to listen to teachers' problems.

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Hoàng Ngọc LS

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As a member of the National English Teachers Group, founded 3 years ago, called Du An Tieng Anh Toan Quoc (National English Projects), a positive activity for the professional learning community could be a "GCSG Mock Exam Design" as it brings about multitude merits as follows.

1. Collaborative Learning: The activity fosters collaboration among English teachers, allowing them to share their expertise, insights, and best practices. By working together, teachers can draw on their collective knowledge to design a comprehensive and well-rounded mock exam that covers various language skills and content areas.

2. Alignment with Curriculum Standards: Through the collaborative design process, teachers can ensure that the mock exam aligns with the curriculum standards and assessment objectives of their teaching context. This helps in reinforcing the alignment between instructional practices and evaluation methods, ensuring that students are adequately prepared for the actual exam.

3. Quality Resource Creation: The Mock Exam Design activity results in the creation of a high-quality mock exam resource that can be utilized by the participating teachers and even shared with other educators. This resource can serve as a valuable tool for test preparation, providing students with practice opportunities that closely resemble the format and content of the actual exam.

4. Comprehensive Assessment Coverage: By dividing the mock exam design process among different groups, each focusing on a specific section or skill, teachers can ensure comprehensive coverage of the assessment domains. This helps in designing a well-balanced exam that assesses a range of language skills, such as reading comprehension, writing, listening, and speaking.

5. Professional Growth and Development: Engaging in the mock exam design activity allows teachers to enhance their own assessment literacy and pedagogical knowledge. Through discussions and collaborations, teachers can gain insights into effective assessment strategies, explore innovative approaches, and learn from the experiences and perspectives of their colleagues.

6. Enhanced Exam Preparation: By designing a mock exam that closely mirrors the actual exam format and content, teachers can provide their students with targeted and relevant practice opportunities. This activity helps in familiarizing students with the exam structure, timing, and question types, thereby boosting their confidence and exam readiness.

7. Tailored Instructional Adjustments: Through the design and analysis of the mock exam, teachers can identify areas where students may struggle or require additional support. This enables teachers to make informed instructional adjustments, design targeted remediation activities, and address specific learning needs to optimize student performance.

Overall, the GCSE Mock Exam Design activity for the National English Teachers Group offers numerous merits, including collaborative learning, alignment with curriculum standards, resource creation, comprehensive assessment coverage, professional growth, enhanced exam preparation, and tailored instructional adjustments. By working together, teachers can create a valuable exam preparation resource that benefits both educators and students.

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As an English teacher, I would expect my school to prioritize and improve collegiality for several reasons:

1. Collaboration and Support: Collegiality promotes a culture of collaboration and support among the faculty members. When teachers work together, share ideas, and support one another, it creates a positive and conducive environment for professional growth. Collaborative efforts allow teachers to learn from each other, exchange best practices, and collectively develop innovative teaching strategies. This ultimately benefits both teachers and students.

2. Enhanced Teacher Satisfaction: A school that values collegiality fosters a sense of belonging and job satisfaction among its teachers. When educators feel supported and connected to their colleagues, it positively impacts their overall well-being and job morale. This, in turn, translates into higher levels of job satisfaction, increased motivation, and ultimately, better teaching outcomes.

3. Professional Development Opportunities: Collegiality provides opportunities for ongoing professional development. When teachers collaborate, they can share their expertise, attend workshops and conferences together, and engage in reflective practices. By encouraging collegiality, the school can create a platform for continuous learning and growth, allowing teachers to stay updated with the latest research and trends in education.

4. Student Success: A strong sense of collegiality directly contributes to student success. When teachers work collaboratively, they can align their teaching approaches, curriculum, and assessment practices. This promotes consistency and coherence across classrooms, ensuring that students receive a well-rounded and cohesive education. Additionally, when teachers support one another, they can share effective instructional strategies and interventions, ultimately improving student learning outcomes.

5. Positive School Culture: Collegiality fosters a positive and inclusive school culture. When teachers collaborate and build strong professional relationships, it creates a supportive and respectful atmosphere within the school. This positive culture permeates throughout the entire school community, benefiting not only the teachers but also the students, parents, and staff. A positive school culture enhances the overall learning environment, encourages student engagement, and promotes a sense of belonging for all stakeholders.

In summary, improving collegiality within the school is essential for fostering collaboration, supporting teachers, providing professional development opportunities, enhancing student success, and cultivating a positive school culture. By prioritizing and nurturing collegiality, the school can create a supportive and thriving community that benefits both teachers and students alike.

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I believe that self-development is crucial for both educators and students. Here are a few reasons why I expect to improve self-development:

1. Personal Growth: Engaging in self-development allows individuals to continually grow and evolve. It enables us to enhance our knowledge, skills, and abilities, which ultimately leads to personal growth. By continually learning and developing, we become better versions of ourselves and are equipped to face new challenges.

2. Professional Development: Self-development plays a significant role in professional growth. As an English teacher, it is essential to stay updated with the latest teaching methodologies, educational technologies, and subject knowledge. By investing in self-development, I can enhance my teaching techniques, explore innovative approaches, and bring fresh ideas to the classroom. This, in turn, benefits my students and improves the overall learning experience.

3. Adaptability: In today's rapidly changing world, adaptability is key. Self-development fosters the ability to adapt to new situations, embrace change, and acquire new skills. By actively seeking self-improvement, I can stay ahead of educational advancements, address the evolving needs of my students, and effectively navigate any challenges that may arise in the field of education.

4. Role Model for Students: As an English teacher, I understand the importance of being a positive role model for my students. By prioritizing self-development, I can demonstrate to my students the value of continuous learning and personal growth. This not only inspires them to pursue their own self-improvement but also instills in them a lifelong love for learning.

5. Increased Effectiveness: Investing in self-development ultimately leads to increased effectiveness as an educator. By expanding my knowledge base, developing new skills, and refining my teaching strategies, I can become more effective in meeting the diverse needs of my students. This, in turn, fosters a positive learning environment and maximizes the potential for student success.

Overall, self-development is crucial for an English teacher because it promotes personal and professional growth, enhances adaptability, serves as a positive example for students, and ultimately improves effectiveness in the classroom. It is a continuous journey that allows us to evolve as educators and contribute to the development of our students.

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-Have leading chance in teaching E anh can self-organize.
-At school, the leader revognized the role's E teachers and give Ts more autonomy.

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TEACHER LEADERSHIP SELF-ASSESSMENT

- Self-awareness
- Leading change
- Communication
- Diversity
- Instructional proficiency and leadership
- Continuous development
- Self- organization

PROMOTING TEACHER LEADERSHIP AT SCHOOL
- Developmental focus
- Recognition
- Autonomy
- Collegility
- Participation
- Open communication
- Positive environment

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TEACHER LEADERSHIP SELF-ASSESSMENT-	Self-awareness-	Leading change-	Communication-	Diversity-	Instructional proficiency and leadership-	Continuous development-	Self- organization TEACHER LEADERSHIP AT SCHOOL-	Developmental focus-	Recognition-	Autonomy-	Collegility-	Participation-	Open communication-	Positive environment

# data[].attributes.subject
TEACHER LEADERSHIP SELF-ASSESSMENT-	Self-awareness-	Leading change-	Communication-	Diversity-	Instructional proficiency and leadership-	Continuous development-	Self- organization TEACHER LEADERSHIP AT SCHOOL-	Developmental focus-	Recognition-	Autonomy-	Collegility-	Participation-	Open communication-	Positive environment

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TEACHER LEADERSHIP SELF-ASSESSMENT

- Self-awareness
- Leading change
- Communication
- Diversity
- Instructional proficiency and leadership
- Continuous development
- Self- organization

PROMOTING TEACHER LEADERSHIP AT SCHOOL
- Developmental focus
- Recognition
- Autonomy
- Collegility
- Participation
- Open communication
- Positive environment

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I think we need to share the methods and support another.

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I use the seven scales of teacher leadership to evaluate my performance as a skilled English teacher. Here is a sample of my travels:

Setting expectations and goals: I've created specific goals that will encourage pupils to work hard and succeed.

Creating a friendly environment: I've created a classroom where kids work well together by encouraging inclusion and respect.

I've avidly sought professional development, honing my teaching abilities through seminars and introspective exercises.

Facilitating dynamic learning: I've motivated pupils to achieve their maximum potential by using motivating tactics and timely feedback.

Building connections: Working with colleagues, I've created a community where people can share resources and creative ideas.

Supporting students' needs: I have made sure that students' needs are met and that their concerns are acknowledged.

Reflecting and leading: I have spearheaded curricular improvements and facilitated professional development sessions as a result of self-reflection.

Going forward, I'll keep evaluating and improving my leadership abilities, looking for chances for professional development, and having a good influence on both my students and the teaching profession.

# data[].attributes.body
Role: instructor, supporter, mentor
Barrier:  st's background knowledge, time, class size

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Conveying motivation, practising more interaction, giving specific roles . 

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Conveying motivation, practising more interaction, giving specific roles . 

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1. - self - development; open communication; self -organization
2.  change the way to understand English and teachers of english

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- Can be self organization
- School gives teachers more automomy

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I think we need to support from people living around us.

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Convey motivation

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1. I was aware of myself.
I will develop my knowledge in the future.
2.I expect my shool to give positive environment.

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Conveying motivation, practising more interaction, giving specific roles

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student's parent

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- low background of students
- additional things: reports, plans, ...
- full-time in class and school due to lack of teaching staff for the subject

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Student, motivate, mood, time, under presure of work

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Student, motivate, mood, time, under presure of work

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Role: Instructor, guider, supervisor
Barrier: Different level among students; time limit

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I think teacher should be a supporter

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Barriers: multilevel students

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Roles: guider, supporter, examiner.

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We need to support people living around us

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Facilitators
Mentors

Specialty Instructors
Supporters

Learners

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1. Instructor, supporter, mentor
2. Barriers: shortage of time; lack finance;

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role: guide, help; barrier: workload, time; stakeholder:

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role: guide, help; barrier: workload, time; stakeholder:

# data[].attributes.headline
Role: supervisor, adviser, instructor, facilitator, Barriers: Students' background knowledge, big class size, time, 

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Role: supervisor, adviser, instructor, facilitator, Barriers: Students' background knowledge, big class size, time, 

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role: leader, intrustor
barriers: multilevel students

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Chu Anh - Lai Chau.q1. good at school, q2. good education and skills, q3. empower herself, q4. open her door to others, q5. using voice, is willing to hear others.

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Chu Anh - Lai Chau.q1. good at school, q2. good education and skills, q3. empower herself, q4. open her door to others, q5. using voice, is willing to hear others.

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1. I think, tobe success we need to support from people who lives around us 

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1. I think, tobe success we need to support from people who lives around us 