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1. Curriculum developers

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What character/s does a teacher must possess to be a great teacher?

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Process by which teachers, individually or collectively; influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement
-York-Barr & Duke, 2004,

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2. Bid writers

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3. Leaders of a school improvement team

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4. Mentors of new or less experienced staff

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5. Action researchers with always a strong link to the classroom

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Do you ever wonder what makes great teachers and great leaders?

Let's find out in this video!
https://youtu.be/p3A4Nbzx-gM

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Arrange the jumbled letters to form a word that describes the role of teachers as leaders.

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✔Teachers help their colleagues by sharing instructional resources such as books, websites, instructional materials, readings or other resources to use with students

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✔helps colleagues implement effective teaching strategies
✔might study research-based classroom strategies, explore which instructional methodologies are appropriate for the school, and share findings with colleagues

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✔lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and developed shared assessments
✔instruction nd assessment is essential to ensuring consistent curriculum implementation throughout a school

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✔facilitating professional learning opportunities among staff members is another role for teacher leaders
✔their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning

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✔work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, co-teaching, or observing and giving feedback
✔consultation with peers enhanced teachers' self-efficacy

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-shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole

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-serve as role models, acclimate new teachers to a new school, and advise new teachers about instruction, Curriculum, procedure, practices, and politics

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-can lead conversations that engage their peers in analyzing and using this information to strengthen instruction

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-visionaries who are "never content with the status quo but rather always looking for a better way"

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-model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve

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THE IMPACT OF TEACHER LEADERSHIP
https://youtu.be/w83S-0m8Mz4

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If teacher leadership is an essential factor for the overall success of a school, what do you think are the hindrances that prevents or limits schools in manifesting it?

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Organisational barriers
A study by Boles (1992) found that teachers' perceivedack of status within the school and the absence of formal authority hindered their ability to lead

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Professional Barriers
The evidence shows that strong peer networks are a key source of support for teacher leadership (Zinn, 1996)

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If there are barriers, of course there are also strategies for increasing teacher leadership  potential

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The ABC's of goal setting
✔️ Achievable
-A goal is achievable if itbis possible in terms of task difficulty, skill, and resources

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✔️Believable
-A goal is believable if it is feasible in terms of knowledge, time, and values.

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✔️Credible
-A goal is credible if it is both desirable and perceived as important

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- it can be converted into a constructive experience when both parties seek a win-win situation

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😁Improving school effectiveness
A study by Pellicer et al (1990) found that in most effective schools, leadership was a shared responsibility of teachers and heads.

😁improving teacher effectiveness
In 1995, Symlie points out that teacher leadership can improve teacher effectiveness in a number of ways. The emphasis on continuous learning and excellence in teaching can improve e the quality of teachers, while the emphasis on spreading good practice to colleagues can lead to increasing the expertise of the teachers throughout the school.

😁Contributing to school improvement
Building the capacity for school improvement means extending the potential and capabilities of teachers to lead and work collaboratively

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Are you willing to accept the challenge of being a future educator and take the lead?