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Click on the plus icon from in the bottom right hand corner of the screen.

On the pop-up, add your name, then record a key takeaway from the reading, then click publish

On a second pop-up, add your name, then record a lingering question around teacher leadership.

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We liked how the teaching styles were listed and very cut and dry. We also agreed that your teaching style can change from day to day, year to year, or even class to class.

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#2 - How do you help someone that doesn't want help and think their way is the best way?

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My key takeaway from the reading is that being a teacher leader is more than just being in a classroom and leading students; that leadership has to bleed out of your classroom and into your students, coworkers, school, and community.

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A lingering question I have is "What more can the state do to support teacher leadership?" It seems like much of the weight is on teachers to seek out trainings and certifications, and less on the district or state to identify those leaders and push them.

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My takeaway from activity 3 Module 2 on the 3 questions asked.

Question 1: One sentence.

Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues

Question 2: One phrase.

position themselves as sources of expertise and information on teaching and learning

Question3: one word

contribute

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Key Takeaway:

"Teachers who are leaders lead within and beyond the classroom..."

If you lead your students well then they can lead others. Leading is a personality trait that can make a difference in and beyond the classroom.

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"Teachers who are leaders lead within and beyond the classroom..." It is not just principals who lead a school to do great things. Teachers also have that power.

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Key takeaway:

Being a teacher leader means continually reflecting on and improving one's practice every year. They must take actions that are visible in a way that influences others to improve their practice.

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My key takeaway from the quotes is that there is so much more to being a teacher leader than just saying that you are a leader. A leader is not one who just delegates tasks, it is one that gives their team members responsibility based upon their strengths. I should not lead like a dictator, but rather, lead through a democracy. Ultimately, keeping the end goal in mind - student and school improvement and growth. Relationships between all parties play a significant role in leadership. Depending on the parties involved, leadership style may need to adapt to a different model in order to work effeciently and effectively.

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How can I connect others to their "why"? I can't make someone want to learn and grow. How do I help them want to learn?

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Key takeaway: Being a teacher leader does not just mean leading teachers. Teacher leaders are leaders whose focus is teaching, but they lead both inside and outside of the teaching environment.

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Lingering question: How do you motivate teachers who have no desire to improve their teaching?

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1. Effective teacher leadership is grounded in collaboration, continuous learning, and a shared commitment to improving practice, where leaders influence others not through authority, but by engaging with colleagues, building relationships, and taking collective responsibility for student success.

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A lingering question that I have is how to achieve a work/home life balance, while still staying on top of leadership, goals and results. I feel like I have done a better job with that this year, and drawing boundaries. However, "heavy is the crown"... Regardless of whether or not I have left school at an appropriate time, I need to find a way to quit mulling over things that I said and decisions I have made throughout the day.

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What we have read this morning seems to assume that all those we are attempting to lead are intrinsically motivated to do their best work. What about the ones who are not motivated?

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1. Teacher leaders are reflective practitioners who are always looking for ways to improve their own craft and want to help other teachers reach their full potential - while remaining in the classroom.

2. be problem solvers

3. participate

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Key Takeaway:

Leaders are active participants and not spectators or directors. They need to take ownership and engage in helping students to learn and grow.

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Key Takeaway: "Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened..."

"lead within and beyond the classroom"

"promote"

I believe teacher leaders are not only responsible for leading students, but also other teachers and colleagues. If we truly have a passion for teaching, we must let that bleed over to other teachers to keep the profession growing. The world is making it very hard to be a teacher, but we must keep pushing!

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"Teachers who are leaders lead within and beyond the classroom"... this statement is so powerful..

Sentence: We MUST build capacity within the building and community to touch the students we love and serve.

Thought phrase -we can't keep the amazing things to ourselves

Word- reflective

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2. A lingering question I have about teacher leadership is how, as a new principal, I can earn buy-in by being recognized and respected as a leader, even when others may not agree with my ideas or perspectives.

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Lingering Question:

What do teacher leaders do when their growth mindset clashes with colleagues' fixed mindsets?

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Question:

How can we engage teachers who do not believe they need to work together or be a follower?

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Lingering question:

How is the state going to provide support for teachers who are willing to add these extra credentials to their licenses? Who's responsibility is it to find time during the day to support new teachers if planning times or lunches don't sync?

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I have two:

How can teacher leaders build trust and capacity among peers without contributing to burnout for themselves or others?

How can teacher leadership remain collaborative and authentic in environments with differing levels of readiness for change?

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Teachers are more than just a leader in their classroom. Our students see us at ballgames, WalMart, and our favorite Mexican restaurant and they realize that we are people too! A love for what we do outside of the classroom and school building speak volumes to those with whom we are building relationships. This goes for building those same relationships with our colleagues. Get to know those that you are with everyday, it goes a long way!

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Lingering Question: How can we motivate teachers who seem to have lost their ability to "promote" the profession? What are some ways we can encourage and motivate those who find it hard to get on board with new, innovative opportunities?

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Key takeaway: Teacher leadership is defined differently depending on the individual. I believe being fully invested in promoting/assisting in growth for all (students, coworkers, etc) is being a leader. You are not allowing things to happen independently, you are an active participant.

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Is it possible to make everyone happy and get them all on board? I talk to teachers daily that don't have a lot of positive things to say. I try my best to be the "cheerleader" for them but often that doesn't see enough. How do I encourage young teachers to stay motivated and not get discouraged?

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Key Takeaway

Teacher leaders are determined to make a difference by working together and supporting other teachers and students.

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I loved the first quote about how teachers lead within and beyond the classroom. I think about how the students need me to guide them through not only math, but through life. Being a leader is about creating those endless bonds with students so they trust you to lead them daily. Same goes with other educators who need me to lead them.

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Key Takeaway:

Teacher leaders are not just there to teach. They engage the students and other teachers to continue to improve educationally. They dream of making a difference in knowledge, socially, and craft.

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How do I lead the "Veteran Teacher" that has been doing this for twenty years?

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Lingering Question: Self-Assessment: How can I determine if I am an effective leader and if my approach to leading will promote the best outcome possible?

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My key takeaway from the readings is that teacher leaders must be willing to share, adapt, and seek honest input from themselves and others. To be able to collaborate, be active learners, and share in the responsibility for their students' growth as a co-collaborator with the students, the faculty, and the community. To do so, teacher leaders must always be willing to be reflective decision-makers and must never view themselves as "the expert" rather, recognize that they are also learners in the overall process.

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Key Takeaway:

"Teachers who are leaders lead within and beyond the classroom."

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Key Takeaway:

Teacher leaders are always looking for ways to improve for their students and school. They are continuous learners who apply what they learn to improve their craft. They also take their knowledge and share it with others when it is needed. Teacher leaders help build positive cultures that others want to work in while also building an enviroment that strives for success.

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Lingering Question:

How do teacher leaders work to balance their desire for collaboration and shared input with other leaders who do not share the same understanding or vision?

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My key takeaway from the reading is that teacher leadership does not only exist within the classroom. Leadership should not be just a job and true leadership seeks out that collaboration for success.

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Lingering Question: How can Leaders build a community that values collaboration from all? How can we make leadership more fluid based on the task/goal?

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Lingering Questions:

1. How do I lead other teachers that have more experience than me and are not as willing to change? OR how do I lead teachers that believe they have it all and are not willing to see other perspectives?

2. What are the best practices when having to handle pushback for decisions?

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Key Takeaway:

Teacher leaders are more than just teachers of academics. They play an important role in leading in the classroom but also outside of it in real world situations as well. Not to mention, setting the example of HOW to be a good leader- to both students and colleagues.

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Key takeaway:

A teacher leader is someone that builds relationships with others; teachers, admin, students, parents. It is an ever changing role, that focuses on positive school improvement.

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My key takeaway from the reading is teachers leaders "have been reawakened by engaging with colleagues or working within a professional culture. They are reflective inquisitive, focused on improving their craft, and action oriented; they accept responsibility for student learning and have a strong sense of self." I love that word "reawakened." Teacher leaders are difference makers.

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Lingering Question:

How can I be a teacher leader that allows for others to value my knowledge, experience, and desire to help and not view me as someone “trying to tell them what to do” or “be above them?”

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Key Take Away:

"Teachers who are leaders lead within and beyond the classroom..."

Teachers are role models to the students in their school. The students look up to these teachers, so modeling positive behavior will impact these students within the school walls and for years to come.

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How do you convince teachers who do not think they can be leaders to step up?

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Lingering question:

What are some ways to prevent teacher burnout, as a teacher leader, amid the growing list of expectations and responsibilities put on teachers?

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One Sentence: Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues or working within a professional culture.

Teacher Leaders have to be continuously redefining and reframing approaches to best meet the needs of improvement with instruction and achievement.

One Phrase: Working Within a Professional Culture-It has been my experience that Professional Learning Communities give teachers a time to reflect and redirect on teaching and learning.

One Word: Reflective-Self-awareness is so important to developing strengths and weaknesses in a leader. I had to learn that even though I live by the phrase, "Make it Happen" at all costs, I had to add, "calmly" so that others were sharing the tasks.

A lingering question I have...It is my belief that relationships with students, teachers, and teacher leaders must engage as part of a team. How might I learn to make connections with today's teachers in ways that are meaningful, inspiring, and encouraging to them.

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Lingering Question:

1. How should it be approached when the leadership model being used is not effective? How can I as a teacher leader, help other leaders that I work with find their strengths?

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"Teachers who are leaders lead within and beyond the classroom..." When I think of leading within and beyond the classroom I think of leading them in the community also. Seeing the students in the community and outside of school.

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My key takeaway is that teacher leadership is not about position. It comes from influence, collaboration, and continuous learning. I believe it goes far beyond the classroom, and we should use this to improve practice, support colleagues, and contribute to a shared professional community.

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Lingering Question:

As a teacher leader, how do I approach my colleague when I do not agree with what/how they are doing something. Or if I think that something can be done better/more effectively. I do not like coming across as bossy or demanding. A lot of times I would rather do things myself than to get into those hard conversations.

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Take away: A teacher leader can be the teacher that wants to make a difference in their school; that wants to see positive school improvement with the help of a community of teachers that want to reach the same goal. It is not a solo act, so I can focus on bringing my strengths to the table.

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Question about teacher leadership: As a teacher leader, how can I get all teachers on board to work as a team and to develop a collective growth mindset? There are some teachers who are set in their ways and prefer to work alone instead of collaborate with others.

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Lingering Question:

In a world where teaching is becoming more difficult and so many teachers are wanting "out", how can I be a positive encourager (leader) of change with all of the extra responsibilites and expectations being placed on teachers?

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Lingering Question:

As a Library Media Specialist, how do I encourage and promote change to classroom teachers who are overwhelmed or burnout? They often think that we have forgotten what it is like to be in the classroom and don't necessarily understand. I want to be a positive influence, while leading them in the right direction.

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How can teacher leaders balance collaboration and making positive changes when there are team members that are pushing back against these changes?

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Key Takeaway:

The perspectives reinforce the idea that teacher leadership involves collaboration, professional growth, and a shared responsibility.

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Lingering Question: What are the best techniques to handle a division within a leadership team? If we all have the same goal, but their is a divide on how to accomplish the goal, how do we make a decision without jeopardizing the integrity of the leadership team?

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Lingering Question:

How can teacher leaders support teachers who have fixed mindsets in ways that reduce resistance and promote adaptation to change?

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My key takeaway from the quotes is that being a teacher leader has many roles, just like a classroom teacher has many roles. A teacher leader's roles will need to adapt depending on those involved and the desired outcome. Student learning and growth requires teacher leaders to accept responsibility as a mediator within and beyond the classroom.

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Lingering Question: How do we maintain the drive for excellence and growth in teachers? Some are constantly striving for it no matter how many years they have been teaching and some seem to be happy doing the minimum required to receive a paycheck. I feel they must have had the spark to join the profession, so how can we help maintain it?

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My key take away as a self-contained special education teacher is that I should lead by advocating for students and guiding instructional practices beyond my classroom. I need to get to know the strengths and weaknesses of each person on my team, so that tasks can be delegated accordingly and no one person is left to do all of the work.

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My key takeaway is that if you are leading you must do it with a mind to empower and model that empowerment. You must be open. You not passing out orders you're building a team that can create a desired outcome

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Lingering Question: How can I balance leading others while still meeting the intensive needs of my own students? Also, how can I share what I know without making others feel like I am being pushy or being too much?

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Key Takeaways:

Q1: Teachers who are leaders lead within and beyond the classroom.

Q2: "influence others toward improved educational practice."

Q3: Making a difference

Overall: Good leaders reach beyond the stars. They see the light and dark and they collaboratively work with others to build a community of change makers. Through empowerment, teacher leaders inspire and lead with purpose, building the confidence, capacity, and collective strength of staff and students to achieve lasting success.

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How can I create an inclusive environment where every educator and student is empowered to succeed? Having a Growth Mindset is hard for some. They don't always see the BIG picture or END Goal.

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Key takeway: Teacher leaders are natural leaders who are invested in the growth of their students, classroom, school, community, and themselves. The leadership skills are continously fueled by others (recognized and encouraged).

As an instructional coach, my job is to help "fuel" teachers to grow, learn from each other, and feel confident stepping into leadership so we can improve teaching and learning together.

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Lingering question: How can we (CW Leadership team) create opportunities that allow our teachers to see themselves as leaders who take action to improve both their own practice and student learning—beyond their individual classrooms?

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Q1: Teacher leaders are teachers who stay motivated to make a difference because they work and grow alongside colleagues in a supportive professional environment.

Q2: focused on improving their craft

Q3: inquisitive

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The 2nd quote resonated with me so much. "Dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues or working within a professional culture." Some teachers have deep dreams and desires to see every child succeed. They are willing to do whatever it takes and help other staff members to do the same. This happens when the environment and culture's soil is rich for those dreams to grow.

This phrase from the 3rd quote resonated with me. "translate principles of school improvement into

individual classrooms and individual practices" Teacher leaders are able to show other teachers what they can do to help improve the school and their practices. It goes beyond their individual classrooms.

The word that (really two words) that I wanted to share was student learning. I also like school improvement. The goal is for students to learn what the state has outlined academically but also what they need to know to be productive citizens in their community.

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What advice do you have for ways to leverage teachers who have great influence but are culture killers? What are steps or ideas for helping to turn them to being more positive and using their influence to better the school environment and aid school improvement efforts?

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Effective teacher leadership involves someone who identifies with their teaching community and takes the time to lead beyond the classroom because they are passionate about their craft and people. "a real sense of ownership"

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LQ - What is needed most by teachers who seek leadership from other teachers? What is the main struggle that teacher leaders need to resolve?

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Lingering Question: How do the things that work in an elementary setting, like data binders, translate to a secondary setting where students have multiple teachers and common planning times are hard to arrange.

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Question: How do we encourge all teachers to recognize their own leadership strengths and abilities?

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Takeaway:

“Teacher leaders are those whose dreams of making a difference have either been kept alive or have been reawakened by engaging with colleagues or working within a professional culture.

they accept responsibility for student learning and have a strong sense of self

improving

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Takeaway: Teachers who are leaders lead within and beyond the classroom

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Question: How do you reach your full potential as a leader when your voice is not being heard?