Sentences with phrase «about teacher leadership roles»

In short, lack of clarity about teacher leadership roles, and the absence of structures to support them, is, at least in some places, inhibiting sustainable development of effective teacher leaders.

Not exact matches

In his latest Teacher video, Greg Whitby speaks to Melanie Brown from Our Lady of Nativity Primary School about the new approach to student leadership and learning that's been implemented at her New South Wales school, where all Year 6 students have the opportunity to take on a leadership role.

Questions about their aspirations and experiences of leadership were included in the study as the teachers moved into extended roles.

Advocacy for teacher professionalism and expanded leadership roles is based on the understanding that teachers, because they have daily contacts with learners, are in the best position to make critical decisions about curriculum and instruction.

Bryan Hassel and Emily Ayscue Hassel have written for Education Next about a new way to address this issue, something they call Opportunity Culture, which allows teachers to take on leadership roles while remaining in the classroom.

We spoke about the opportunities within ESSA to build in teacher leadership positions that can help to satisfy that need for advanced roles, and doesn't pull talent out of the classroom.

A common base of understanding about reform efforts, shared between teacher leaders, educators, and other community members, along with the community's recognition and value of their leadership expertise, helped teacher leaders to be successful in these roles.

The lack of information about how to evaluate teacher leadership is compounded by the fact that teacher - leader roles and job responsibilities differ considerably across districts and states and are continuing to evolve at a rapid pace.

The categories included program characteristics (explicitly articulated objectives and role expectations, provision for continuous student progress, flexibility in matching materials and instruction to student needs, and stability of programs over several years), leadership behaviors (establishing reading improvement as a school priority, being knowledgeable about reading instruction, actively facilitating instructional decisions, establishing and maintaining monitoring of student progress, and evaluating teachers), and psychological conditions (high expectations for students, calm and businesslike school climate, staff commitment to the reading program, staff cooperation, parental involvement, and attribution of reading failure to program defects).

One of the great things about charter schools is that public school teachers can take on a much greater role in the ownership, vision, operation, and leadership of a charter school than they can in a traditional public school.

Student voice initiatives can range from students giving teachers their opinions about school issues to youth assuming leadership roles in reform efforts.

For more information about teacher leadership, see ASCD's latest Policy Points (PDF), which features recent data on the primary characteristics of teacher leaders, identifies states that offer formal teacher leader certifications, and offers recommendations on how to best support teachers in leadership roles.

Rob Reetz, principal at Chippewa Middle School in Minnesota, talked about the power of teams in teacher evaluation and in the distribution of leadership roles.

The program focuses on developing «emerging teacher leaders» - effective teachers who might not enjoy formal leadership roles but want to contribute to and learn from a broader conversation about high - level teaching.

I hear a lot of discussion these days about paths to leadership roles for teachers; yet, I rarely see compensation offered when teachers take on these roles (which, by the way, often isolate them from their peers, as they become «outsiders»).

This framework can be used to design professional development offerings, serve as a discussion tool to address the dilemmas that arise when leadership is shared and contribute to the ongoing dialogue about the roles teacher leaders assume in efforts to improve student learning.

We are told that good schools are about great leadership and amazing teachers, but what role do the pupils themselves play?

Pediatricians should adopt a more proactive leadership role in educating parents, child care providers, teachers, policy makers, civic leaders, and the general public about the long - term consequences of toxic stress and the potential benefits of preventing or reducing sources of significant adversity in early childhood.