How do the ways
teacher teams function at your school compare to the ideal that Dr. Laura Lipton describes?
Not exact matches
We're familiar with pastors and
teachers, but today's world needs a leadership
team that includes APE, three biblical but forgotten
functions.
Then, shifting gears, the remaining eight chapters engage readers with eight different case studies that offer real - life examples of how
teacher teams actually
function, what is successful, and what problems can be expected to arise as
teams develop.
The research
team is extending an existing evidence - based,
teacher - and child - focused curricular intervention that targets self - regulation and executive
function skills in PreK - 3rd grade classrooms, called «SECURe: Social, Emotional, and Cognitive Understanding and Regulation in education.»
These studies reported on a range of factors that influenced the
functioning of
teams led by
teacher leaders, including: focus on subject matter, group dynamics, and the training received by the
teacher leader.
Neufeld and Woodworth's study (2000) of
teams that included
teacher leaders found that high -
functioning groups (those that fully involved
teacher members and facilitated cross-school discussions on instruction) were collaborative, collegial and focused on instruction.
Three studies found that
teams that included
teacher leaders required norms of collaboration and respectful discussion to
function well.
Studies indicated that leadership provided by
teacher leaders on these
teams may have strengthened the overall
functioning of these
teams.
For example, the Rural Math Excel Partnership (RMEP) model encourages
teachers, family members, and a
team of community and business volunteers to perform specific
functions that support student success in foundational math courses.
Doyle et al. (2007) found that the
functioning of school leadership
teams that included
teacher leaders varied and was largely connected to the role of the school principal on the
teams.
Studies investigated a range of factors that influenced the
functioning of
teacher leader - led
teams of
teachers and administrators.
When
teachers function more as franchises they might create common assessments, but they take individual responsibility for student success rather than
team responsibility.
Outcome - oriented professional learning develops the competencies critical for
teacher leaders to run high -
functioning teams.
Findings suggest: (a)
teachers without prior preparation learn informally from peers to use CPT; (b) they use CPT to promote student and
teacher learning and well - being and to respond to school - wide needs; (c)
teacher knowledge of CPT varies and
teams could
function more fully and / or efficiently with formal professional development; (d)
teachers have adapted the ways they use CPT under NCLB, planning fewer interdisciplinary units and more lessons to promote reading and math achievement.
The Connections program at WHS and the Green
Team at WMS were
functioning very well for these students, say the
teachers.
High
functioning teacher teams engaged in instructional improvement through the study of targeted and timely data.
This year the four member
teacher team, science, math, english, and special education, will
function as leaders in their school as they engage the entire 6th grade faculty in these investigations.
This accountability to each other as well as to the students should build
teachers functioning as a
team.
Prior to her work as a consultant, she was a Vice President with Teach For America's recruitment
team where she led the organization's
teacher recruitment
function in the South, supported the communications and marketing strategy for the national
team, and led all communications and processes related to the restructure of a 200 person
team.
Highly Effective
Teams: Increasing Personalization and Responsive Interventions that Supports Student Achievement: To become a highly
functioning interdisciplinary
team of
teachers understanding the stages of development is the first step to making conscious decisions that impacts student learning.
Half of
teachers play some
function in formal leadership,» whether as mentors or leadership -
team members.
Functions The
teacher leader: a) Collaborates with colleagues and school administrators to plan professional learning that is
team - based, job - embedded, sustained over time, aligned with content standards, and linked to school / district improvement goals; b) Uses information about adult learning to respond to the diverse learning needs of colleagues by identifying, promoting, and facilitating varied and differentiated professional learning; c) Facilitates professional learning among colleagues; d) Identifies and uses appropriate technologies to promote collaborative and differentiated professional learning; e) Works with colleagues to collect, analyze, and disseminate data related to the quality of professional learning and its effect on teaching and student learning; f) Advocates for sufficient preparation, time, and support for colleagues to work in
teams to engage in job - embedded professional learning; g) Provides constructive feedback to colleagues to strengthen teaching practice and improve student learning; and h) Uses information about emerging education, economic, and social trends in planning and facilitating professional learning.
Whereas dominance focuses on the
teacher as the driving force in the classroom, cooperation focuses on the students and
teacher functioning as a
team.
How virtual learning environments
function to simulate IEP
team meetings in a distance
teacher education program.
Functions The
teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in roles such as mentor, coach, and content facilitator; d) Serves as a
team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
Right or wrong, I looked past budget constraints and bureaucratic leadership (from way above the career center
function) and equated this outlook with a
teacher who wasn't passionate about her subject, or a baseball coach that couldn't motivate or prepare his
team.
LEADERSHIP • Effective hiring, training,
team building, and controlling skills • Highly developed verbal communication skills • Demonstrated high standard of literacy and written communication skills • Ability to maintain liaison with
teachers and parents • Sound knowledge of administrative
functions within a day care facility
Easter Seals — Philadelphia, PA Substitute
Teacher (Summer 2007)-- Early Intervention Teacher - Implemented curriculum, maintained records, functioned as a leader of the multidisciplinary team, supervised teacher's assistant, plan and work with Division Director and Program Coordinator in developing new program c
Teacher (Summer 2007)-- Early Intervention
Teacher - Implemented curriculum, maintained records, functioned as a leader of the multidisciplinary team, supervised teacher's assistant, plan and work with Division Director and Program Coordinator in developing new program c
Teacher - Implemented curriculum, maintained records,
functioned as a leader of the multidisciplinary
team, supervised
teacher's assistant, plan and work with Division Director and Program Coordinator in developing new program c
teacher's assistant, plan and work with Division Director and Program Coordinator in developing new program changes.