Aside from his continued opposition to school choice, his fatalist view on the ability of
teachers as change agents for children utterly depressed me.
Last Thursday, E4E co-founder Sydney Morris opened the screening by saying the film is «not a perfect depiction» but shows «
teachers as change agents.»
Not exact matches
Teachers / leaders believe that success and failure in student learning is about what they, as teachers or leaders, did or did not do... We are change
Teachers / leaders believe that success and failure in student learning is about what they,
as teachers or leaders, did or did not do... We are change
teachers or leaders, did or did not do... We are
change agents!
As for turning students into positive
agents of environmental
change, Mr. Kawamoto explained: «There are many examples of this program being inherited from brothers and sisters, or from
teachers.
Even still, Ippolito believes that literacy coaches can have an important role
as change agents in middle and high schools by helping
teachers improve their practices.
Along with the expectation that they serve
as instructional experts, principals also function
as CEOs of their schools, with responsibilities that span from acting
as organizational managers and
change agents; to attracting, motivating, and retaining
teachers; to planning professional development opportunities.
Recently, he has placed articles in the Harvard Education Review / Focus Issue on Arts Education (Spring 2013), in the special creativity focus issue of Educational Leadership (February 2013), in Symphony magazine,
as well
as the creativity chapter in the Routledge International Handbook on Arts Education (2015), and a chapter in Arts Integration in Education:
Teachers and Teaching Artists
as Agents of
Change edited by Gail Humphries Mardarosian and Yvonne Pelletier Lewis (2016).
For far too long,
teachers have been treated
as subjects of
change rather than
as agents of
change.
When curriculum materials are expected to take on the role of
change agent and transform
teacher practice —
as in a systemic reform initiative — the challenges of effective implementation are heightened.
Sydney shares how her experiences in the classroom and a desire to see
teachers as agents of
change lead her to work with other
teachers to start E4E (Tulane...
The Fellowship will continue in 2016
as a strategic investment in great
teachers — the classroom leaders who can become natural
change agents for their schools.
A meta - analysis conducted by Marzano, Waters, and McNulty (2005) found that several promotion - focused behaviors among school leadership are linked to higher levels of student achievement, including (1) serving
as a
change agent (challenging the status quo and leading efforts that have uncertain outcomes); (2) demonstrating flexibility (being comfortable with major
changes and dissent); and (3) being an optimizer (encouraging innovation by portraying a positive attitude about
teachers» ability to achieve what may seem to be beyond their grasp).
Our staff are highly effective
teachers and leaders, whom we have trained to act
as Results - Oriented
Change Agents — providing on - the - ground thought partnership, coaching and technical support in schools 3.5 days per week.
We are excited to be a part of an initiative that recognizes
teachers as the
agents for
change.
«For far too long,
teachers have been treated
as subjects of
change, not
agents of
change,» said Sydney Morris, E4E co-founder and co-CEO.
Creating a sustainable system that engages in the ownership of improvement and
teachers as the
agents of
changing their instructional practice is intentionally built in to this process so that the school community truly experiences success now... and into the future.
The focus is all on the needs of the participants — on both getting
as much
as possible out of the day and developing a networked community of
teachers who work to help each other strengthen their skills, become
change agents in their schools, and stay current in the field — all with the goal of improving student outcomes across all types of schools in all regions of the country and the world.
In this capacity,
teachers and students see themselves
as agents for classroom
change, achievement, and community and family engagement (Gay, 2013; Ladson - Billings, 2001).
The key is the mindset that we
as teachers are
change agents and so many are successful at
changing students in positive directions.
And what is the relationship between district context and
teachers» views of themselves
as change -
agents within and beyond their classrooms?
Although the
teachers spoke of their roles
as change -
agents in the classroom, they often credited the district administration with facilitating that role.
These two related factors resulted in
teachers who experienced MELAF in the context of directed, concentrated attention to the direct application of standards to their practice, and whose views of themselves
as change -
agents focused almost exclusively on the classroom.
This report focuses on how a statewide reform initiative, when envisioned
as a professional development opportunity, affected
teachers» capacities to become
change -
agents in their classrooms and districts, and how individual district contexts shaped the development of those capacities.
The
teachers in District D clearly see themselves
as change agents in their own classrooms, but only two
teachers referred to
changes they were attempting to make beyond the classroom.
What is the relationship between district context and
teachers» views of themselves
as change -
agents within and beyond their classrooms?
Supported by their superintendent and his concern for language arts practice in the district, MELAF
teachers grew in their individual practice and
as change agents in their school, district, and beyond.
To help everyone in the school community see themselves
as a
change agent, school leaders need to remove barriers to the
change process, eradicate the fear of failure, provide autonomy, and empower
teachers to drive
change at the classroom level.