Not exact matches
Jesus is uncompromising in his criticism of hypocrisy and the false
values of the
leadership «How terrible for you,
teachers of the Law and Pharisees!
Learn Better might be of
value to
teachers - in - training and students of educational
leadership, who could gain insights and information relevant to their work.
When these forms of
leadership are similarly
valued,
leadership work will be interpreted as
teachers acting as professionals because that means working with others in order to improve one's own practice.
Vision It is important that
teacher leadership roles be part of an overall vision and set of
values that accepts and expects
teachers to participate in
leadership.
Ross, J. A., and Gray, P. (2006) Transformational
leadership and
teacher commitment to organizational
values: The mediating effects of collective
teacher efficacy.
We examined
teachers «perceptions of principals «efforts to involve others, and
teachers «descriptions of their own
leadership for improvement (measured by sense of collective responsibility and the development of shared norms and
values).
In the case of Molina, a high rate of
teacher turnover exacerbated the effects of rapid principal turnover, thereby muting the potential
values associated with more
teacher leadership.
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 Troops to
Teachers scheme, run by the University of Brighton, is based on the idea that military
values such as
leadership, discipline, motivation and teamwork are particularly useful for teaching.
Predictably, the numbers of veteran, highly - skilled
teachers retiring has skyrocketed, leading principals all over the state to lament the loss of
teacher leadership in their districts; they know the
value of veteran
teacher expertise.
Great
teachers won't stay long at a school without good
leadership; they'll find a place where their work is
valued and their contributions make sense.
She
values the work of Professional Learning Communities and prioritizes the development of instructional
leadership in
teachers and administrators.
What do you do as a
leadership team to promote your highly successful
teacher leaders as models of the
value and necessity of coaching?
The training sessions, held at the H.B. Wilson School, have been intensive school
leadership workshops in which the principals and other administrators are versed on every thing from setting school
values to the intricacies of overseeing
teacher evaluations.
In 2016, LMU's School of Education received AACTE's Best Practice Award in Support of Multicultural Education and Diversity.131 According to AACTE, all of the
teacher preparation programs at LMU are «grounded in principles such as the promotion of social justice, cultural responsiveness, inclusion,
value and respect for all individuals, and
leadership that is moral, intellectual, responsible, and caring.»
Main findings from the study reveal that while impact and satisfaction differed by the type of role among
teacher leaders (peer coaching vs. modeling roles), principals and
teacher leaders across the city reported high levels of satisfaction with the
value added to their school in having
teacher leadership roles.
According to Cameron Berube, a former RIDE education quality and certification specialist, «The
value of
teacher diversity has been stated time and again by our state
leadership, in our statewide strategic plan documents, and by our
teachers, parents, and students, so writing it into our standards was the logical next step.»
While
teachers at both schools
value CPT, findings reveal that better relationships amongst teams, better organization of teams, meeting time structure, and better
leadership lead to fewer perceived difficulties with implementation of CPT.
Beyond Incentives also details key findings about the impact of this program, including that
teachers who work with
teacher leaders report that doing so helped them to improve their own practice; that those who did so frequently were more likely to report that they felt
valued in their schools and saw opportunities to advance in their profession; and that
teacher leadership can foster professional collaboration, which is fundamental to overall school improvement but often hard to achieve.
• Educator Quality — We should aggressively expand alternatives to educator preparation and certification, lead the movement to national standardized certification, significantly expand new
teacher mentoring, aggressively recruit non-traditional
leadership for school administration, and introduce performance - based compensation for all educators based on
value - added evaluation.
And in preparing young
teachers it is important to strike a balance between inducting them into the
values and procedures of your own trust versus preparing them to thrive in a wide variety of teaching and
leadership contexts.
«Typically what we see happening is many of those
teachers, unless they have connections to some rural area or some poor - performing school district, they typically choose to go to some of the districts with more resources, with lower student -
teacher ratios, with
leadership that understands and recognizes the
value and importance of supporting
teachers.»
Although the
teacher plaintiffs disagree with the political agenda and activities of their unions»
leadership, they
value the collective - bargaining role of the union, as well as cordial relations with other
teachers.
By sharing her experiences in Breakthrough Principals: A Step - by - Step Guide to Building Stronger Schools, Welcher has inspired principals across the country to
value and invest in
teacher leadership.
It means supporting
teachers with extra prep time, coaches, and school
leadership that
values their unique abilities to instruct and motivate students to learn.
This student centered event exemplified three core
values of Burlington Public Schools;
teacher leadership, collaboration, and family engagement.
If the front office is inviting for
teachers, parents and students, then the school
leadership values customer service.
The growth of the critical professional skills
valued by the profession (including Danielson - and Marzano - based systems) means an investment in local capacity and
teacher leadership.
While the
value of
teacher leadership for
teachers» professionalization and retention should not be discounted (York - Barr & Duke, 2004), our findings suggest that instructional coaches who are accountable to principals may too often be asked to attend to duties unrelated to supporting
teachers» instructional improvement, even when principals themselves highly
value this goal.
I
valued growing professionally and knew that our students were always the focus for all we discussed and as a member of our
teacher leadership team, I learned so much about the «management» of a school system as well as the inner - workings of school finance.
Whether it be her personal experiences so far in her career or what she
values in the
leadership of others, Hope recognizes the potential impact of effective
teacher leaders, ones who are «part of a team that shares power, distributes responsibilities and is accountable to one another.»
Teachers must believe in the
value of adding technology, have choice when it comes to their own learning, and feel supported by
leadership if they are going to be energized and excited.
Articulating selection criteria and employing a selection process — as opposed to self - selection and volunteerism on the part of potential
teacher leaders — makes a statement about what is
valued in a
teacher leadership program.
Identifying, supporting, and preparing
values - aligned educators for
leadership roles through our
Teacher Policy Fellows Program.
Phase I of the two - phase «Pets in the Classroom» study features surveys and interviews of nearly 1,200
teachers and reveals that having a class pet can teach children important
values like compassion, empathy, respect, and responsibility for other living things, as well as give them much - needed
leadership skills and stress relief.
Phase I of «Pets in the Classroom» study by American Humane Association and Pet Care Trust surveys nearly 1,200 North American
teachers, reveals that
teachers see classroom pets having real educational,
leadership and character - building
value.
They've shown strong
leadership, established core
values, signaled different priorities, allocated previous resources, maintained student counseling in the face of budget shortfalls, trained
teachers and implemented new curricular and instructional strategies.