Teacher Leadership Pt.1: M2_FA 5-Adult Learning

 Readings:

Creating Beautiful Learning Spaces for Adults

https://www.hekupu.ac.nz/article/creating-beautiful-learning-spaces-adults-how-world-child-and-adult-learner-can-intersect

 

Rich Environments for Adult Learners, page 72
https://search.proquest.com/openview/b1604053f5127cb1dbd44ec8cef0119e/1?pq-origsite=gscholar&cbl=27755

 

As teachers, we are constantly reflecting and learning to improve our practice. Even though we teach, we are still learners too. We still attend professional development sessions, we engage in professional learning communities, and we take additional courses.

Understanding how adults learn can help educators further understand how children learn and cognitively develop. An important overlap between the learning needs of children and adults is the critical nature of environment

It is important to know how adults learn because there are methods that intersect for both adults and children. For example, the learning environment of the classroom is very important for adult learning. Adult learning spaces that are beautiful, relaxing, inviting and show adults that they are important and that teachers care about their learning are important to encourage and engage our adults in the learning process. It also shows our adult learners that they are respected and valued and that we believe what they have to share is equally important. The space is also important in terms of emotional environment.

 

Post:

Why is it important to know how adults learn? What are some key characteristics of adult learning? Think about the learning that occurs on the school setting.

Review and comment on two other postings by your colleagues.

________________________________________________________________________

As per discussion, 

"I want to open up with the fact that I actually find it mildly enjoyable and rewarding when I can sit in a cafe with headphones or even light ambience in the background and work on my AQ's.

When I first started AQ's and even now, I find myself "pummeling" through it until I find the opportunity to sit down and enjoy it. Its not the state of my to do list or the time of the year that changes my perception, but the place I have an environment that is reminiscent of how I want to feel or (as mentioned in the text in regards to the Italian coined "Reggio Approach"), mirrored within the environment. The cafe style environment would be my Reggio Approach.

In regards to adult learning it is more of an emphasis on a recurring theme that one needs to be immersed with the learning that is expected to take place. One needs to to be motivated intrinsically for the best results in a learning environment. Cold, dark, damp "prison cells" or "shells" of a room don't foster a strong learning environment.

I think what needs to be noticed, discussed and stated about this focus area though, is something that the text mentioned, that the Reggio Approach is abandoned because its often treated as too costly or using too many resources, but not really. But really it is and it does. One thing a lot of leaders don't recognize is that it really requires thought and process to put a learning environment together. 

Speaking to teachers of well-developed classroom learning environments, if you ask "how long does it take you to set up your boards and classroom?" You will get varying answers based on their budgets/supports in the department as well as the subject areas they teach. I'm not trying to say that the burden of a good learning environment falls upon the shoulders of a board or school but, its certainly shared. As a high school teacher, (if you have your "own room" a big question is "how long will I have it", there are many approaches to this question and a solve for (my biggest issue at least), "what happens when I need to change rooms over?" Heck, even the question of "what about in between units?" 

One approach I think is making the lesson mobile. Having the print out jigsaws that students can apply to a section of the room, or having lamented "Four Corners posters" that can be instantly taken down and put up based on need. In the background well that is the biggest question-where do I get money for posters, bulletin board paper, bordering for the boards? Teachers need to buy that-don't think PE has a budget for "bulletin borders"-maybe-but in my experience its a lot of reused and recycled world maps or maps of Canada as well as different grammar based posters. What needs to happen before Reggio can happen is that the school needs to build a learning environment that can be malleable to the needs and desires of the learners and educators in use of it.

I know not many boards have the tech fund to apply waist to ceiling SMART boards or reconstruction of outlets in each student seating section but its a bit of an eyesore topic-its a smaller problem on the list of things that need attention. Where can we start as leaders, easy-cut out and laminate 6 sets of the English alphabet for departmental use (various colours) and maybe enough numbers that each teacher in the department has 2 sets. Afterwards offer up a rotation of posters that teachers can use or pass on based on units, make it a bit of a sign out thing for the department so there is a need for them to come down and be returned. Have them prepackaged so there isn't any possible "slim-pickins'". Finally, develop a lamented printed calendar for each teach (size-whatever) that can be either card/slot days or whiteboard erase able *personally-I'm too messy, they don't look nice after a month* But slot card holders-these can be replaced or post-it based. 

All in all, it doesn't matter, young or old-the brain was built to do something it doesn't like, if you are gonna do something you don't like-at least be comfortable. "

Teacher Leadership Pt.1: M2_FA 2

 As per post,

"Focus Area 2: Purpose and Goals

 

Read:

 

Supporting Bias-Free Progressive Discipline in Schools, pp.9-15

http://www.edu.gov.on.ca/eng/policyfunding/SupportResGuide.pdf

 

The Ontario Safe Schools Act: School discipline and discrimination

http://www.ohrc.on.ca/en/ontario-safe-schools-act-school-discipline-and-discrimination

 

Watch:

Setting Goals, The Power of Purpose
http://thelearningexchange.ca/wp-content/uploads/2017/04/Setting-Goals-The-Power-of-Purpose.pdf

 

 

Leadership requires various qualities such as setting directions, building relationships and supporting others. A good leader must be able to help everyone see the shared vision of the school and board, and help identify and communicate the specific, short term goals. In addition, leaders must stimulate the growth of the professional development of the staff, model the school’s values and practices, and build trusting relationships among everyone in the school community.  

 

Each stakeholder in the education system can embody leadership, however, they embody this leadership in different ways. Teachers can embody leadership through their encouragement and support of students. This mentality is designed to get students to grow as holistic learners.

 

Moreover, leaders are people who develop the school to support desired practices, in the sense that they work to build collaborative cultures and allocate resources in support of the school’s vision. Leaders also work to improvise the instructional program of the school and secure accountability from all team members, by building staff members’ sense of accountability and meeting the demands for external accountability.  

From the perspective of an administrator, being a leader means that you help build consensus among all staff in regard to the school’s values and goals. It is important to show the significance of these goals in the sense that administration models these values and has meaningful interactions with the staff, students and parents, in order to further the goals.

 

From the perspective of teachers and mentors, leadership means understanding that things take time and it is important to be willing to collaborate with others, in order to bring fresh perspectives. It does not mean working on your own to achieve success, but being willing to network, listen to the perspectives of others and support others when they need help.

         

The development of leadership may depend on the position of the stakeholder; however, the virtue is equally important for each stakeholder.

Post:

State how the reading supports your continued understanding of what leadership means and the purpose. Speak from various lens such as administrators, teachers, mentors etc.

 

Review and comment on two other postings by your colleagues."

As per discussion,

"Reading can take many shapes an forms, in this particular focus area I feel we are trying to emphasize on the need to develop an understanding of our audience. We need to continually be willing to understand who we are speaking to/with and how to identify with them/as well as help them be able to build an identity for themselves. 

Reading goes beyond just the idea of building reading within a community to draw together a need for literacy-sorry reflecting on this question from the Reading AQ I had done in the past-thus why its a bit of a tough one for me to gather tread on, I feel its a fairly obvious question with an obvious answer. When we read we develop perspective. When we model reading we advocate for not just the group we are reading about, but advocating that everyone needs to develop perspective. 

Reading is a from of advocacy which is a big connection (I feel) here in this focus area. Reading-what is it really?"

Teacher Leadership Pt.1: M2_FA 1

 As per post, 

"Focus Area 1 - Healthy Relationships

Read:

How to Build Effortless Rapport

https://www.smartclassroommanagement.com/2013/06/15/how-to-build-effortless-rapport/

 

Integrating Aboriginal Teaching and Values into the Classroom

 https://www.oise.utoronto.ca/deepeningknowledge/UserFiles/File/FNMI_-_Research_Monograph_11_-_Aboriginal_Perspectives_Toulouse.pdf

 

Watch:

Rita Pierson – Relationships

https://www.youtube.com/watch?v=fU2gRR7MBIw

Teachers support health relationships in a variety of ways. Creating that relationship of back and forth respect and care will help everyone develop a good learning environment where students want to learn and feel encouraged to participate in class.

Healthy relationships are very important between teachers and students because students need to be able to trust their teachers in order to feel comfortable learning. If the teacher is not eager to learn about what their students are interested in, the students will not feel like they are a part of the learning community. Rita Pierson states that all learning is understanding relationships. We should seek first to understand before being understood and to apologize. It is so easy to forget that as educators, we are human and make mistakes so when we do make one, we should apologize to our students since we expect them to do the same. It is also important to try to understand the students' point of views as they should be able to tell their reasoning before you jump to conclusions.

 

Post:

What is a healthy relationship? How can you support healthy relationships? How does understanding about healthy relationships support your understanding of the relationships you must have with other teachers, parents, administrators and others within the school community? List some key areas to consider when building healthy relationships.

 

Review and comment on two other postings by your colleagues."

As per discussion,

"I mentioned in a previous post about "challenges of a leader", I must say a lot about what I wrote was not in regards to this video-having never seen this video, I feel reassured in my comments made. Rita's mother seems to be a very strong teacher and amazing person. I hope I can influence 1 student in the way that her mother had. That's the thing about these students though. Sometimes there are obvious students we know and can see how we impact and how much we have impacted them-but then there are others. 

Reflecting on healthy relationships and teaching takes me back to a deeply personal and shameful part of my student career back in high school. As well as one from elementary school that didn't really help my situation moving forward at that time. 

In grade 12 I was struggling with a lot of things and suffering from being "too lucky"-sounds dumb right? It was, I just basically had so many opportunities and options that I need to make next to no important decisions in my life at that time. I think the most important decisions I felt I needed to make at that time were in regards to social circles and relationships. You might think University vs. College, no? No, that was already decided; might think breaking the law doing dumb kid stuff versus being an upstanding citizen? No, decision was already made that if I messed up that bad-my life was over-I liked my life-the thought of it being "over" was actually too overwhelming to understand and too stressful to imagine. I mean, I'm describing more of grade 9-10, by grade 11 I had already done enough in regards to silliness that I couldn't really push the boundaries much more without being put in front of a judge. I still maintained a healthy relationship with my teachers and peers-but in regards to my parents-yikes, even by grade 12-I was thinking about going to college in spite of them but still-there was a block, mentally-couldn't imagine life outside of the safe little bubble of tolerance to my actions and the comfortableness of being decision free. That was until I met a renowned teacher in their Grade 12 English Ethics and Literature course. That was when I saw it all change, the pointless rebellion stopped because I was so wrapped up in understanding how ridiculously unimportant everything was. I was wrapped up in philosophy class, Ethics, and thus more in literature, etc. I was lost and found at the same time. 

My Ethics teacher was struggling to get me to where I needed to be in order to pass, I was burning away brain cells like they were on sale at Costco on a Black Friday. Not literally, figuratively speaking, just processing my new found understanding of life in my own way. Part of me getting to the place I needed to in order to reach the goal I finally decided on meant I needed to buy into my parent's ideals. I treated everything like pawns on a chess board at that time, just trying to get through-saying and doing whatever I needed to in order to get what I needed-being manipulative would be a good way to put it. I was ashamed of one thing in particular (mostly because I was caught, but still) parents teacher interviews had come along and my marks were not what they should have been. My parents asked and I gave an explanation that they would go up (they weren't going to go up, it was pretty late in the year), and it was based on late work that I was submitting (I wasn't, and that wasn't what was agreed upon with the teacher at all, as far as the teacher knew, I didn't have an academic goal). I was just struggling. I was delusion I guess-not to a point of mental disorders or anything (wasn't even 18), but just through stress and confusion I guess I imagined in my mind I might make that situation a reality granted time and plea as needed-meh. When my mother brought up the bump in my grade the teacher was confused and basically asked where I came up with this-he knew how much I feared my parents and kinda suggested I maybe use the room to have a serious and private conversation then and there with my mother as he stood outside waiting for us to finish the conversation. I had been slowly revealing the relatively gruesome relationship (that was not lied about), through class journals-it wasn't anything to write to a superior about, but certainly something out of psychiatrist's notebook (much like a lot of my posts-confessionals-if you will). Long and short, being caught in a lie in front of that teacher-I honestly didn't think I'd be able to look at them the same way again, yet we were able to move forward. Not doing as well as I needed to but I just had to adjust my goals and the teacher was human enough to do that with me-even though it certainly wasn't his position to need to do so.

Former to this, a lot of the relationship with my parents started when my grades began slipping in Grade 7. Our family was under a lot of financial pressure, kid's grades slipping and "falling into the wrong crowd" led to situations that my parents by no means "overreacted" to, but could have handled with a bit more of sound practice. Topping off a series of disobedient actions came chronic allergy to dust, pollen, that sorta thing which led to the use of medication that basically knocked me out at the same time everyday. Basically drowsy allergy pills, prescription stuff. Didn't work the way it should have, ended up with allergy shots well into high school which have actually done wonders-would still be taking things like Claritin or whatever if I hadn't had the shots.

Teacher called me out in Science class one day asking why I was sleeping in class-always during science class, guess he was a bit self-conscious about it. Well, he phoned home for a parent interview and suggested that my parents pay more attention to me and try to figure out what is wrong with me before sending me to school and that if it was medication, how come it took so long for them to notice-then socioeconomic status indirectly got brought up, my mom and the overly reactive personality she is, did a every good job at scaring every teacher in the school to steer clear of getting too involved with my brother, sister or I. Not to mention, she got me stuck into the IEP stereotype for a year before high school which got difficult to explain with guidance when I signed up for all academic classes.

On one hand I had a teacher who saw this shameful and manipulative side of me yet ventured further to help me out and one who just didn't take the time to consider what was going on with me, rather than inquiring with me personally first, he called my parents directly. Both situations are experiences that stuck with me for a long time on a number of different levels. A bit more of a personal side to posting than the classic jargon and practice. But just in case you sometimes find yourself wondering, "what does a student think?", sometimes you need to revisit what you thought-a lot of us forget."

Teacher Leadership Pt.1: M1_FA 6B)

As per Post, 

"Focus Area 6B: Challenges with Leadership

 

Read:

 

School Level Leadership

http://www.edugains.ca/Frameworks/SchoolLevel_Leadership.pdf

 

The Many Faces of Leadership

http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/The-Many-Faces-of-Leadership.aspx

Three Challenges for Education Leaders - ASCD Express 5.07

http://www.ascd.org/ascd-express/vol5/507-reeves.aspx

 

A leader is someone who helps educate others in whatever realm/topic, it is someone who cares about others' success, it is someone who is a team player and someone who truly understands that even if they are seen as a leader, there is always room for more growth, understanding and learning.

 

A common challenge to leadership in education is the resistance to change. We often teach based on our own experiences and what we think works. In order to challenge this resistance to change, leaders need to work with their colleagues to reflect upon the challenges they have faced as students and educators and think of what our current students need to transition as lifelong learners and active members of our society. Leaders may also use literature to enhance the Professional Knowledge with others but be very clear with making meaningful connections and applications to Professional Practice. Leaders need to be aware that every educator wants to support their students, but it can be difficult to see how theory and ideas connects to practice. As a result, leaders need to take the initiative to scaffold and model connections to the classroom."

As per post, 

 "A department head or in a position of leadership, ALWAYS (in my honest opinion), in regard to challenge-morale. Staff morale changes like the wind. Yes, GENERALLY there is a happy staff or "good" work environment. People are humans, cats are cats, and dogs, well are dogs, the point is, people get hungry, people get thirsty and are allowed to feel "burnt out", "tired", "restless" or like they are having "a bad day". That's normal and that is the hardest part about being a leader. 
Leaders are people who are often solving/preventing a lot of issues with the help of others (heaven forbid, by themselves), but still need to find time to be human. I'm not trying to say being human is hard, but it is similar to the idea of how a lot of us need to sometimes bring work home (or work from home) with us when our kid(s) are at home and want to "play" or "make popcorn" and you are saying, "one moment, yes I'll get to you in a moment-almost done". I'm not proud to say that I have been in that position before but that's a fairly accurate analogy in which we overlook the "human" aspect of our job (especially as a leader). How many times has a leader ever said to you, "let me get back to you on that," and (spoiler alert), they don't. In some business offices, ya sure, I can see this is a way of getting people who have silly "issues" to learn to deal with it themselves (I can say I wholeheartedly agree, but I get the perspective a busy manager may have when say 10 let alone 100 people email your IT department for a tech error). However in the education field (let alone as a government employee-however many times removed), that is just unacceptable-pretty sure that is a grievance :/ sorry-I digress, but the fact in the matter is, leaders are humans, but we sometimes need to remind ourselves of that. 
At least, that's my challenge. Stopping-like now, see ya later. "

Teacher Leadership Pt.1: M2_FA 6

As per post, 

"Focus Area 6: Multiple Intelligences

 

Read:

 

Concept to Classroom - Workshop: Tapping into Multiple Intelligences (Read all links)
http://www.thirteen.org/edonline/concept2class/mi/

Reach Every Student Through Differentiated Instruction

http://www.edugains.ca/resourcesDI/Brochures/DIBrochureOct08.pdf

 

Watch:

Howard Gardner of The Multiple Intelligence Theory

https://www.youtube.com/watch?v=l2QtSbP4FRg

 

Multiple Intelligences play a key role that helps teachers to plan instruction and assessment. It provides information on how students can best learn and understand. When teachers are conveying information to their students or another teacher, they can use their knowledge about multiple intelligences to find the best method of conveying the information in order for the receiving party to understand it. This can also be used in classes so that students can begin taking a leadership role in their learning by understanding which intelligences play to their strengths and which ones they could work on. By utilizing multiple intelligences into the classroom, teachers can allow students to collaborate with each other by mixing the multiple intelligences amongst the group. Students could then show their strengths while also learning from one another.

 

By maintaining a constant understanding of multiple intelligences teacher can tailor the curriculum to support the needs and interests of every student.

 

What is the impact of understanding your Multiple Intelligences when it comes to leading and supporting students and teachers? Why do we need to know about our Multiple Intelligences? How does differentiated instruction support the Multiple Intelligences?

 

Review and comment on two other postings by your colleagues."

As per discussion,

"In a former AQ (TELL), we discussed UDL (Universal Design Learning) as coined by Bloom (same that also is renowned in regards to multiple intelligence field discussions), I know the discussion is about multiple intelligence-but going back to "why reading is important for teachers and/or teachers as leaders?", UDL might be an example of how this learned knowledge from reading gives example to the post as well as insight to this particular discussion/topic. I digress, as per the reasoning behind the mass movement known as "Growing Success", students need to have a chance, a voice, an equitable opportunity to be successful. Thus the achievement chart rather than "answer key". 

How does UDL assist in the support of teacher and students alike, well, as a leader we develop templates, training videos, and even classroom observations. As a teacher we are trying to make content and assessment "rich-task" or in the format of choice (choice boarding projects), which gives students opportunities to demonstrate the knowledge in ways that is appropriate. Yes, UDL particularly was first applied to the special education field as a philosophy for integration, but it can certainly be applied in the same manner as say choice boarding for multiple intelligence focus.

In regards to UDL, its application is specific to these four components though,

• Goals are typically described as learning expectations. They represent the knowledge, concepts, and skills students need to master and are usually aligned to state standards. Recent national discussions about Common Core Standards have heightened the critical importance of linking goals in Individualized Education Programs (IEPs) with state standards and classroom expectations.
• Methods are generally defined as the instructional strategies used by educators to support student learning. Methods should be evidence-based and supported by an analysis of learner variability. UDL methods are flexible and adjusted through consistent monitoring of student progress.
• Materials are the media used to present content and demonstrate learning. UDL materials offer multiple media options and include embedded supports.
• Assessment within the UDL framework refers to the process of gathering information about a learner's progress using a variety of methods and materials. UDL assessments are particularly concerned with accurately measuring learner knowledge, skills, and engagement by maintaining construct relevance and reducing or eliminating irrelevant or distracting elements that interfere with the assessment's validity. (Ralabate, 2022)

The multiple intelligence discussion, is the tip of the iceberg, as leaders and teachers (especially given the COVID-19 situation), we need to especially consider how we can make the curriculum very much universal for students and department members. Think about it for a moment, the PE teachers, we have an online PE teacher-that poor soul is scrambling to figure out how to turn my designed unit plans into online classes. I provided ideas, but its up to them ti implement it-but the administration is very understanding that yes, there needs to be some understanding to their situation, however a particular "fix" has recently been a lot of reflection activities (that have taken the form of written assessment). As a leader, I am sure the discussion of "can the students maybe present an oral or recorded reflection at some point to mix things up?" might come up and that's one application (a small one of implementing a UDL (on a micro level). In the English department though we have been catching up with the twenty first century, first by including videos of Shakespeare films in class, then comic book adaptations, and further by incorporating the creation of audio books or group theatre performances to demonstrate different learning goals/objectives in the classroom. Further the removal of standardised test writing, specific tasks are built through the unit to assert demonstration of different goals that eventually lead to the development of a culminating task (much like a portfolio), using this to act as a transition from "as learning"  activities to "of learning" in which students are reflecting on their developments with specific reference to their "as learning". Its a messy development but certainly works in more cases than less. Its also more work on the student's part, but its manageable and less mentally straining at one time. Quite similar to how we complete our AQ's. I feel.

Source:

Patti Ralabate, American Speech-Language-Hearing Association. Universal Design for Learning: Meeting the Needs of All Students. WETA Public Broadcasting. 2022.  January 13, 2022

https://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students "

Teacher Leadership Pt.1: M1_FA 6

 As per module, 

"Focus Area 6: Types of Leaders

 

Read: 

Changing Minds

http://changingminds.org/disciplines/leadership/styles/leadership_styles.htm

 

Although we might gravitate to one more than the other leadership style, we can see ourselves reflected in more than just one. Peruse the site below and determine what your leadership style is/are.

"What type of leader are you? Discuss your leadership styles and provide examples to support them. How can you apply your leadership abilities?

Review and comment on two other postings by your colleagues."

Guess this one is just a simple response-?

As per discussion, 

Leadership profile, I think for me this is a super open ended couple questions that I have spent about 5 focus areas demonstrating indirectly, so to keep it fresh-I'm going to roll it out like this, feel free to follow suit if you want to "spice things up"

(discharged from position)1-10 (irresistible)

Likeability, (8/9)

I am told that I'm fun (sometimes too fun), and that I need to be able to let myself out doors more, do more social activities with staff, try to keep it light, not so focused on productivity.

I tend to be very careful at work with my relationships, when I first started teaching I was a little too open with my suggestions and unfiltered with various things like music over speaker choices and things like that. I decided some of the constructive remarks given by other department members (as a colleague) was good advice that maybe in ON would have maybe been more serious based on how set in their ways some people are-versus overseas, its a little more "open to interpretation". Outside of work though, a lot of folk like hanging out-I don't do it much anymore with my son older especially-he likes when I'm home.

Professionalism, (7/0)

Some days I tend to let me dress slip-maybe no tie, maybe "casual dress pants"; when I was teaching PE it was a lot of Polo and shorts/sweatpants. Nothing that ever got me head shakes, but ya sometimes the administration would be asking, "are you taking the class outside for physical activity today?"

I'd also use the sweaty humid weather of Guangzhou be a bit of an "excuse" for shorts and polos. I'm not exactly sure how strict the dress is for teachers in ON right now, but I honestly believe 95% of the time teachers were dress pants and button up shirt, unless they were electives/PE/coaches.

Productivity, (8/9)

Sometimes I'm too focused on a goal but then don't slow down the process enough for growth to happen, just try to move on to the next step of change/implementation. Been told to slow down in regards to instruction (as a teacher and leader). It has also been said that I need to let go of people who are leaning on me too much for support, they "draw me in" I'm told and end up completing the work for them as I hope to see it-rather then sending them back to fix it themselves. This is partially when I have a unit of JUST templates. Hahaha-but I'm actually crying at how much time I have lost making templates that I only end up changing a year or even a semester later. Ugh.

Team Cooperation, (6/7)

I tend to provide an idea, and if the group decides on something I'm not super interested in or thrilled about, my engagement is clearly less, stepping back and delegating to someone else to take lead on. Its not out of spite, I just-ugh I can see when things are going to fail sometimes, and YES sometimes I am surprised by the team, but I'm more of a realist than idealist in terms of leadership-I'm not getting younger-there are things that need to get done. I don't physically show disprove, but my attendance to certain meetings gets pushed back or whatever it may be-the last one was a department talent show (basically), I had been participatory and engaged up to the point where my suggestions that were turned down at a reasonable time for implementation of practice (early on development), were brought up as "better looking" (literally) two-three days before the performance. I was flattered and at the same time-annoyed, we spent over or around 20 hours of extra curricular time practising and developing this routine, I'm not an artsy show/stage/theatre person either-I was already unimpressed with the idea-but I try to be a team player.

In the end we were successful. It was done. I won't be doing that again.

Thus in a leader I think the attributes that are important to me are the previously mentioned. Those numbers were guesses based on my interactions and asking a couple coworkers. No I'm not their leader at this time hahaha "

Teacher Leadership Pt.1: M1_FA 5-What is Leadership?

As per course, 

 Read:

Ontario College of Teachers - Foundations of Professional Practice

http://www.oct.ca/-/media/PDF/Foundations%20of%20Professional%20Practice/Foundation_e.pdf

 

Ontario’s Equity and Inclusive Education Strategy

http://www.edu.gov.on.ca/eng/policyfunding/equityquickfacts.pdf

 

Watch:

Leveraging informal leadership | Heidi Siwak | TEDxKitchenerED
https://www.youtube.com/watch?v=2A0ASZpU_WQ

 

Leadership is defined by a person who takes charge of a group and helps everyone within that group to become successful in their role. A leader is someone who uses their strengths to guide and assist others in order to help them reach their potential as well. There are certain qualities that are needed for leadership to ensure that they are capable of managing and running the group. These qualities would include confidence, integrity, transparency, inspiration, innovation, patience, passion, to name a few. Teachers that share these qualities make for a good leadership within the school environment. To create a positive school climate, teachers may need to take upon leadership qualities to help implement programs, activities, and assistance wherever possible.

Post:

What is a leader? Does it align with your vision of what a leader is? How does leadership align with The Standards of Practice for the Teaching Profession and The Ethical Standards for the Teaching Profession? Outline some key ideas that make an effective leader.

 As per discussion,

"As I understand it, a leader is someone who is designated to moving a group or cause through a journey (often one of difficulties and challenges) in order to get through to the other side (whether that be physically or metaphorically).

According to the Focus Area reading, I would say that the idea of a leader does align with my own in all other ways except "take charge", I mean its a splitting hairs sort of discussion. I will discuss it though because it goes back to the whole "taking credit and deserving" credit sort of idea that I mentioned in a previous FA. 

I don't think its always necessary or appropriate for a "leader" to be a single one person, nor do I think its ALWAYS fair to say its some one who "takes charge", but it could just be semantics and equally it could be said that someone "who has been nominated" or "who has assumed a role...", but its important to note that a leader doesn't have to be nor should it need to be that one person steps up and determines that "we need leadership", pretty sure that is how a lot of dictatorships were formed :/ I'm one for a unified "we do/don't need a leader", we have a system it works, "complaints go in the bin and the swear jar tips go to the Christmas party/charity/whatever it is that year (that the group decides on)", and yes, sometimes the whole "what are we going to do with the (hypothetical) swear jar funds?" needs to be "initiated" by a person, but does that mean that person is assuming the responsibility of "leader"? I don't think so and nor do I think its a reason to call one such a leader-now if its this same person for every holiday or event that pulls the group to the side and initiates everything, at that point, then you have an "assumed" leader.

The idea of a "leader" very much makes me feel like someone is looking over my shoulder (even when they are not), or that there is the assumption that I need someone to look out for me, and I don't think that's always necessary-indeed a second pair of eyes over an exam finalisation from a colleague is helpful-but, come on, if someone is getting paid cause they can lead me-they had better be revolutionising our course materials.

Ugh, I don't mean to sound apprehensive about it, but I'm not really one who could say they would be excited if they are working in an office for a majority (dare I say "veteran" amount of time), and then someone fresh off the lot pops in saying that they can lead us. I mean, I'd feel a little uncomfortable showing up to one of your offices' and saying, "hey you know what you need, me. A leader, vote for me-or not the choice is yours. But really, do it-I bake cookies and banana bread." However, had the situation been in dire need of a "leader",  or it was among coworkers I'm familiar with, I'd be more willing to toss my name into the hat. 

Story time: I was three years in teaching, at this point I was a DH for the Food and Nutrition Program at our International School, they wanted me to focus on the developments and management of the budget/kitchen (so I couldn't have the DH position for English 3U-I wanted it, but not as much as I wanted the Food and Nutrition 11/12). I still very much had a block in the English department though as that is what I'm foremost qualified to teach. I had been in the English department for 3 years at that point, it was head by various veterans who would flip flop staying/going like/don't like sort of mentalities. This year that I applied though I was sure they were going to pass the Food DH position to another teacher who was very resilient to having a leader (but we worked alright together-though we worked alright together, they really wanted to have ALL food blocks, extra money and not need to worry about me standing over the budget), but administration wanted me in there to manage the kitchen (the other teacher wanted to blow the budget on complete renovation of the kitchen, brand new equipment etc. I preferred we kept it for students to cook what they want with and also use it for field trips/classroom celebrations/holiday dinners/diner start-up projects etc.-they didn't ALWAYS make money off their investments but we budgeted for that ;) )

I digress, I didn't get the English 3U DH spot, the new teacher hot out of teacher's college got it-she was awesome too and very friendly, honestly a great leader and very much a "I'm here to mainly help us all report in sync to administration and make your lives easier"-kind of leader/person. She did those things, but any time I had a suggestion, honestly I felt almost bad to bring it up, she was so nice and kind-the first couple times-I'd bring the idea up about assessment practice and changing it, she would be supportive and say let's talk about it at the next meeting, it certainly aroused heated discussion and she certainly didn't know how to conclude on it, most because there were the idealists and the realists in the department. That's when I was very much looking at her and thinking-I'm glad that's not me, because they were discussions that would greatly change the way assessments were done and that would not just impact our humble little department, but the "system" as a whole, equivalent to "a board", the school was very much still in a sense "developing" a means of delivering a BC Canadian curriculum to ELL without over modifying or accommodating students as they are enrolled in University Preparatory courses, not to mention at that time there were also provincial exams in BC. I certainly think though, had the former DH had been at the center of that conversation, it would have certainly been a better or less heated turn out. 

I guess what I'm trying to say is that leaders need to make the hard decisions and be a voice that everyone else can speak up from, not just delegate and determine for the mass."