Teacher Leader Development Framework

Lloyd YeoSt Gabriel’s Secondary School

25 June 2015

Premise 1: Teachers typically define career satisfaction in terms of their ability to be of service to others and make a difference in the lives of their students (McLaughlin & Lee, 1988)

Premise 2: Teachers usually do not subscribe to traditional definitions of leadership as "higher" or "superior" positions within the organizational hierarchy (Devaney, 1987).

Premise 3: Instead, teachers view leadership as a collaborative effort, a "banding together" with other teachers to promote professional development and growth and the improvement of educational services (Troen & Boles, 1992).

Conclusion: Teacher Leadership are dispositions and skills demonstrated by teachers who teach students but also have an influence beyond their own classrooms. It also entails mobilizing and energizing others with the goal of improving the school’s performance in terms of teaching and learning for the benefit of student learning. (Lieberman & Miller, 2011)

What is a Teacher Leader?

Leadership in organizations come from two camps: Consequence of individual agency (e.g. Bass 1985) vs. systems design and role structures(e.g. Jaques 1989)

• Origins: Activity Theory (Ergostrom) ; Distributed Cognition (Salomon, Ann Brown) and Situated Cognition (JSB)

• New Unit of Analysis: spontaneous collaboration’, ‘intuitive working relationships’ and ‘institutionalized practices (Peter Gronn, 2002)

• Multiple leaders based on the task and expertise. Its not just cognitive. Its also affective (Spillane et al., 2004, 2012)

• Focus on Interactions rather than just actions. Focus on diagnosis and design (Spillane, 2006; Harris 2007)

• Leadership practice and how leadership influence orgnisational and instructional improvement (Spilane, 2006)

• Acknowledging the work of all individuals who contribute to leadership practice, whether or not they are formally designated or defined as leaders (Hargreaves, 2007)

Where did it come from?

Methodology: Stage 1. Facilitation and collation of stories

Groups No. of participants

Stories and Common Threads

Group 1 N=6 1. Spy Story

Group 2 N=14 2. Baptism by Fire3. My Mentor wasn’t my Mentor

Group 3 N= 11 4. Experienced Teachers need Mentoring too

Group 4 N = 10 5. Don’t Assume we know the Small Things

Group 5 N=12 6. M for Mentoring and ‘Monster Class’.7. Ka Boom! You Stepped On A Land Mine

Group 6BTs and UTs

N=11 8. S**t Happens

Group 7AEDs and Trs

N=7 9. Communication Bug

Group 8 Sch EXCO

N=10 10. Lead through your action and don’t expect results11. No Chink In Your Armour

N=81

Methodology: Stage 2: Coding for Personnel Quallities and Dispositions in Teacher Leaders

Methodology: Stage 3: Filtering for alignment to existing frameworks

Coding for themes -> Stories for demonstration/non-demonstration Qualities

Facilitators as

collaborators

Best Stories

Common Threads

Other Filters: EPMS Standards, Montfort Education Charter. School Values

EXCO: Proposed

Framework

Staff: Proposal

and Testing

Testing stories with

STs and other ST NIs

Ideal: Individual Reflection for Career and Professional Identity Growth

Craft Prototypi

cal stories

Proposed Teacher Leader Development Framework

Proposed Career Development Framework

EPMS/ Work review forms

Professional Mastery: Skill-Based Experience and knowledge Effective Classroom, CCE and CCA

teacher Open to Learning

Professional MasteryStudent-centric, Values-driven PracticeCurriculum and ContentPedagogy and InstructionAssessment and Evaluation

Effective Collaborator: Personal Values Trustworthy Willing to Help Others Nurturing and encouraging Approachable Demonstrates Empathy

Individual AttributesProfessional Values and EthicsSelf-Management and DevtAnalytical Thinking and Intellectual Flexibility

Effective CollaborationInterpersonal r/shipTeamwork and team-buildingInternal & External Partnerships

Organizational Excellence: Culture-builder Positive-minded Leads by example Clarity, details and explanation Proactive and reflective

Organizational Excellence

Vision and PlanningAction Management & ImplementationCulture Building and People Devt

3. Organizational Excellence

(Culture Builder)

2. Effective Collaborator

(Personal Qualities)

1. Professional Mastery (Skill Based)

: Experience and Knowledge

Effective Classroom, CCE and

CCA Teacher Open to Learning

Trustworthy Willing to Help Others Nurturing and

Encouraging Approachable Demonstrates

empathy

Positive Minded Leads by Example Clarity, details and

explanation Pro-Active and Reflective

Proposed Teacher Leader Development Framework

Three Stories: A SynopsisProfessional Master:

Experienced Teachers Need Mentoring TooEffective Collaborator:

Monster Experiences TP Poste

dOrganizational

Excellence: Leading by Examples but S**T

happens