December From its beginnings in a handful of schools in Louisville, KY, the School Administration Manager Project — supported by Wallace as part of its educational leadership improvement initiative — has sought to help principals delegate some of their administrative and managerial tasks and spend more of their time interacting with teachers, students and others on instructional matters. Often, this has meant hiring a new school-level employee — a School Administration Manager, or SAM — to assume non-instructional tasks. The analysis, by Policy Studies Associates, finds that this approach can indeed increase the amount of time principals devote to instruction each week. But it also offers cautions, including the critical importance of ensuring that the project is well-aligned with district improvement goals Executive Summary:
Rethinking Teacher Development Linda Darling-Hammond Reforms Case study mastering teacher leadership survey invest time in teacher learning and give teachers greater autonomy are our best hopes for improving schools, says Linda Darling-Hammond, co-director of the National Center for Restructuring Education, Schools, and Teaching.
She looks at current efforts to develop a highly qualified and committed teaching force by redesigning initial teacher preparation, rethinking professional development, and involving teachers in research, collaborative inquiry, and standard-setting in the profession.
For examples to follow, Darling-Hammond looks at how other countries prepare teachers and encourage their professional development.
Does Darling-Hammond think that current efforts in the United States to rethink teacher preparation and professional development will succeed?
Not if they come up against the same barriers encountered by promising efforts in other decades. But they do have a good chance, she says, if "they are built on a strong foundation of teaching knowledge and are sustained by a commitment to structural rather than symbolic change.
In their current work with entire school faculties, they require all teachers to be members of peer coaching study teams. They admit to two surprising developments: First, they have redefined the meaning of the word "coach. When teachers try to give each other feedback, collaborative activity tends to disintegrate.
Caccia Linguistic coaching hinges on a trust-based partnership, open dialogue, and continuous learning. This approach to communicating more effectively is a way to help teachers, particularly novices, recognize how personal and cultural interpretations some valid, some not influence their classroom effectiveness.
The basic steps in the process are: As an example, the author describes how linguistic coaching helped novice Mike redefine his concept of how a "strong" teacher should behave.
Over time, not only did Mike gain authority in the classroom, but his true strengths as a teacher began to emerge. In addition to assisting beginning teachers through those difficult first days, linguistic coaching can help administrators and experienced teachers refine their performance.
Telling Tales About School Richard Ackerman, Patricia Maslin-Ostrowski and Chuck Christensen By sharing stories of the predicaments and dilemmas they face daily, teachers and administrators can help one another to gain insight and perspective, and to grow professionally as a result.
This is the premise behind the case story, which blends aspects of the conventional case study with the tradition of storytelling. Practitioners write one-page narratives about a real-life teaching or leadership experience—a critical event or incident that presented them with a genuine dilemma or crucial decision.
They then form small groups, where they read their stories aloud, pose clarifying questions to one another, and begin to frame and interpret the issues. In the process, participants learn how they respond to particular situations, uncover and articulate their own values, and also learn to reflect and think together.
The approach draws in part on the work of C. Roland Christensen of the Harvard Business School. What Are You Telling Yourself? Neck and Annette W. Barnard "Inner leadership" includes strategies that can help educators recognize and reverse their self-defeating thought patterns, clearing the way for more constructive living.
Rowley and Patricia M. Hart Video case studies are a powerful tool for promoting reflective dialogue among pre-service, entry-year, and veteran teachers, argue Rowley and Hart.
The authors explain how videotaped scenes from classrooms can be an invaluable source for discussion among educators. They provide of how teachers in the "Star Urban Teacher" video series exemplify such traits as "persistence in problem solving.
A Conversation with Tom McGreal Ron Brandt Tom McGreal, professor of Educational Organization and Leadership at the University of Illinois, says that leading school districts are redesigning their teacher evaluation programs to deemphasize individual teacher behaviors in favor of collegiality and collaboration.
He describes a three-track approach, the first track of which is intensive work with beginning teachers to help them succeed and to be sure they are eligible for tenure. Beyond that, districts are creating a professional growth track for tenured, experienced teachers built around individual or group goal-setting.
In some cases, teams of teachers propose projects. Administrators function as facilitators, coaches, resource providers. The third track is for teachers experiencing difficulty. Some districts are designing plans for these teachers with several levels, progressing from initial work just between the teacher and the supervisor to designation of assistance teams composed mostly of teachers.
McGreal says redesign of teacher evaluation programs is part of a movement to reexamine what the school stands for and how it expresses that to the adults who come to work there every day. Developing an Effective Teaching Portfolio Kenneth Wolf Teaching portfolios are becoming a central feature in teacher education programs and state licensing requirements, as well as in national efforts to certify accomplished teachers.
Although they can be time consuming to construct and cumbersome to review, they also can capture the complexities of professional practice in ways that no other approach can.
The author looks at the essential ingredients of a teaching portfolio, provides some examples of effective portfolio elements, and offers a step-by-step guide for building a portfolio that works.Mastering Teacher Leadership Summary: The case study “Mastering Teacher leadership” is about the new way of teaching in private & public schools, according to Ohio legislators.
According to Ohio in , teachers need to complete master degree before obtaining second licensure renewal%(3). Find new ideas and classic advice on strategy, innovation and leadership, for global leaders from the world's best business and management experts.
Mastering Teacher Leadership Case Study Answers Pdf effective instructional leadership requires assessment , ten principles of quality leadership - ascd, coaching in leadership development - centre for coaching, the countdown to excellence.
Case Study Mastering Teacher Leadership Survey Wittenburg University Case Study Case Study 2 – Mastering Teacher Leadership Business Research Methods 1 This case presents a situation that is quite common in the education field and addresses the responses by institutions to new legislation imposed upon them.
Jan 27, · Case study: Formative assessment strategy that makes a difference We think History teacher Jim Shields aced his formative assessment strategy! Not only his students are more engaged, but they also performed 18% better. The Science and Engineering v.5 White Paper features 12 new data-driven case studies from both 2- and 4-year schools, along with research and statistics on current educational topics: student engagement, identifying at-risk students, Adaptive Learning, and .