Introduction
Teacher leaders see “the big picture” in the overall functions of the school, not just their classrooms. They have a particular set of abilities that allow them to successfully teach the students in their classroom while also influencing and motivating other teachers throughout the building. There are several roles and responsibilities of teacher leaders. From the research, the most common roles and responsibilities of strong teacher leaders were, having a vision, a strong focus on students achievement, they have the ability to set goals and accomplish them, they are supportive (not only to students but staff and administrators), and they create a culture and climate for learning.
Following the research of many theorist, we …show more content…
Through this vision, the most important aspects of student achievement are made clear. Teacher leaders have a purpose and that purpose is geared towards students’ socio-emotional and cognitive needs. They work tirelessly to achieve the revelation by soliciting assistance from many others and collaborating with them. Any instructional practice, organizational structure, or school program that hinders student success is reexamined and redesigned. Even successful practices are examined to see if they can be improved,” (McLeod, 2005, …show more content…
Data collection allows teacher leaders to gain better and more relevant information about what students can and can’t do and what they have or have not learned. In addition, the collection of data allows teachers to not only understand and gain an accurate picture of student’s needs. This information ultimately determines what is needed for them to succeed in the classroom. From there the teachers are able set goals that are measurable, design formative assessments that will provide the teacher with data that will eventually be used to determine proper interventions.
Strong leaders are able to articulate the necessary fundamentals of data-driven education and assist others in its collection as well. When these teachers also are able to participate in professional learning communities and collaboratively identify and implement effective, strategic instructional interventions, their schools are not only surviving this new wave of accountability but indeed thriving in it (Supovitz & Klein, 2003). Teacher leaders have a responsibility to other teachers to guide them in the same direction. They serve as go-to people and sometimes experts in a particular
Teacher leaders see “the big picture” in the overall functions of the school, not just their classrooms. They have a particular set of abilities that allow them to successfully teach the students in their classroom while also influencing and motivating other teachers throughout the building. There are several roles and responsibilities of teacher leaders. From the research, the most common roles and responsibilities of strong teacher leaders were, having a vision, a strong focus on students achievement, they have the ability to set goals and accomplish them, they are supportive (not only to students but staff and administrators), and they create a culture and climate for learning.
Following the research of many theorist, we …show more content…
Through this vision, the most important aspects of student achievement are made clear. Teacher leaders have a purpose and that purpose is geared towards students’ socio-emotional and cognitive needs. They work tirelessly to achieve the revelation by soliciting assistance from many others and collaborating with them. Any instructional practice, organizational structure, or school program that hinders student success is reexamined and redesigned. Even successful practices are examined to see if they can be improved,” (McLeod, 2005, …show more content…
Data collection allows teacher leaders to gain better and more relevant information about what students can and can’t do and what they have or have not learned. In addition, the collection of data allows teachers to not only understand and gain an accurate picture of student’s needs. This information ultimately determines what is needed for them to succeed in the classroom. From there the teachers are able set goals that are measurable, design formative assessments that will provide the teacher with data that will eventually be used to determine proper interventions.
Strong leaders are able to articulate the necessary fundamentals of data-driven education and assist others in its collection as well. When these teachers also are able to participate in professional learning communities and collaboratively identify and implement effective, strategic instructional interventions, their schools are not only surviving this new wave of accountability but indeed thriving in it (Supovitz & Klein, 2003). Teacher leaders have a responsibility to other teachers to guide them in the same direction. They serve as go-to people and sometimes experts in a particular