Teacher Leadership Case Study

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Teacher Leadership SCHS scored lower than the state and district in all areas in this category. The faculty has an effective process for making group decisions to solve problems was an area with a large disparity. This reveals the previous climate where teachers did not feel empowered to be a part of the process. The School Improvement Team was nothing more than a figure-head. The past administration teams identified a few strong teachers and worked closely with those teachers to make decisions and serve in leadership roles. This created apathy and disengagement from the other teachers who were not involved and caused burn-out for the teachers who were. Teachers indicated they were trusted to make decisions about instruction and were recognized …show more content…
SCHS had 65% respond. In the area of utilizing the results from the 2010 survey was also much lower for the high school. The lack of using this data to drive school change could be a contributing factor to the participation percentage. Only 73% of the teachers said the school was a good place to work, that’s 11.6 points lower than the state and 11.3 lowers than the other school in the district. This would indicate why SCHS’s teacher turn-over rate is so high. The TWCS indicated several areas of concern. The first would be School Leadership, teacher morale and school morale were at all-time lows the past two years and the numbers in this survey reflect that, change in leadership both at the school level and district level has brought on a more positive working environment for both the teachers and students. A clear direction has been indicated from the district level down. SCHS is developing its own vision and mission statements to provide teachers and students with needed guidance. New district leadership has established a Leadership Academy which meets on the PD days; this is for teachers seeking to pursue leadership positions or who are interested in attaining a degree in Administration. A Teacher Advisory council has been started at the district level; representatives from each school in the district meet to discuss pressing issues, both local and state. These teachers are …show more content…
While teachers were recognized as experts, there is lack of a process to make decisions. A few teachers have worked hard to keep things going while the administration and fellow teachers allowed for it to happen. There is still no formal procedure for making group decisions. The new principal has developed different “task forces” to investigate and research areas of concern both with curriculum and instruction as well as school climate. The new principal has also turned to several teachers who have great relations with other teachers to establish a clear vision and mission that will drive the five-year plan. There is a need to address teacher apathy as a result of low morale for the past two years. To address the low math scores, the district assigned a curriculum and instruction specialist to meet with the math department each month and address the gaps in teacher instruction and student

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