Teacher Leader
Teacher Leader
1. A teacher leader is a teacher who involves himself in leadership’s activities (OECD, 2003). Teacher leaders do not focus solely on imparting knowledge, but are also actively involved in the decision making process within the education community. They serve as a catalyst for progress and mentor other stakeholders to pursue excellence. Teacher leadership involvers expanding the influence of teachers on the education process beyond the walls of the classrooms (OECD, 2003). As a teacher leader, I will use knowledge in the field of education to foster improvement within the school and the education sector. I will actively participate in the school decision making process in order to contribute toward the formulation of the most effective policies.
I will share my knowledge and experiences with my colleague in order to facilitate the development of their career. I intend to apply transformational leadership principle in fulfilling my role as a teacher leader. Transformational leadership involves inspiring other people to pursue certain goals (Anderson, 2009). It involves convincing other people about a certain vision and empowering these people to pursue the vision. This leadership principle focuses on establishing partnerships and mutual relationship with the followers.
2. In intend to improve student learning by promoting a wholesome approach to the learning process (Anderson, 2009). I intend to create an education approach that focuses on learning rather than teaching. This means that the students will be actively involved in the learning process. Unlike in the prevailing situation where teachers exert significant control over the learning process, the new approach will turn teacher into learning facilitators. This approach will enhance learning by encourage students to construct their own meaning using acquired information. I also intend to create a learning community where the school involves all stakeholders in the learning process. This will entail inclusion of teachers, school administration, community members and professional in the learning process of students.
Under this approach, students have a chance to apply information acquired in class within the community and professional field by allowing them to interact with community members and various professionals. My research on teacher leaders will be instrumental to the realization of this plan. This vision suggests radical changes to the existing educational approaches in most school and thus it may not be easy to convince stakeholders to adopt this vision. I intend to apply my finding concerning transformational leadership in convincing other stakeholders to share this vision (Anderson, 2009). Through this research, I have learnt how to inspire others to support my goals through communicating these goals and explaining the benefits of pursuing these goals.
3. Implementation of change requires the teacher leader to focus on data driven change process (Terry, 2010). This implies that research is an essential process in the implementation of change. Change decision should be founded on systematic evidence. The teachers should also focus on defining the goals of the change process and communicate these goals. Defining goals will introduce a framework for assessing the implementation process (Terry, 2010). Teacher leaders should also facilitate collaboration.
Successful implementation of change requires the support of all stakeholders. Teacher leaders can only get support if they involve others in the implementation of change. Teacher leaders should also empower other teachers to take up leadership task within the change process (Terry, 2010). This will encourage other to take ownership of the process thus optimizing support. Change implementation is different from change management. Change implementation is deliberate introduction of change elements into the organization in order to achieve given outcomes.
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