Master Teacher as Lifelong Learner
In my completion of Katzenmeyer’s and Moller’s “Assessing Your Readiness for Teacher Leadership” I scored a 26. The authors’ assessment tool states that my score indicates that the majority of my attitudes, values, and beliefs parallel those related to teacher leadership; but that I do still have room to grow within many of the needed leadership skills. Roland S. Barth (2001) lists the “Essential Leadership Qualities of Distinguished Principals” in his book and from this list I have been able to determine both my strengths and areas of needed improvement in regards to leadership skills (p.138-139). My areas of strength are found within my ability to pay attention to the personal. I have consistent vision and try to inspire others to work towards it and I am willing to say “no” when ideas do not support my vision. I am able to juggle many tasks and thoughts at once; I am organized and good at following through on task. I create joy around learning and fit well into the area of public relations. My areas of weakness according to Barth’s list are as follows: I need to learn how to work on being both tactful but direct by working on my one-on-one and group communication skills; I need to empower my spirit of democratic collaboration and stop being a loan ranger, yet at the same time have the courage to stand alone when I think assumptions and traditions should be challenged. As a result of my weakness in these areas I struggle with adversity and need to find ways to resolve professional conflict proficiently.
Once I am able to find a healthy balance among teaching and school leadership and once I understand the predominant values of my new school principal, I must move into the second phase of my plan of action by formulating my learning of leadership potential through inquiry and reflection (Katzenmeyer et al, 2009, pg. 70).
I want to move beyond the walls of education in general and begin to explore the world of journal publication and grant writing. I also want to work on wider projects within the community that address needs I observe within my students, especially in the area of mental health. I think Roland Barth (2001) makes a profound statement when he writes “Many educators lay much of the responsibility of the ills of our schools on the ills of society. But I sometimes wonder if we have a poorly functioning society because we have a dysfunctional school system” (p. 175). In other words, as a member of the community and a master teacher leader, I must take responsibility for the welfare of the community as a whole.
Once I am able to find a healthy balance among teaching and school leadership and once I understand the predominant values of my new school principal, I must move into the second phase of my plan of action by formulating my learning of leadership potential through inquiry and reflection (Katzenmeyer et al, 2009, pg. 70).
I want to move beyond the walls of education in general and begin to explore the world of journal publication and grant writing. I also want to work on wider projects within the community that address needs I observe within my students, especially in the area of mental health. I think Roland Barth (2001) makes a profound statement when he writes “Many educators lay much of the responsibility of the ills of our schools on the ills of society. But I sometimes wonder if we have a poorly functioning society because we have a dysfunctional school system” (p. 175). In other words, as a member of the community and a master teacher leader, I must take responsibility for the welfare of the community as a whole.
On Metacognition:
- Ask students to explain their thinking rather than just show their learning
- Reciprocal teaching is one approach to use
- I must learn from the "Greats" of education research; the key is finding the balance between each and every theory
- Students need connections to readings, they need guidance while reading, they need time to discuss after reading
- Regardless of the web tool's novelty, it's the tool's ability to help a student learn that is important
- The key is to balance the traditional technologies (the printed word) with modern technologies (the digital)
- The goal is to ensure that the balance creates an authentic learning experience, while also incorporating new skills in both the traditional and modern learning.
- YA literature has a role in exposing students to different types of worlds, lives, experiences, and self
- The classical literature cannon has a role in exposing students to past wordily experiences and the evolution of the art of literature
- A simple email from our side of the world to the next is not global learning. When that emails leads to conversation, action, and possibly change it becomes a global learning experience.
- Global learning is also about learning, acting, and responding to needs within the community directly around you
- Global learning occurs when students understand their role in the world and how their actions impact the world
- Global learning is about solving problems within our world and helping our students find a voice in creative solutions
- When a teacher is in their classroom they too must to be proactive in their planning – preventing students from shutting down in their learning and being willing to stop, examine, redesign, and reflect when classroom learning presents a problem.
- The evaluation one’s own practice is an integral part of an applied discipline such as education because it is through disciplined enquiry that a teacher is led to new knowledge, ideas, and solutions.
- First observation, second reflection in order to identify the issue or problem. Finally, an acted plan in which more data is collected more reflection takes place and change is made.
- When it's about the ego -- it's not leadership
- I am a teacher leader in all aspects of my schoolhouse - within the walls of my classroom, within staff meetings, within outside representation of the larger education community
- I will have to be a continuous learner and scholar of educational theory (both past and modern) in order to be an impactful and effective leader
*Koshy, V. (2012). Action research for improving
educational practice. Los Angeles: Sage.