1 Instructional Leadership Skills EDU 625 Hall # 1 Leadership Roles and Becoming a Collaborative Teacher Leader 2 Purpose of EDU 625 • Facilitate growth in the knowledge of national and state teachers standards as well as issues related to school improvement • To hone leadership skills essential in enhancing student achievement and effecting school improvement via development of a professional teaching portfolio • To assist teachers in documenting and planning for professional growth as instructional leaders • To integrate biblical principles in leading and serving in the learning community 3 Format for Hall sessions • • • • • • • Introduction of the Hall Hall Topics Major Points for the Week’s Learning Christian Worldview Applications Weekly Assignments Weekly Discussion Questions Weekly Assessments 4 Learning tools • Hall lectures • Completing all components is very important to accomplish the objectives of the course. ▫ Hearing and seeing • Text book ▫ Reading • Weekly hall quiz ▫ Assessing comprehension ▫ ½ text; ½ hall lectures • Individual homework ▫ Analyzing and applying • Discussion forum ▫ Applying and Examining 5 Asynchronous learning • Motivated ▫ Asynchronous learners must be highly selfmotivated • Responsible ▫ Asynchronous learners must have high responsibility for assignments and discussion • Facts ▫ Asynchronous learning is not easier than traditional classroom learning ▫ Learners must meet deadlines ▫ It’s easy to think we’re anonymous because there’s no face time. 6 Tips for success • Course Page ▫ Activities Individual homework Team activities (not for online classes) ▫ Discussion forum Weekly discussions ▫ Media Syllabus Handouts & links Hall lectures • Schedule ▫ Be attentive to deadlines ▫ The week begins on Sunday and ends on Saturday Observe Sabbath Manage your time 7 Tips for success (cont.) • Do not procrastinate ▫ It’s easy to get behind in an asynchronous course False security that there is time to catch up Each week builds on the previous • Sequence ▫ Set your schedule Hall lecture Assigned reading Discussion Homework Individual or team Study key points for exam 8 Tips for success (cont.) • Communicate ▫ Ask questions ▫ Participate ▫ Be engaged in discussion ▫ Seek handouts ▫ Contact the professor with questions or problems 9 10 Class Introduction • Becoming a Facilitator 11 Topics we’ll cover • Becoming an effective and reflective teacher who leads the classroom with biblical truths • Explore the role of Christian leadership and service in the teaching profession • Composing, revising and editing a Comprehensive Capstone Paper that includes the domains: Learning Opportunities/Environments, Instructional Methods/Teaching Strategies, Assessment and Use of Assessment Data, Self-Evaluation/Reflection, introduction, conclusion • Leadership roles that teachers can assume effectively, inclusive of tools use in leading peers toward positive change that impacts student achievement 12 Hall 1 Objectives • Introduction of the class • Description of the Comprehensive Capstone Paper – preparation assistance materials • Explore two case studies relative to the teacher assuming the role of facilitator within professional development settings • Consider the many different formats available for teacher leaderships roles • Reflect on your reaction to adversity and times you receive praise, taking the Biblical perspective into consideration 13 Biblical Foundation • Belhaven University seeks to: Prepare students academically and spiritually to serve Christ Jesus in their careers, in human relationships, and in the world of ideas. • Motto: To Serve – Not to be Served 14 Biblical Foundation • The Belhaven School of Education seeks to: Prepare competent teachers who demonstrate both academic excellence and professional knowledge while providing distinctive Christian leadership and service to those they teach. • Motto: Learning to Teach – Teaching to Serve 15 Hall text highlights • Read the ASCD article entitled, “Ten Roles of Teacher Leaders” and understand the ways teachers can lead - Resource Provider - Instructional Specialist - Curriculum Specialist - Classroom Supporter - Learning Facilitator - Mentor - School Leader - Data Coach - Catalyst for Change - Learner 16 Hall text highlights • Dilemmas in Educational Leadership ▫ Read “The Promise of Collaborative Communities” in the text. - PLC’s (Professional Learning Communities) - 5 Dimensions of PLCs - Critical Friends Group - Transformational Learning - Understanding the Adult Learner 17 Hall text highlights • Dilemmas in Educational Leadership ▫ Read “Becoming a Facilitator” in the text - Teacher Leader Confides Issue - Seeking Advice from Fellow Teacher Leaders - Use of Protocols - Getting Useful Feedback - Philosophy of Facilitation 18 Capstone paper preparation • Look at handout entitled Comprehensive Capstone Paper Outline and Course References - Note sections: written across the course - Note format: Professional Knowledge Base Application to Practice Integration of CWV in both 19 Capstone paper preparation 20 Domain I: Learning Opportunities & Learning Environments • Professional Knowledge Base – discuss how you create learning opportunities and design/manage learning environments that: - make subject matter meaningful and useful - accommodate a diverse student population and provide for individual differences - promote the growth, development and achievement of all students (*integrate Christian World View*) 21 Domain I: Learning Opportunities & Learning Environments • Application to Practice – discuss how the points about professional knowledge base mentioned are put into practice in the classroom - How will you use the concepts in the classroom? - How will it look? - What are the benefits? - How will this increase student achievement? (*integrate Christian World View*) 22 Domain I preparation • Read course notes in the following courses that you have taken to refresh knowledge base and determine focus intended for Domain I: EDU 501 Measurement & Evaluation EDU 602 Psychology of the Exceptional Child EDU 614/628 Effective Teaching Strategies EDU 630 Diagnostic & Remedial Strategies EDU 506 Classroom Management EDU 631 Individualized Instruction EDU 612 Curriculum 23 Domain I preparation • NOTE: Not all students will have taken each course listed on the previous slide. Some students are on the M.Ed. track, while others are MAT students. • Reference to every course or textbook is NOT expected. Just reference what fits the logical thread of thought you have established in your paper. 24 Capstone paper graphic • Look at handout entitled Brainstorming Graphic for Comprehensive Capstone Paper (next slide) - Note 3 key points in the Professional Knowledge Base portion, each with source references and CWV integration - Note 3 key practices in the Application to Practice portion, each with source references and CWV integration 25 26 Capstone paper graphic • Look at handout entitled Brainstorming Graphic for Comprehensive Capstone Paper. VERY IMPORTANT - PARALLELISM – same topics follow across the diagram from key point to source to CWV in Knowledge Base then across practices/sources/CWV under Application to Practice 27 28 Capstone paper template • Look at handout entitled Template for Comprehensive Capstone - Template is APA format. DO NOT CHANGE settings. - Title is a given. Do not change it. - Introduction keys reader to what you are focusing on in this domain. - Body of paper is APA format. Remember to keep your points parallel across the Professional Knowledge Base, Application to Practice and CWV Integration elements. - Reference page is APA format. Look for sources in the materials from the courses you have taken. 29 Bloom’s Taxonomy • Synthesis • Evaluation and Reflection • Analysis • Application • Comprehension • Knowledge/Skills 30 Capstone paper checklist • Look at handout entitled Checklist – Comprehensive Capstone Paper - Two sections – domains and grammar/composition - Provided only as optional checklist - Useful as a guide 31 Capstone paper rubric • Look at handout entitled Comprehensive Capstone Paper – Assessment Rubric - Each domain has a page – levels 1 through 4 - Note correlation with Domain information already given - Work hard to be at level 4 so you will pass - It is possible to pass this course without passing the CCP paper, which is required for degree designation - Note grammar/composition, APA format, Introduction, and Conclusion sections 32 33 What’s next? • • • • Complete your detailed reading Answer the discussion questions Complete the writing assignments Take the Hall Quiz 34 References • Bloom, B. (1956). Taxonomy of Educational Objectives. • Harrison, C. & Killion, J. (2008). Ten Roles for Teacher Leaders. Educational Leadership, 65(1), 74-77. • Reid, D. (2014). Dilemmas in Educational Leadership: The Facilitator’s Book of Cases. New York, NY: Teacher’s College Press.
