Collaborative Collaborative Instructional Instructional

LeaderLeader

Collaborative Collaborative Instructional Instructional

LeaderLeaderBecoming a collaborative Becoming a collaborative

instructional leaderinstructional leader

Webster defines

Collaborative as: “to work together, especially in a joint intellectual

effort”

Instruction as “the action, practice, or profession of a teacher”

And leader as: “a person who leads others along the way: a guide”

Teachers are not in private practice. We are in the helping and caring

profession, a service profession to help people

enhance the quality of their lives.

Wong and Wong, 1998.

A collaborative instructional leader must…

• Have knowledge of subject content

• Use this knowledge to move learning forward in the classroom

• Understand and apply learning theories to foster continuous improvement and growth

A collaborative instructional leader must…

• Plan and alter instruction based on content standards, developmental needs, and assessment data

• Create a positive learning environment by managing and monitoring teaching and learning

• Plan with other educators to integrate teaching across disciplines

Collaborative Instructional

Leaders at Work

•Preprofessional Teacher Stetson Intern (all tiers)

•Professional Teacher•Accomplished Teacher

Preprofessional Teacher Stetson Intern

(Tier 1)• Begins reflecting on the qualities

of an effective collaborative instructional leader

• Conducts classroom observations and discussions about being a collaborative instructional leader

• Works with other students to develop units of study using best practices research

Preprofessional Teacher

Stetson Intern (Tier 2)• Reflects on what it means to be a

collaborative instructional leader• Looks for evidence of collaboration and

instructional leadership during field experience

• Consults frequently with educators on activities, demonstrations, and lessons for classroom use

• Addresses the SSS in unit planning• Is aware of national association

standards

Preprofessional Teacher Stetson Intern (Tier 3)

• Integrates SSS in all planning• Demonstrates leadership in test analysis and

plans instruction based on assessment results • Plans units that are appropriate for grade level• Collaborates with media, art, physical educators,

and other subject specialists as appropriate• Dialogs with professors and cooperating teachers

as daily lessons and units are planned• Considers the national standards when planning

(i.e., NCTM, IRA)

Preprofessional Teacher Stetson Intern (Tier 3)

• Establishes a positive environment for learning• Fosters relationships with families, colleagues, and

community members • Demonstrates effective lesson delivery and

implementation • Provides students many opportunities for critical

thinking• Uses a variety of teaching methods and strategies• Uses appropriate technology, materials, and resources • Develops lessons based on knowledge of subject

matter and needs of students• Utilizes research for best practice in planning and

research

Professional Teacher • Continues education/learning by

attending graduate school, conferences, workshops, etc.

• Faithfully attends and becomes involved in department meetings, faculty meetings, PTA, staff development

• Begins work on committees at school and possibly district level

Professional Teacher • Stays current and applies research, and

reads journals on specific topics of educational interest.

• Asks team leader or colleague to observe his/her teaching and dialogs with colleague on ways to move education forward by improving instruction.

• Carefully monitors assessment results, again working with others to improve one’s instruction.

Accomplished Teacher• Attends graduate school or post-

graduate classes, conferences, conducts action research

• Serves on district Curriculum Development Council, possibly regional or state committees

• Serves as a grade chairperson or team leader

• Works on or completes National Board Certification

Accomplished Teacher • Models teaching in others’

classrooms and dialogs with those less experienced teachers

• Communicates with parents to extend learning into the home

• Begins writing for publication at the local, state, or national journal level

Connecting the Accomplished Practices…

the most likely areas include • Assessment• Communication• Continuous

Improvement• Critical Thinking• Diversity• Technology

• Human Growth and Learning

• Knowledge of Subject Matter

• Learning Environment

• Planning

Remember…

The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.  ~William Arthur Ward

How to Become an Effective Collaborative Instructional Leader• Always be prepared to listen and learn

from others• Always be willing to share knowledge,

creative ideas, or expertise in a non-threatening, non-arrogant manner

• Always be willing to work with other professionals for the good of the students

• Always work to integrate the entire curriculum into a meaningful whole

Stetson Trained Educators:

• Teach using a variety of strategies• Think teaching is a collaborative profession• Prepare and plan for success• Accept constructive criticism and are open

to multiple viewpoints• Speak positively about our profession in

public situations

Stetson Trained Educators :

• Look for ways to collaborate with other educators

• Stay grounded in best practices research

• Always focus on the learner• Always act in an ethical, collegial

manner• Follow and lead, depending on the

circumstances• Believe that effective educators are life-long learners

The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.  ~Kahlil Gibran