empowering teachers. copyright © 2013 new teacher center. all rights reserved. blackboard...

Empowering Teachers

http://www.tellohio.org/

Copyright © 2013 New Teacher Center. All Rights Reserved.

Blackboard Collaborate Communication Tools

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Copyright © 2011 New Teacher Center. All Rights Reserved. Copyright © 2013 New Teacher Center. All Rights Reserved.

Collaborate Tools

Sliders adjust mic and speaker volume

Press to Talk and activate Video

Sliders adjust mic and speaker volume

Press to Talk and activate Video

Chat ToolChat Tool

Participant Tools:

Emoticons

Step Away

Raise Hand

Polling

Participant Tools:

Emoticons

Step Away

Raise Hand

Polling

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Participant FeaturesAudio Setup Wizard Audio Setup WizardAudio Setup Wizard

Audio & Video SettingsAudio & Video Settings

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Testing the Audio Setup Wizard

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Participant FeaturesAudio & Video

Volume ControlsVolume Controls

Video On and OffVideo On and Off

Talk On and OffTalk On and Off

Video PreviewVideo Preview

Keep the Talk and Video off when not speaking.

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Questions?

① Please raise your hand.

② Wait to be called on.

③ Turn on Talk (and Video!) button.

④ Ask your question.

⑤ When done, please turn off Talk button.

① Please raise your hand.

② Wait to be called on.

③ Turn on Talk (and Video!) button.

④ Ask your question.

⑤ When done, please turn off Talk button.

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Ohio Standards for Principals

Standard 4: Collaboration

•Principals establish and sustain collaborative learning and shared leadership to promote learning and achievement of all students.

Reflection: Examine each element of the Standard and assess where your school’s leadership is developmentally on the continuum


Element 4.1

Element Proficient Accomplished Distinguished

4.1 Principals promote a collaborative learning culture.

a) Principals establish and reinforce expectations, roles, norms and responsibilities foreffective working teams.b) Principals develop structures for collaboration between all teachers and other education support personnel.c) Principals foster positive interpersonal relationships among staff by maintainingopen and effective lines of communication.

d) Principals build a school culture in which educators work collaboratively to increase student learning.e) Principals engage stakeholders in professional developmentopportunities in problem solving, conflict resolution and consensus building.

f) Principals design practices and structures that create and maintain a collaborative learning culture.g) Principals collaborate district-wide to make system improvements.


Element 4.2


4.2 Principals share leadership with staff, students, parents andcommunity members.

a) Principals seek input from staff, students, parents and communitymembers.b) Principals share leadership responsibilities with staff.

c) Principals involve staff, students, parents and community members in school governance, curricular and instructionaldecisions.d) Principals match leadership responsibilities to the talents of individual educators and teams.

e) Principals create a system that allows staff, students, parentsand community members increasing levels of autonomy in decision making.


Element 4.3


4.3 Principals support and advance the leadership capacity of all educators.

a) Principals serve as a role model for the leadership behaviors they seek to instill in others.b) Principals participate in leadership development activities with staff.c) Principals identify strengths and interests of the building staff inorder to identify potential leaders.

d) Principals mentor and coach staff and student leaders.e) Principals build on staff’s skills and interests to advance the leadership capacity of all.

f) Principals create leadership growth opportunities for staff, students, parents andcommunity members.g) Principals encourageother educators to assume leadership roles outside of the school building.


The Faculty’s Perceptions

• Review your school’s TELL data and complete the “Connections to Survey Results” table

• TELL data can be accessed online at www.tellohio.org

• How do educators at your school view conditions related to these elements?

• How do educators across the state view conditions related to these elements?


Connections to Survey Results

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Questions Related to Teacher Leadership Your School’s

Rate of Agreement

Ohio AverageRate of

Agreement

Element 4.1: Principals promote a collaborative learning culture.

Q9.1dTeachers work in professional learning communities to develop and align instructional practices.

Element 4.2: Principals share leadership with staff, students, parents and community members.

Q6.1a Teachers are recognized as educational experts.

Q6.1bTeachers are trusted to make sound professional decisions about instruction.

Q6.1cTeachers are relied upon to make decisions about educational issues.

Q6.1g Teachers are effective leaders in this school.

Element 4.3: Principals support and advance the leadership capacity of all educators.

Q6.1dTeachers are encouraged to participate in school leadership roles.

Q6.1eThe faculty has an effective process for making group decisions to solve problems.

Q6.1f In this school we take steps to solve problems.


Discussion

• Do the survey results support your placement on the standards continuum?

Volume ControlsVolume Controls

Video On and OffVideo On and Off

Talk On and OffTalk On and Off

Video PreviewVideo Preview


What Can Leaders Do to Promote Teacher Leadership?

• Create opportunities for dialogue that deepen understanding of issues

• Shift from a permission-giving or withholding stance to one of consistent problem solving (whether one-on-one or in small or large groups) *Opportunity on Mars



• Surface issues and conditions without knowing the answer; raise questions without easy answers

• Continually indicate that time is available for shared work



• Admit to mistakes and unsolved instructional issues and ask for assistance from colleagues

• Become more skillful at facilitating conversations, reflection, and designing faculty interaction time



• Model respectful listening in every setting; do not rush communications

• Model the same behavior, ask probing questions (including ones without easy answers), use reflective strategies in faculty meetings, and invite a high level of risk taking


Leadership • Examine the Leadership Capacity Matrix

• Utilize the polling feature of Collaborate to indicate which quadrant of the Leadership Capacity Matrix your school currently occupies


Leadership Capacity MatrixLow Degree of Participation High Degree of Participation

Low Degree of Skill

Quadrant 1 Quadrant 2

• Principal as autocratic manager• One-way flow of information; no shared vision• Codependent, paternal/maternal

relationships; rigidly defined roles• Norms of compliance and blame; technical

and superficial program coherence• Little innovation in teaching and learning• Poor student achievement or only short-term

improvements

• Principal as “laissez-faire” manager; many teachers develop unrelated programs

• Fragmented information that lacks coherence; programs lack shared purpose

• Norms of individualism; no collective responsibility• Undefined roles and responsibilities• Spotty innovation; some excellent and some weak

classrooms• Static overall student achievement

High Degree of Skill

Quadrant 3 Quadrant 4

• Principal and key teachers as purposeful leadership team

• Limited use of school-wide data; information flow within designated leadership groups

• Polarized staff with pockets of strong resistance

• Efficient designated leaders; other serve in traditional roles

• Strong innovation, reflection skills, and teaching skills; weak program coherence

• Student achievement is static or shows slight improvement

• Principal, teachers, parents, and students as skillful leaders

• Shared vision resulting in program coherence• Inquiry-based use of data to inform decisions and

practice• Broad involvement, collaboration, and collective

responsibility reflected in roles and actions• Reflective practice that leads consistently to

innovation• High or steadily improving student achievement

Lambert, L. (2003). Leadership capacity for lasting school improvement – Chapter 1. Alexandria, VA: Association for Supervision and Curriculum Development.


Evidence of Teacher Leadership Development

• Listen to each other, and particularly to new members of the staff

• Volunteer to take responsibility for issues or tasks



• Solve problems instead of asking permission and assigning blame

• Talk about children in a way that suggests that all children can learn



• Initiate new actions by suggesting others ways to accomplish tasks or goals

• Invite other teachers to work with them, share materials, and visit classrooms.


Set A GoalGoal our school will pursue to increase teacher leadership

Element(s) involved from Ohio Principal Standards (4.1, 4.2, 4.3)

Strategies to achieve the goal

Strategy

Who is responsible

Timeline

Possible evidence to monitor progress

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