"Timely and accessible, this book critically explores the meaning and practice of teacher advocacy. Drawing from the work of teachers who advocate with and for students who are traditionally marginalized-including students of color, students with exceptionalities, students in poverty, and immigrant students-this volume investigates classroom realities like inequitable distribution of resources, student trauma, and uneven support for teachers' work from administrators. Unlike other texts on teacher activism, this book embeds activism within an existing leadership framework and strategies that teachers enact within the classroom, across the school, and in their communities. Foregrounding data in the five case studies, this book is an invaluable resource for pre-service teachers and scholars in teacher education, social justice education, and educational leadership"--
Abstract: This study aims to determine the implementation of the principal's strategy in developing teacher professionalism, teacher professionalism is needed to obtain good quality output. This research is motivated by the importance of education in supporting the future development of the nation and developing the potential of students in facing global competition. The method used in this research is a qualitative case study approach. Sources of data obtained from teachers, data collection through observation, interviews and documents. Data analysis used qualitative data analysis model of Miles and Huberman. The results of this study reveal that the principal's strategy in improving teacher professionalism is carried out through; (1) formulating school planning and development (2) improving teacher work discipline, both in terms of learning, administration, and behavior; (3) conducting regular academic supervision; and (4) collaborate with supervisors, committees, parents, and government agencies.Keywords: principal leadership; academic supervision; teacher professionalism Abstrak: Penelitian ini bertujuan untuk mengetahui implementasi strategi kepala sekolah dalam mengembangkan profesionalisme guru, profesionalisme guru sangat dibutuhkan untuk mendapatkan output yang berkualitas. Penelitian ini dilatarbelakangi oleh pentingnya pendidikan dalam mendukung pembangunan masa depan bangsa dan mengembangkan potensi peserta didik dalam menghadapi persaingan global. Metode yang digunakan dalam penelitian ini adalah pendekatan studi kasus kualitatif. Sumber data diperoleh dari guru, pengumpulan data melalui observasi, wawancara dan dokumen. Analisis data menggunakan model analisis data kualitatif Miles dan Huberman. Hasil penelitian ini mengungkapkan bahwa strategi kepala sekolah dalam meningkatkan profesionalisme guru dilakukan melalui; (1) merumuskan perencanaan dan pengembangan sekolah (2) meningkatkan disiplin kerja guru, baik dalam hal pembelajaran, administrasi, maupun perilaku; (3) melakukan supervisi akademik ...
EDULEARN17. Conferência realizada de 3-5 de julho de 2017 em Barcelona ; The aim of this paper is to present a case study carried out in two clusters of schools in the metropolitan area of Oporto, Portugal. The study reflects upon the teachers' perceptions about the coordinator as the "leader" of the curricular department and based on the problem: "What are the contributions of the coordinator's leadership on the dynamics of teaching, developed in the curricular department? The following aims were defined: to analyze the role and functions of the coordinator of the curricular department from the perspective of the legal diplomas; to understand the coordinator's perception concerning job accomplishment; to understand which practices are adopted by the coordinator concerning their curricular department in its daily action; to understand teachers' perceptions with regard to the exercise of the coordinator's tasks; to understand the coordinator's influence upon teacher's teaching practices; to identify features that teachers consider important to acknowledge the department coordinator as a leader. To accomplish this, a qualitative approach has been used, similar to a case study, using techniques such as surveys and interviews. The framework initially focused on an analysis of the legal framework at the level of legislative regulations, essentially, as they regard the position of curricular department coordinator and / or similar; later approaching the concepts of leadership, through a brief history about the theories of leadership. Based on the analysis of teachers' opinions about the functions and influence of the coordinator, namely representation, communication, interaction, collaboration, promotion of personal initiative, problem solving and common objectives, we conclude that teachers' perceptions point to a coordinator with a predominantly transformational leadership. ; info:eu-repo/semantics/publishedVersion
The purpose of this study is to find out the relationship between the leadership of the head of Madrasah Ibtidaiyah and the performance of Madrasah teachers in Lingsar District of West Lombok Regency in 2021. This research is quantitative research using survey methods. The population in this study is all teachers in madrasah-Ibtidaiyah in Lingsar district of West Lombok Regency which amounted to 102 teachers. This research sample amounted to 50 teachers spread across Ibtidaiyah madrassa of Lingsar District of West Lombok Regency. The data analysis technique used in this study is regression analysis, both simple regression and double regression. The results showed that there was a positive and significant relationship between the leadership of the head of Madrasah Ibtidaiyah and the performance of Madrasah Ibtidaiyah teachers in Kacamatan Lingsar West Lombok Regency with a contribution of 57%.
Résumé Ce texte étudie les raisons pour lesquelles les professeurs de l'enseignement secondaire public démissionnent : si le pourcentage global n'est pas particulièrement élevé aux États-Unis, cette moyenne cache néanmoins la profonde inégalité entre les écoles. Celles qui ont une population d'élèves pauvres et issus des minorités sont particulièrement affectées. L'article analyse les profils sociologiques des enseignants démissionnaires, et, à partir d'interviews réalisées avec des directeurs d'établissements publics à Milwaukee (Wisconsin), souligne le rôle déterminant d'une gestion flexible des personnels au niveau local.
Estas ideas están desarrolladas en la ponencia de Bernal, A.; Jover, G., Ruiz Corbella, M. y Vera, J. (2013). El liderazgo personal y la construcción de la identidad profesional del docente en el XXXII Seminario Interuniversitario de Teoría de la Educación "Liderazgo y educación". Disponible en: http://pendientedemigracion.ucm.es/info/site/site32.html ; En los últimos informes elaborados por la OCDE, la UNESCO y la Unión Europea exponen la función de liderazgo como clave para asegurar la calidad de la educación. Estamos ante un concepto complejo, para el que no existe un único modo de entenderlo, ni de aplicarlo. Ahora, si podemos extraer unas constantes que destacan la necesidad de este rol, especialmente en instituciones educativas, ya que en ellas se reclama necesariamente el rol del líder que sepa responder a todas las cuestiones que dan sentido al grupo y al aprendizaje que debe alcanzarse e impulsar toda actuación hacia el logro de esa misma meta. Pero conseguirlo no es el resultado de un líder único. La educación, como arquitectura social que es, reclama la intervención de múltiples líderes en un marco de responsabilidad colaborativa, en la que la interdependencia exige la actuación de liderazgo de cada uno en su ámbito específico de actuación. Este liderazgo compartido no exime de la figura de líder de líderes, focalizada prioritariamente en el director, como gestor y dinamizador pedagógico de un centro educativo. Rol que favorece ese liderazgo pedagógico en el que el profesorado, como líderes de un grupo, es capaz de movilizar y articular las acciones necesarias para alcanzar las metas educativas acordadas por toda la comunidad. Esta capacidad de actuación exige responsabilidad educativa y una amplia autonomía avalada, sin duda, por la rendición de cuentas que sabe responder de los logros ante la comunidad educativa y la sociedad. ; In recent reports issued by the OECD, UNESCO and the European Union the role of leadership is discussed as key element to ensure the quality of education. This is a complex concept, that can not be understood and applied in a single way. But, we can draw some constant elements that highlight the need for this role, especially in institutions that focus in training, since these institutions require of a leader capable of responding to all aspects that give meaning to the group and the learning that should be achieved. He should be able to drive all actions towards a common goal. And reaching this goal is not the action of a single leader. Education, as social architecture, needs of the involvement of multiple leaders within a framework of collaborative responsibility, where interdependence demands the action of each leader in their specific field of action. This shared leadership does not excuse the figure of leader of leaders, focused primarily on the director as manager and educational stimulant of an educational center. This role benefits the pedagogical leadership where teachers, as leaders of a group, are capable of initiating and coordinating the necessary actions to achieve the educational goals agreed by the whole community. This capacity to action requires educational responsibility and extensive guaranteed autonomy, certainly because of the accountability for these achievements to the educational community and society.
School leaders' influence on student achievement is largely indirect. Using systematic review techniques, this paper assesses the impact that leaders have on their students when they focus their improvement efforts on those teacher emotions or dispositions known to have direct effects on teaching and learning in the classroom. Building on an earlier conceptions of how leadership influences student learning and based on a review of research over the last 25 years, this study identifies four distinct teacher emotions which have significant effects on student learning—collective teacher efficacy, teacher commitment, teacher trust in others, and Organizational Citizenship Behavior. This review also describes leadership practices likely to foster productive teacher emotions, most such practices reflecting a transformational approach to leadership.
Leadership is a person's behavior that can influence others, by providing motivation and support so that the person is willing to work hard in achieving the goals expected by the company or organization. This study uses a qualitative approach because it meets the characteristics of qualitative research, namely: (1) the condition of the object of natural research, (2) research as the main instrument, (3) descriptive, because the data collected is in the form of words not numbers, (4) more concerned with the process. The results of the research on the influence of the principal's leadership style on teacher performance at MI Nurul Falah Mlayang, Sirampog District, Brebes Regency, that the principal's leadership at MI Nurul Falah Mlayang, Sirampog District, Brebes Regency is included in the very strong category. The results of this study indicate that the leadership style applied by the agency is a democratic leadership style. The hypothesis test shows that leadership style has a positive and significant effect on teacher performance. This explains that the more democratic the leadership style applied, the higher the teacher's performance. This leadership style has the behavior of being happy to accept suggestions, opinions and criticism from subordinates. leadership style that needs to be maintained, especially in the aspect of involving teachers in decision making and the need to improve aspects where leaders must pay attention to the interests of teachers and the interests of institutions. The results of this study are supported by the theory put forward by Amirulla, Leadership is a person who has the authority to give assignments, has the ability to persuade or influence others with a good relationship pattern in order to achieve predetermined goals.
This small-scale pilot study investigated the role of school principals in the induction of new teachers in Ontario, Canada. Building upon the theoretical framework of Bolman and Deal (2002), as well as interviews, document analysis, and review of extant literature, the following findings were established: (a) Principals expressed that the educative mentorship of novices requires the engagement of the entire school community; and (b) Principals, veterans, and novices saw teaching as an intellectual, moral, and political endeavor that required their collective involvement. We suggest that principals employ the notion of "communities of practice" to instill a culture of support for new teacher induction.
Japan has lost a great deal of economic ground to Germany due primarily to its terrible debt record. And the debt performance of the US and China is the primary factor in determining whether America leads the global economy, or no one does. The post Three–Four Teach One–Two a Global Leadership Lesson appeared first on American Enterprise Institute - AEI.
The AMSTI (Alabama Math Science Technology Initiative)-USA Fellows program, a collaborationbetween a university College of Education and Arts & Sciences, State Department of Education, andlocal school district, was created to develop Teacher Leaders in AMSTI Mathematics and Science.The specific focus of this research was to examine the mentoring provided to the Teacher LeadersFellows, and to determine if the professional development provided to the teacher leaders helped themdevelop mentoring skills to mentor and coach the AMSTI teachers with whom they worked. At thecompletion of their Fellowship, these AMSTI-USA Fellows returned to become teacher leaders at theirhome schools, charged with mentoring and coaching teachers in the AMSTI curriculum.The objectives of this research was to evaluate the effectiveness of:(1) mentoring the newly identified teacher leader Fellows into the role of teacher leader; and,(2) developing the mentoring and coaching skills in both the affective components and content aspectsof the selected AMSTI Teacher Leader Fellows.
Periodically, school operations come under intense review as we take inventory of what has workedand what improvements still need to be made. In fact we label time periods by major events and trends,e.g. back-to-basics (Smith, 1978). As we move into the second decade of a new millennium, we arereflecting and projecting to see where we have been and where we need to be going. We are askingwhat we have learned and what needs to occur to improve education and our country. The importanceof teachers and teacher leadership in education is gaining attention (York-Barr & Duke, 2004;Donaldson, 2006; Silva 2000; Rhodes, C., M. Brundrett, et al., 2008). This article addresses the rolespirituality plays in 21st century school leadership.
L'articolo prende spunto dalle recenti direttrici di indagine pedagogica italiana che sottolineano la centralità che ricopre, oggi, la questione della formazione interculturale degli insegnanti e della leadership educativa per accogliere le sfide lanciate dalla pluralità ed eterogeneità delle classi multiculturali, nonché dalle realtà dei contesti educativi a forte complessità sociale. La scuola rappresenta il luogo privilegiato di costruzione del dialogo interculturale, luogo centrale per la costruzione di destini formativi e spazio relazionale privilegiato per promuovere esperienze d'incontro delle differenze e affermare i principi etici dell'alterità e della convivenza democratica In tale ottica, verrà assunto il modello della teacher leadership in chiave inclusiva e interculturale quale prospettiva interpretativa in grado di fornire una nuova visione e significati di senso alla qualità dell'insegnamento e della formazione in servizio. Su tali premesse, si afferma la necessità di un maggiore investimento nella formazione degli insegnanti, affinché acquisiscano una leadership educativa fondata su conoscenze e competenze pedagogiche interculturali per promuovere processi di integrazione e di inclusione educativa di tutte le diversità. The concept and practice of intercultural and inclusive education have gained momentum in the recent decades. In this sense, the Italian school system has now acquired a multicultural trait while teacher education has become the key to support to the development of a quality inclusive education system. To welcome diversity of all learners, leadership practice is a crucial element in gearing education systems towards inclusive values. Also, the role of teachers in multicultural contexts is central in determining educational and didactical processes and practices based on the principles of an open and inclusive intercultural school. Within this context, this article focuses on the issue of teacher leadership and explores various interpretations and definitions within the literature. It examines the relationship between teacher leadership and intercultural and inclusive education. Finally, it calls for a "teacher leadership for inclusion" which can be seen as a "vital necessity" of any intercultural training course and professional development for teacher.
