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Recent reports from federal agencies and legislation call for explicit avenues to incorporate K&ndash ; 12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to identify K&ndash ; 12 STEM master teachers and harness their potential. These efforts warrant a conceptual framework to quantify attributes of K&ndash ; 12 STEM master teachers, to foster pathways for the development of current and future leaders. Using a sample of 10 individuals from two extant programs of K&ndash ; 12 STEM master teachers (Albert Einstein Distinguished Educator Fellowship and Presidential Awards for Excellence in Mathematics and Science Teaching), data from their career trajectories (sourced from Curriculum Vitae) were sequenced to construct and confirm the STEM Master Teacher (STEMMaTe) conceptual framework. This framework may be used to guide programmatic development to increase national capacity for K&ndash ; 12 STEM master teachers. Recommendations are discussed for the creation of pathways to develop STEM master teachers and increase their participation in the broader education system.

I have lived an hour away from Callaway Gardens in Georgia for more than 20 years. I've driven past the gates numerous times, but never stopped. Recently, I coaxed my husband into taking me to the Cecil B. Day Butterfly Center in the Gardens. The center is 7,300 square feet with more than 1,000 panes of glass and state‐of‐the‐art mechanical systems. According to the Center's website, it is home to more than 2,000 tropical butterflies of 50 different species, which fluctuate in diversity and density.

This study described the principal's leadership in guiding teacher pedagogic competence at SMP Negeri 1 Ogan Komering Ulu. This study used a qualitative method where observation, interviews, and documentation used as instruments. The research subjects were principals, teachers and staff. The results of this study indicate that the principal has two leadership styles in empowering and mobilizing teachers and staff. The two styles are charismatic and democratic leadership style. The principal used four models of pedagogical competency development for teachers were supervision, workshops, regular meetings, and the principal directs teachers to participate in educational trainings and seminars. The obstacles were the lack of teacher preparation in making learning tools such as lesson plans and syllabus, the schedule of the principal's activities impromptu so that the implementation of supervision, meetings, or workshops is delayed. There are some teachers who cannot attend meetings or workshops.

Until recently, the terms teacher and leadership were not often mentioned in the same sentence.Educational leadership was synonymous with school administration, and teachers viewed themselvesas followers rather than leaders. Over the past fifteen years, this perception has changed. Due tofederal mandates such as No Child Left Behind (NCLB) and Response to Intervention (RtI), teacherroles and responsibilities have expanded (Le Cornu, 1999) and distributed school leadership hasbecome the norm (Danielson, 2006; Harrison & Killion, 2007).

Educational progress depends upon the quality of teachers. Unfortunately most of the persons whoenter teaching profession do not like their jobs at all. They are here because they could not be selectedfor any other profession, Hence, quite a number of rejected and dejected university degree holdersseek admission in training colleges and become teachers. Their inner-self never wanted to become ateacher. Many teachers take no pleasure in the teaching and simply pass their time. They do not careto set worthwhile goals before their pupils. They never care for what the students say about them. Theyare easy-going and do not take pains in discharging their duties. Today's education is concerned withthe development of whole personality of an individual. How can we leave our children in the hands ofthese half-hearted teachers?

"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

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.