Module 2 Forum

Module 2 is all about exploring theories and models of leadership - from Lewin's three styles of leadership developed in the 1930's to the transformational leadership style of today.  As you reviewed the materials in this module, I hope you reflected on the leaders you have either worked with or observed.  Please share a description of the most effective leader you have either worked with or observed, the major change they were leading toward, and your analysis of their leadership style.  You also completed two leadership skills assessments - share the highlight of your self-analysis by posting one of your leadership strengths and one of your leadership aspirations here as well.

Personally, one of the most effective leaders I have ever worked with was the Director of the Arts Council where I served as an administrator for several years.  Dr. Weaver was an amazingly talented leader who led the entire arts community to a united arts fundraising effort (overcoming tremendous resistance from Arts Council member organizations who were afraid participating in a united fund-raising campaign each year would reduce their budgets) and strategically put together public and private support for the renovation of an old post office for a new Arts Center and headquarters for the Arts Council.  However, one of the most impressive changes she provided leadership to was the adoption of a new element of the county building code that required each new corporate building of a certain size to dedicate a certain percentage of the cost of the building to purchase art to display for the public!  She had unflagging energy and determination and she had high expectations for everyone who worked with her, but she was very attentive to what was reasonable and what wasn't.  Her leadership style was definitely transformational - she helped us maintain a clear vision of both the cultural and material changes we needed to work toward, made sure we had the resources we needed to be successful, inspired and energized us, and invited us to the table as valued colleagues to chart our course.  In staff meetings where we were proposing new ventures she was famous for asking, "if we decide to do this, what will come off the table?"  In today's environment of being expected to do more, more, more with fewer and fewer resources, it would be wonderful to have more leaders like Carolyn Weaver!   I look forward to reading about your inspiring leaders and will be sharing my own self-analysis of my leadership skills soon.

Module One: Teacher Leadership (VClay)

What is your general definition of teacher leadership? I believe that a leader must not only take action, but also must invoke action from others. I like the Michael Fullan quote from the article “The Many Faces of Leadership” by C. Danielson that states “The litmus test of all leadership is whether it mobilizes people's commitment to putting their energy into actions designed to improve things. It is individual commitment, but above all it is collective mobilization.” (Danielson, 2007) I struggle with this personally, because sometimes I just do my individual action to create change within my classroom but don’t do enough to motivate others to create a positive change within their classrooms. I am hoping this class helps give me ideas and examples to do this.
When I think of leaders I know, I think about the type of person I work well with, which is someone who leads me by inspiring and encouraging me to do and think differently and better. This quote from “The Many Faces of Leadership” from Ms. Danielson best expresses my beliefs:
“Effective teacher leaders are open-minded and respectful of others' views. They display optimism and enthusiasm, confidence and decisiveness. They persevere and do not permit setbacks to derail an important initiative they are pursuing. On the other hand, they are flexible and willing to try a different approach if the first effort runs into roadblocks.” (Danielson, 2007)

What examples of teacher leadership have you observed or experienced?
In September I started working with a group of adult basic educators in the RESA 1 & 4 areas of West Virginia and I see teacher leadership within that group. I have a formal mentor that trained me, but I have several informal mentors who have made sure that I get the nuances of the position. One teacher in particular has taken a leadership role as it relates to technology. We offer a computer literacy certificate in our program, which is very difficult for our students to pass, and this teacher has taken the lead in finding and sharing resources to teach the material. I find this is also the case with the career-awareness component of our program, in which another instructor took the lead in creating a curriculum for the rest of us to follow and/or adapt to our own uses.

Previously to my current position, I worked as an Americorps volunteer and underwent formal community leadership training. There was a difference between community leadership and teacher leadership, but the training they provided in meeting facilitation I have found very useful in my position.

How is leadership for meaningful technology integration different from other kinds of leadership?
I think meaningful technology integration is different because technology is constantly changing.  A key component of leadership in this field is keeping up with the change, evaluating new technologies and innovations for the best fit for education. It is also critical to read and disseminate new research in technology integration.

From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)? The benefits of teacher leadership for technology is that it brings teachers and administrators together so everyone can be on the same page in terms of technology integration in individual schools. A challenge is coming to a consensus about technology integration, and trying to get to a place where technology is used as an everyday learning tool, as opposed to a “special project.” I also think sometimes there is resistance to using technology as a way of learning, and it is hard to convince other teacher, administrators, parents and community members that technology has as big a place in learning as reading and writing. “What a new literacies curriculum says to kids is that it's OK to work in non-print-based media, that their in-school communication can be as limitless as their out-of-school communication.” (Kist 2004) I think the benefit of this approach is partly that it will engage students in their learning. I hope that these types of classrooms are the ones that I find in my community.

Citations:

Kist, W. (2004). the new literacies movement reading and writing in the digital age. Retrieved from http://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/The-New-Literacies-Movement.aspx

Danielson, C. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19.

Learning Module 1 - Defining Teacher Leadership

What is your general definition of teacher leadership?
Teacher leadership can be defined as the ability to encourage and support colleagues through a variety of expertise and experience. Teacher leaders constantly strive toward finding new ways to improve education.

What examples of teacher leadership have you observed or experienced?
During my student teaching experience, I was blessed with a teacher who provided me with her wisdom and encouragement. While she was willing to let me try new things, she also told me what worked for her. The county I work in has recently began hiring curriculum specialists and instructional coaches. These experienced teachers provide support for classroom teachers as well as bring new literacies into the schools.

How is leadership for meaningful technology integration different from other kinds of leadership?
Teacher leaders wishing to promote meaningful technology intergration can face a different set of challenges. They must have a broad knowledge of technology. Technology integration into the traditional classroom may be resisted. They must prove that new literacies through technology offer students a meaningful and thorough learning experiences. Additionally, they must offer support for colleagues who may be less knowledgeable about such technology.

From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)?
From my perspective as a person with a Business Education degree, the benefits of teacher leadership for technology are vast. Today, students are comfortable with technology and use it in everyday life. Through using technology to provide additional learning experiences in the classroom, students will be more engaged.

Teacher leadership for technology also has its challenges. Resistance from more traditional classroom teachers, lack of technical knowledge, lack of equipment and funding - name just a few.

Module One: Teacher Leadership (leverley)

What is your general definition of teacher leadership?

Teacher leadership is a teacher that displays all the roles of a leader in and out of the classroom. They help with extra activities including, supporting and helping other staff. They are teachers who are willing to mentor new teachers. A teachers who is a leader helps organize learning exercises for peers and takes the reigns when strives to help and educate their peers.

What examples of teacher leadership have you observed or experienced?

I have experienced working with a mentor teacher in my clinical to complete my master’s degree. The mentor teacher helped me with IEP’s, lesson plans, recording grades and instruction in the classroom setting. At one of the placements during my student observations I worked with a teacher had many roles. They included organizing school plays, graduation preparations; and she also was the lead teacher for the special education program at the school.

From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, or for the profession)?

Teachers/profession (challenges): The lack of training and support for teachers, lack of funds for hardware, software or other equipment. Another challenges it the lack of time given for training or practice using new technologies.

Teachers/profession (advantages): being able to explore different learning avenues, all students have access to technology while in the classroom.

Students (advantages): using technology in the classroom gives students different way to communicate with each other and those outside the classroom. Ease of research, spell check, and the ability to print work for future reference.

Students (disadvantages): learning how to use technology being used, the access to technology outside of the classroom

Module 1: Enjoli Bell

What is your general definition of teacher leadership?

My general definition of teacher leadership is a teacher that has a vision beyond just the classroom, someone who understands that student learning stretches beyond school to home, the community and onto the world. A teacher who has the desire for a greater responsibility beyond just the typical duties of a teacher, someone that works towards the larger goal of school improvement even up to influencing the education environment at a state or national level. A teacher leader works toward improving education through improving oneself with continuous learning, a positive open attitude, and a willingness to act when they see or create an opportunity to improve the learning environment. A teacher leader has a willingness to help colleagues and the school work towards greater changes.

What examples of teacher leadership have you observed or experienced?

During my time as a high school art teacher in West Virginia, I attended weekly meetings where the art department chair would discuss art department happenings, ideas, upcoming events, fundraising efforts and suggestions. We would also discuss what was happening at school, any problems we were having, etc. and other teachers could lend suggestions or talk about what their experience had been. It was a beneficial meeting and I know that I learned a good deal by talking with my colleagues at this weekly meeting.

 Moving to Virginia Beach has also offered me a few opportunities to encounter teacher leadership; my first semester in VBCPS (Virginia Beach City Public Schools) I was hired to teach one art class at a middle school that had an overflow class of 8^th grade students. Being a new teacher to the district I was required to attend a monthly meeting of all new art teachers in the system. There was a presentation about the learning plan and examples were shown, and anyone could ask questions and receive good feedback. Also every new teacher brought in an example of a successful art lesson that they had taught in their class or were currently working on. I got suggestions and even contacts to other teachers in the district and a person who lived in the community to help with the project. It was a great opportunity for me as a new teacher to the district.

How is leadership for meaningful technology integration different from other kinds of leadership?

The basics of leadership would remain the same, the openness to change, the ability to encourage others that there is a need to change, creating the opportunity to change and working towards the end goal. The difference between being a leader and being a leader for meaningful technology integration is that a technology leader would need to be well versed in technology; how to use it, how to teach others to use it, and also how to incorporate the technology into all classrooms. A technology leader would also have to help find funding for the technology because most schools do not have the resources necessary.

From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)?

Many of the challenges for technology in schools will stem from the lack of resources as funding technology is a huge undertaking. A technology leader will need to be knowledgeable in the process to acquire grants and funding. After the schools receive the technology, then time is needed to teach the teachers how to effectively use it in their classrooms which also requires time and money. The benefits of technology for teachers are almost limitless, teachers can access many things to enhance the lessons that they are teaching such as videos, educational website, etc. Also there are many programs that can make record keeping such as grading faster and making assessments easier.

The challenges for students can be access to such technologies at home; many may have the opportunity to use it at school but may not be able to contribute to the project or assignment when at home.  Also not all schools have the same resources so when students move from one to school to the next they may not know how to use the new technologies. The benefits to students are plentiful, they may learn better given technology that they are familiar with using and access to the internet provides students with many avenues to seek out the knowledge for the project or assignment that they have been given. New technologies also challenge students in new ways as they may be required to create web pages or contribute to an online forum, where they could interact with people outside of their classrooms. Any new technology that students encounter and learn about will help them to become better prepared for their futures.

The challenge for schools is going to be acquiring the funding and support needed for new technologies, and then the ability to keep updating the technology when needed. Another challenge is going to be getting everyone at the school onboard with the new technology and the time needed to make the changes. The benefits to the schools are that they will be teaching students with current technologies and helping students to become better prepared for college or the work force.

The challenges for the profession are going to be attempting to keep up with the changing technologies and keeping schools in the forefront with these technologies so that students are not being trained in using outdated equipment. So again resources and funding are going to be a huge challenge. The benefits to the profession would be better more technology focused teachers and administrators and this in turn could possibly make the educational field more desirable as a profession.   

Module 1 Teacher Leadership by Jodee

What is your general definition of teacher leadership?

School improvement depends more than ever on the active involvement of teacher leaders. School administrators can't do it all. Teacher leadership is all about mobilizing people to commitment to putting their energy into actions designed to improve things. It is individual commitment, but above all it is collective mobilization. Teacher leaders must enlist colleagues to support their vision, build consensus among diverse groups of educators, and convince others of the importance of what they are proposing and the feasibility of their general plan for improvement. They should be able to promote their skills, understand the evidence and recognize the need to focus on those aspects of the school's program that will yield important gains in student learning. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.

What examples of teacher leadership have you observed or experienced?

I am an assistant professor at Pierpont. Our school of health careers have leadership roles that are formal with designated responsibilities. This in the way of committees and  chairs for curriculum, retention, and other categories beneficial to our school. We also have more informal roles emerge as we interact with each other. The variety of roles ensures that we can find ways to lead that fit our talents and interests. I had the opportunity to attend last year’s Great Teachers Seminar in Parkersburg WV .It was the best 3 day experience to promote teaching leadership. I have had the opportunity to use and share some of the skills picked up there.

How is leadership for meaningful technology integration different from other kinds of leadership?

 I don’t believe any setting is more “advanced” than another. Every topic has its own requirements and calls on its own particular skills required for teacher leadership that are not part of the preparation program for most teachers. If teacher leaders are to emerge and make their full contribution, they need opportunities to learn the necessary skills of curriculum planning, instructional improvement, assessment design, collaboration, and facilitation.

From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)?

The benefits for all would be the contribution of leadership, to learn the necessary skills of curriculum planning, instructional improvement, assessment design, collaboration, and facilitation. These skills can be learned through school-level professional development, of course, but they may also build these skills through districtwide or university-based courses and seminars, such as The Great Teachers Seminar.  Whatever the source, the opportunities must be available and sufficiently convenient for teachers to take advantage of them, therein lies the challenge. Some other challenges include  obtaining technology, overcoming administrative resistance, coping with the complexity of setting up and grading collaborative projects

 In Conclusion

In the most successful schools, teachers supported by administrators take initiative to improve schoolwide policies and programs, teaching and learning, and communication  

Module One -

What is your general definition of teacher leadership?

The desire and strength in character to be willing to assume responsibility within the academic and school culture to further enhance the educational experience for students.

What examples of teacher leadership have you observed or experience?

My experiences come, most recently from my college career.  I have observed some Professors who are willing to assume extra academic and advisory roles (without compensation) in order to assist students and help them reach their academic goals.  Yet there are other Professors who are less than earnest in working with students for the required classes. 

There was a teacher, many years ago, who took upon herself a responsibility to teach her students to read.  Although she was the Title XX (I think that was the program) teacher, and it was her responsibility, she did not confine that role to the classroom.  She often gifted her students with books and more than once my children received a special incentive from her for their reading accomplishments, long after they had moved out of her classroom.  My son still tells about her gift of a particular volume of Harry Potter, 5 years after he left her classroom.  Mrs. Hanson not only inspired the students, but other teachers were moved by her willingness to share and her passion for reading and education.

How is leadership for meaningful technology integration different from other kinds of leadership?

Any affiliation with technology requires a special skillset.  Just as some people excel in math, science, or language arts, so too do some people excel in technology skills.  The interaction that is needed to merge technology and people (with a variety of skills) is fluid.  The methods and techniques that work in one situation may not work in another.

I believe that oftentimes, an informal teacher leader will emerge within a school culture, simply because that is what that person is good at doing.  This is not the fellow teacher who “fixes” an issue for a computer, but rather one who fixes and helps their fellow teacher prevent the issue from reoccurring.

What are the benefits and the challenges of teacher leadership for technology?
*BENEFITS:   I would like to think that eventually, this leadership role would translate to quicker access to new technology.  There is also the personal satisfaction that comes from helping other teachers.  It is of no little benefit that the assumption of a teacher leadership role in technology would also improve the educational experience and interaction with students.

*CHALLENGES:  Maintaining a current knowledge of technology is time consuming, there is a learning curve that varies from person to person, but it is impossible for one person to stay abreast of all issues and new gadgets.  Additionally, when one earns the reputation of being a “go to” computer person, a certain responsibility is associated with that expectation, one that is often hard to maintain and balance with the day to day commitments of work and life. 

Teacher Leadership Mod. 1--E.Yeager

What is your general definition of teacher leadership?
*Teacher leadership is when teachers go above and beyond the role of a basic teacher.  Individuals who are teacher leaders do more than teach the required content.  They teach life lessons.  Teacher leaders don't limit themselves to the classroom.  They reach out and try to help out the school in any way possible. 
What examples of teacher leadership have you observed or experience?
*Since this is my first year of teaching, I have not seen much of teacher leadership.  I will say that my fellow teachers are collaborating among different grade levels to see what is best for the students and the school.  I can see this as being a great example of leadership.  I also witness teachers stepping out and helping me since I am the "newbie."  They respect me and value my opinion. 
How is leadership for meaningful technology integration different from other kinds of leadership?
*Leadership involving technology is different based upon the source of the leadership.  Trying to incorporate technology is a challenge.  The main obstacle is the availability of the technology.  Providing technology and making sure it works requires someone who has time and patience.  Also technology is constantly changing, therefore the leader must be willing to adapt to the changes.
What are the benefits and the challenges of teacher leadership for technology?
*BENEFITS: Allows the students and school to experience real world situations, also helps assist in the instruction.  Technology may help a student grasp a concept better rather than trying to learn it from the teacher. 
*CHALLENGES: Availability and cost of certain devices.  Also there needs to be a person to maintain the technology.  This requires more money and time to ensure the technology is being used to the full potential.

Module Two

The International Society for Technology in Education

 

            The implication of the NETS-T and NETS-S for teachers and other professionals assuming leadership roles to support the kind of teaching and learning described by the standards is that it will improve higher-order thinking skills, prepare students for their future in a competitive job market, guiding systemic change in our schools to create digital places of learning, and inspiring digital age professional models for working, collaborating, and decision making. The NETS-T and NETS-S are there as guiding standards to help teachers and other professionals encourage student learning that will make them appealing in the job market. The whole idea behind NETS is to get teachers and students adapted into the new digital age of multimedia tools.

 

National Board for Professional Teaching Standards

 

            They are now developing standards for Teacher Leaders, which is an initiative that will improve the way education is presented in schools. By improving our teachers, we will be able to improve our classrooms in return. Developing teacher leaders will allow classes to be more student-centered. Thus, creating an educational reform that will take the focus off standardize tests and more on student-learning. The vision of teacher leadership that the initiative promotes is the idea of effective teachers and effective principals, who can prompt change and reform within the schools. These standards will allow schools to develop, recognize, and retain teacher leaders.

 

The West Virginia Professional Teaching Standards

 

            There is a focus on teacher leadership in the West Virginia Professional Teaching Standard 3: Teaching. Under this standard, teachers must show the ability to communicate with students in a variety of ways, engage and motivate students in a way to promote a deep understanding of content, and adjust instruction based on the needs of the students and in response to “teachable moments”. Teachable moments are the times when students ask clarifying questions or bring up unique perspectives on the topic being taught or discussed. The teacher then can use that scenario to dive deeper into the topic and expound.  Moreover, Standard 5: Professional Responsibilities for School and Community is all about bettering the school and educational system through teacher leadership. These standards show the responsibility of the teacher to his/her community and school, which are the abilities of a teacher leader. It takes teaching above and beyond the classroom, and this philosophy is the essence of teacher leadership.

            The focus on technology in the West Virginia Professional Teaching Standards can be found under Standard 1: Curriculum and Planning. This standard promotes teachers designing instruction that engages students in meaningful instructional activities that support the WV CSOs and results in intentional student learning. Moreover, this standard states that teachers should use a balanced approach to ensure assessment of learning and assessment for learning to provide feedback for teachers and students in order to improve future learning.

 

Interview with Gayle Moller

 

            Based on my experiences, I have observed teacher leaders improving and implementing initiatives, and principals supporting them in it. I’ve seen this more so in the school that I’m at now. However, when it comes to sharing the responsibility for providing leadership to initiatives in the school with teachers, I have yet to see principals insert themselves into the change. Mainly, I have seen principals approve initiatives and then let their teacher leaders take over and work out the details. The principals don’t go to the conferences or training that the teacher leaders go through, which causes major conflicts when implementing the initiative.

            Three things that Moller thinks need to occur in the future to promote teacher leadership is that (1) teachers must be praised for taking on additional roles and the additional work they are willing to do for the educational system, (2) teachers put forth more effort and time—therefore they should be compensated for their time and effort, and finally, (3) improving the educational environment, in order to promote teacher leadership is crucial to the increasing of leaders in the school system. I have experienced the effect of principals piling on more work for teachers who try to do more for the school. Often, teachers get “volunteered” to do pet-projects, because they wanted to do ONE activity that was not in the normal teacher responsibilities, such as a club/activity. Also, some teachers are praised for the extra activities they do, while others aren’t recognized for the loads of responsibilities they take on within the school.

            I agree with Moller that those three things need to change for promoting future teacher leaders. If it doesn’t change, then I’m not sure who will want to do anything other than instruct their students during the normal work day. I do believe that those three standards will encourage teachers to step-up and be motivators of change. If nothing else, Gayle’s standards will promote a positive school culture among teachers and administrators.

 

Technology Integration (TI) Initiative:

           

Based on the Marion County’s Acceptable Use Policy (AUP) and West Virginia Board of Education Policy 2460, I have learned that the educator stands in the place of a parent or guardian during school hours, and thus, is responsible for all acceptable/appropriate uses of online resources, technologies and the Internet. Students are responsible for proper and ethical behavior when using technology, and must adhere to school policy.

According to the Marion County Public Schools Technology Plan (2012-2014), the District has established a recommended minimum level for the 21^st Century Classroom. Some minimum levels for the high schools are:

·         Access to video and voice conferencing

·         Access to school wireless network

As well as, Wide Area Network (WAN) between schools with access to the World Wide Web. Content filtering is provided by the District to all schools and departments.

            Thus with the state and county policies, as well as the MCPS Technology Plan, it is essential for teachers to be able to hold students accountable while maintaining classroom management. Therefore, I propose the installment and integration of the InterClass software. This program will allow teachers to privately re-focus students towards staying on task, as well as managing and controlling the screens of the other students in the classroom.

Defining Teacher Leadership Module 1 - Swiger

What is your general definition of teacher leadership?

I believe a general definition of teacher leadership consists of a strong foundation in modeling the concept of being a lifelong learner, believing all students possess the capability to learn and surrounding yourself with a support system of administrators, colleagues, parents and community members. A  teacher leader as a lifelong learner doesn’t become stagnant, seeks opportunities for self-improvement, asks for and dispenses advice in a positive manner and is sensitive to the needs of others.  In my opinion, if you believe in all students as learners, then a teacher leader is willing (not forced) to participate in professional development opportunities that directly benefits students.  By surrounding yourself with a support system, this displays the ability to collaborate and network. Throughout my experiences as an educator, I’ve never witnessed a teacher leader that depended on isolation to succeed.

What examples of teacher leadership have you observed or experienced?

Some examples of teacher leadership I’ve experienced include participating in the Teacher Leadership Institute, developing staff development sessions in regards to benchmark testing and technology tools and skills. Also, writing and receiving professional development school grants based on social networking and using e-readers to promote digital literacy based on Lexile reading scores.  I’ve attended and presented at state-wide and national conferences which led to new resources, new connections and new ideas.  Examples of observing teacher leadership include teacher leaders displaying the skills of an efficient facilitator, contagious motivation, and recognizing the strength in others and fostering these strengths.

How is leadership for meaningful technology integration different from other kinds of leadership?

I don’t believe leadership for technology integration varies significantly from other kinds of leadership.  Meaningful technology integration shouldn’t be considered as a separate concept.  If you are a curriculum leader, an instructional leader, etc…then you should base technology integration on the same basic principles that define you as a leader.  

From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)?

Teachers (challenges) -meaningful professional development sessions and should be based on the needs of the school and teacher led, time provided to explore, and develop technology integration into the curriculum, the challenge of understanding how our students are learning out of school(new literacies)

Students  (challenges)– access to internet at school and home, economic status can lead to some students being exposed to devices and programs while others do not have the same opportunities (so this is why schools need equal access to equipment and resources)

Schools (challenges) -  budget, resources and a professional development mindset among all stakeholders

Profession  (challenges) -  Based on observation, some teacher leaders do not remain in the classroom.  I think it would be interesting to find out why they leave and what would make them stay.  

The benefits of being a teacher leader in technology is the pure excitement of currently teaching in a time period that is ever-changing, challenging and preparing students for the 21st century workplace.  Being a teacher leader isn't defined by being old or young, I believe it's disposition. 

Teacher Leadership: Module 1

What is your general definition of teacher leadership?

My definition of teacher leadership is a teacher who is willing to take charge when they see an opportunity to improve their school and improve student learning.  They are the ones who are not afraid to voice their ideas for change and implement a plan for the change.  They recruit and motivate colleagues to join their efforts.  They are passionate and driven to create the best learning environment possible.

What examples of teacher leadership have you observed or experienced?

During my student teaching last semester I saw many examples of teacher leadership at my host school.  The third grade team teacher had multiple leadership roles; she organized and ran the team meetings each week and also served as the liaison for student teachers.  During my time there, she was very helpful to me.  She gave me guidance, feedback, and support.  The teachers were always sharing resources; one teacher even set up a third grade wiki, where all the third grade teachers shared resources and lesson plans that they found beneficial.  They also frequently co taught lessons to get feedback from each other.  During my kindergarten placement, my host teacher served as a mentor for a brand new kindergarten teacher; she observed and met with her once a week to discuss how she was doing.

How is leadership for meaningful technology integration different from other kinds of leadership?

First, the teacher leader would have to have a broad knowledge of technology and how to implement technology into the curriculum.  Some teachers struggle with technology, especially those who lack the experience with it, so the teacher leader would also have to be able to explain and demonstrate this technology integration in a way that would reach the other teachers.  Second, the schools would have to have the technology available in order to integrate into the classroom.

 From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)?

I believe the benefits for teacher leadership for technology is that these teachers will create a curriculum that is relevant in our society and will prepare students for their future.  Technology is everywhere, and that is only going to increase.  It is something very valuable for students to learn so that they will be successful in college, the job market, and in everyday life. 

I believe the biggest challenge would involve money.  Technology is very expensive and not all schools can afford it.  For example, when I was student teaching my host school has a great technology program.  The students had access to laptops, IPods, and IPads; and these tools were used to enhance student learning.  They were able to create multimedia projects, use apps for learning, and much more.  However, since I have been substitute teaching I have been in schools where the only technology they have is outdated models of computers that don’t work a lot of the time.   This is a challenge because we want students at every school to have the same opportunities.

Module One

• What is your general definition of teacher leadership?

Teacher leadership is a quality that is in every teacher.  It can consist of leading their students to a life filled with knowledge and experiences. Or a they can take a lead in their school, the system, or the district.  Being able to lead others to better themselves, policies, or schools are all ways a teacher can lead.  

• What examples of teacher leadership have you observed or experienced?

I have seen teachers mentor other new incoming teachers.  I have seen teachers work to change policy within the school and within the district to better the quality education their students are receiving. And of course I have teachers leading their students down the road to having a successful life full of knowledge and experience.   

• How is leadership for meaningful technology integration different from other kinds of leadership?

The person would need to have an extensive knowledge of technology and the ability to explain it to others.  

• From your perspective, what are the benefits and the challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession)?

The benefits can range from quick precise communication to full rounded educations setting students up for the future of technology.I think that meaningful technology integreation may have a few larger set backs than other leadership.  The funding for such is usually going to be much larger than anyone can afford.  Also the education aspect, whether their is a teacher that has the abilities and time to teach others of the meaningful technology and help them to place it in their classrooms.

Intro to Ernest

Hy my name is Ernest Yeager.  I am currently working on my Masters in Professional Studies.  I graduated last May with a Math Ed. degree.  I currently have a 1-year contract as a 7th and 8th grade Math Teacher at Barrackville and I also manage at a restuarant on the Weekends.  Life stays pretty busy on my end.  I have some experience with technology.  The only course I had was Instructional Technology for my undergrad. 

Here's Jodee

Good morning everyone, It took me a while to figure out how to be a contributer. I haven't used gmail in a few semesters and the brain was a little rusty. But all is well and I am ready to get moving.I am an assistant professor in the respiratory care program at Pierpont Community and Tech College. We share the campus with FSU and not to be confused with FSU. ( the pierpont police will come for you) We (FSU & PCTC) separated into two separate institutions about 3 years ago and Pierpont is struggling for our own image.I am a Cleveland,Ohio transplant and have lived in Fairmont for the past 5yrs with my best  4 legged friends.  My adult children and family all reside in Cleveland. I am on the downhill side of my Masters hoping to graduate in Dec.2013. Jaci, I really donot like taskstream(sorry) it is just not user friendly for our program. The respiratory program has a credentially agency that we need to report to and the two are not compatable, so we are always double entering. It seems alot our time is spent entering data, taskstream, Felix the list goes on. I just received my very first droid notebook and haven't explored the apps. yet. Never used apps before. My cell simply sends and receives calls. I can't text. I refuse to be attached to my phone or any other type of media. Every tech class that I have taken so far gets me one step closer to understanding social media and more accepting. I'm sure that this class will be just as eyeopening . I look forward to the experience.

Defining Teacher Leadership (Module 1) Reply Post

 ·         Definition of teacher leadership:

Teacher leadership is a quality and characteristic of an educator that causes them to go above and beyond their normal duties. Teacher leaders instill pride, enthusiasm, and courage to do something new and different in their peers. Teacher leaders do what they can to enhance student learning, school culture, and overall school improvements.

 

·         Examples of teacher leadership that I have observed or experienced:

I was part of a team that went to Austin, Texas to be trained to collaborate with other teachers. During this experience, we learned how to make student-centered projects and lessons. Now, we have a Freshmen Academy, where students have one class with a science and math teacher and another class with a history and English teacher. In these classes, they do projects that incorporate real-world situations, while using technology, to produce products or solutions to a problem.

 

·         Leadership for meaningful technology integration is different from other kinds of leadership:

                There are many different kinds of leadership roles that an individual can acquire. However, the meaningful technology integration is different than a leadership role including a data coach or a mentor. Technology integration is a difficult subject to push for in schools. Most schools don’t have the budget to upgrade any of their computers, let alone, invest in some Ipads. Therefore, if a teacher leader were to try to improve technology integration, they would have to wear many hats. They would have to encourage and entice their peers for the change, write a grant to supply the money for the upgrade, get parent-involvement, and find community support. Not to mention, that individual or another teacher leader would have to set-up professional development/stipend courses that would allow their peers to see exactly how to use the technology within their classroom and why it will make it better/more efficient.

 

·         The benefits and challenges of teacher leadership for technology (for teachers, for students, for schools, for the profession):

Benefits:

1.       Some technology grades student work for you, as well as monitoring student progress.

2.       Some technology, such as ALEKS, creates an individualized learning program for each student (based on answers to a pre-assessment).

3.        Some students learn better with the technology that they are familiar with rather than paper and pencil bookwork. Some students will never have access to these technological tools, which may be a necessity for them in the job market.

4.        Students can use technology to save paper and e-mail assignments in, as well as, finish projects timely while collaborating through social mediums. It improves the culture of the school.

5.       Parents and students will want to send their child to a school that teaches more relevant issues. 

6.       Having this kind of technology at the high school level will allow students a better edge in the job market. Not to mention, it will hopefully help student be aware of the benefits and harms of certain media outlets. The goal is to get students to become better consumers and producers in the world.

Challenges:

1.       It takes a lot of time to plan technology-integrated lessons.

2.       It takes resources, which means money in most cases.

3.       It takes collaboration with people that may or may not work well with others.

4.        Students have a difficult time working in groups with people they are unfamiliar with or don’t like.

5.       Students who are used to getting “A’s” will resist group work, because they don’t want to rely on others to get a grade.

6.       Getting parents and the community on board is very difficult, unless they know the step-by-step procedure and have the data to back up the need for improvement.

7.       Uniting the entire school behind the change or technological advancement is a major hurtle. Most of the older teachers will not like the change, and may rebel in some scenarios.

8.       Changing the pre-conceived notion of what education should look like will be a challenge.