Designing a Teacher Leadership Program & Moller Interview
By Macy Jackson
I believe the more administrators and teachers understand one another's roles, the better they can work together to improve a school in every aspect. When reading, "Teacher Leaders' Preparation: Structure and Pedagogy" under the practitioners insights link, there five strands given in an example of teacher leadership training and one of them was content knowledge. I would want my potential teacher leaders to do some initial research to start off in their quest to become teachers leaders. This should be through a group effort if there were several teachers participating. I believe this is an important start because I would like them to spend the majority of their training working with their colleagues in their school throughout the remainder of their training. The initial improvement in content knowledge or administrative knowledge will help them gain credibility and trust as they attempt to become a leader.
I would want teacher leaders to have a variety of experiences. They would start by identifying a series of problems within their school by talking with teachers and administrators. Then I would want them to research ways these problems could be resolved. Lastly, attempt to assist in correcting these problems through newly implemented long-term practices.
Initially, I would want each teacher to find a problem in administration and problem in a classroom then attempt to fix it, preferably with the help of colleagues or other teacher leaders in training. I would want it to be an ongoing theme of being a leader in administration as well as in the classroom. As the teacher leadership training progressed, the teacher could have the freedom to adjust the type of problems he/she chooses to suite his/her abilities/interests.
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