MODULE THREE (L.EVERLEY)

•  Where do the ISTE, NBPTS, and WVPTS "speak" to or promote teacher leadership, particularly leadership for technology integration?

     "ISTE's NETS for Computer Science Educators (NETS•CSE) are the standards for evaluating the skills and knowledge that computer science educators need to reach, inspire, and teach students in computing.

While most people use technology, it is the computer scientists who create and design it. Computer science teachers are engaging and building corps of students who have a computing skill set that is applicable across various fields" (computer science educators). 

      ISTE: "Prepares students and professionals to meet performance-based NETS for Students, Teachers, or Administrators; Give students and teachers the knowledge, experience, and skills to use technology for higher-order thinking."

https://www.iste.org/

WVPTS: Standard 4:  Professional Responsibilities for Self-Renewal

     "The teacher persistently and critically examines their practice through a continuous cycle of self‐improvement focused on how they learn, teach and work in a global and digital society.  The teacher is responsible for engaging in professional, collaborative self‐renewal in which colleagues, as critical friends, examine each other’s practice in order to adjust instruction and practice based on analysis of a variety of data.  Participation in this form of professional dialog enables teachers to discover better practice, be supported by colleagues in engaging in that practice, and significantly contribute to the learning of others as members of a professional learning community.  Teachers contribute to the teaching profession through the implementation of practices that improve teaching and learning."

https://sites.google.com/site/teacherpreparationplanning/wvpts

NBPTS: Proposition 5: Teachers are Members of Learning Communities.

They work with other professionals on instructional policy, curriculum development and staff development.

http://www.nbpts.org

• There are typically three pathways to teacher leadership for practicing teachers: a pathway for teachers who leave their classrooms to move into formal administrative positions as school leaders, a pathway for teachers who remain in the classrooms to develop and share a deeper knowledge base about teaching with their students and colleagues, and a pathway that bridges the two previously mentioned paths, that is for teachers who spend part of their time in a classroom and part of their time taking on additional administrative and professional development responsibilities  If you were designing a program of professional development intended to prepare teacher leaders to take advantage of these multiple pathways, what would it look like? What learning experiences would you include? (New teacher leadership roles — literacy coaches, mentors, and staff developers). 

     I would give teachers opportunities to leave their classroom and have another teacher take over their classroom. I would have them work one-on-one with other teachers and administrators on daily activities as well as school projects.
The learning activities I would include would be; administrative activities, parent meetings, disciplinary discussions, and budget meetings.

• In her interview, Moller discusses the role of the principal in teacher leadership. What have you observed in your experiences? 

          I have no experience in this area because I have not had the opportunity to teach yet. I have only done student clinical's.

• Did you observe principals or other administrators supporting teachers in leadership roles, sharing the responsibility for providing leadership to initiatives in the school with teachers, engaging in what we call "distributed leadership" with teachers or other specialists?

         No.

•  Moller also includes a list of three things she thinks need to occur in the future to promote teacher leadership (near the end of the interview transcript). Think about these three things and whether or not think they would make a difference for your perspective. 

         I think that all perspectives of professional development makes a difference. The principal is a key role in developing and leading their staff.
     

• How do Professional Development Schools (PDSs) and/or PLCs create opportunities for teachers to become leaders? What examples of teacher leadership do you see in your PDS, or what do you think might emerge if your school were to become a PDS? What examples of PLCs do you see in your school organization? Have teachers leaders emerged from these PLCs?

          They focus on what they want their students to learn. They know what their students already know and they improve what they need to reteach. Theses schools have a collaborative culture. They teachers all work together. They also measure their students results based on their intentions. The programs, polices, and practices are assessed to determine how they impact student learning. the staff members receive the results in a timely manner. (unable to answer other questions)

• Share at least one strategy you will use/are using to assess the technology needs of your context (how will you document needs, what kind of data will you use, etc.). 

           I would ask the students about their experiences with using technology and proceed from there to determine what I would use. I did observe the use of a Smart Board during my clinical's. I am confident that students are fluent in the use of technology because it so accessible.