...serving over 14,000 Ohio teachers since 2000
ED594E ETHICS AND PRINCIPLES OF TEACHER LEADERSHIP
Dr. Craig Weaver
216-406-5226
weaverids@yahoo.com
Course Description: In order to improve instruction and impact student learning, teacher leaders must know, understand and be able to demonstrate to all stakeholders evidence-based principles of leadership. The course will focus on the specific variables associated with development of the professional educator who is now required to bring a toolbox full of resources to the workplace if all students are to reach their full potential. Through readings, case studies and analysis of theory and practice, participants will become equipped to better address school-based problems and issues.
Teacher Leader Standards Addressed:
Standard 1.
Candidates know and demonstrate skill in evidence-based principles of effective leadership ad teacher learning.
1.1 Candidates articulate their knowledge of effective leadership to encourage high levels of performance for educators and students.
1.2 Candidates demonstrate skill in managing the change process by assisting and supporting teacher learning through professional development.
1.3 Candidates understand and apply principles and strategies that assist adult learning and development.
1.4 Candidates respect the diversity of the school staff, teachers, administrators and other personnel.
1.5 Candidates engage in reflective practice concerning leadership roles and responsibilities, and encourage reflective practice in others.
Standard 4.
Candidates advocate for a shared vision and clear goals for their schools to drive initiatives.
4.1 Candidates participate in developing a shared vision for short-term and long-term goals for ongoing school reform, and continuous improvement.
4.3 Candidates participate in designing practices and structures that create and maintain an effective learning culture.
4.4 Candidates support other school leadership team members in advocating and communicating the school vision and goals.
Standard 5.
Candidates create and build strategic relationships and partnerships to enhance student outcomes.
5.1 Candidates nurture effective lines of communication with students, parents, other educators, administrators, and the community to advance shared goals and professional learning.
5.4 Candidates connect with community partners to address immediate and future needs of students and their communities.
Standard 6.
Candidates foster a positive and inclusive culture.
6.1 Candidates practice professional, core ethical values of equity, integrity, honesty, fairness and dignity.
6.3 Candidates champion and model cultural competency in their instructional practice.
6.4 Candidates foster a learning context to promote individual learning opportunities where diverse perspectives are welcomed in addressing challenges.
Ohio Standards for the Teaching Profession (OSTP) Addressed:
Standard 4.
Teachers plan and deliver effective instruction that advances the learning of each individual student.
Standard 6.
Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning.
Standard 7.
Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member
Course Objectives:
1.Apply ethical principles of leadership – TLS 1.1, 6.1, 6.4
2.Articulate to what extend school politics are functional/dysfunctional to the school operation – TLS 1.1, 4.3
3.Describe why models of decision making and reflection are useful to school leadership – TLS 1.1, 1.5, 6.4
4.Demonstrate knowledge of the theoretical underpinnings of leadership and be able to apply this information in the workplace and in professional learning communities – TLS 1.5, 5.1 6.1
5.Describe how teacher leaders can support the work of teachers, improve student learning and promulgate the school vision and goals – TLS 4.1, 4.4; OSTP 7
6.Articulate how professional development acts as a process for school improvement –TLS 1.1, 1.2; OSTP 6, 7
7.Summarize and apply research on professional development – TLS 1.2
8.Distinguish the forces that limit and promote effective classroom instruction – TLS 1.2; OSTP 5
9.Apply the basic principles of motivation and the change process – TLS 1.2; OSTP 5
10.Identify the roles and responsibilities of teacher leaders in diverse school settings – TLS 1.4, 6.3
11.Explain the theories of school change as they apply to diverse learning environments –TLS 1.2, 6.3; OSTP 7
12.Examine various research-based practices that support individual professional development – TLS 1.2, 1.3; OSTP 7
13.Demonstrate how to incorporate a school wide vision into problem solving efforts and activities – TLS 4.1, 4.4
14.Examine the importance of nurturing open communication with all stakeholders through professional learning communities – TLS 5.1, 5.4; OSTP 6
Required Text and Course Materials:
Danielson, C. (2006). Teacher leadership that strengthens professional
practice. Alexandria, VA: ASCD.
Mangin, M., Stoelinga, S. R. (2007). Effective teacher leadership: Using
research to inform and reform. New York, New York: Teachers College Press.
Ohio Teacher Leader Standards
Ohio Standards for the Teaching Profession
Supplemental Text/Readings (Not Required);
Crowther, F., Ferguson, M., and Hann, L. (2008). Developing
teacher leaders: How teacher leadership enhances school success. Thousand Oaks, CA: Corwin Press.
Darling-Hammond, L. & Bransord, J. (2005). Preparing teachers for a changing way.
California: Jossey-Bass.
MacDonald, E. & Shirley, D. (2009). The mindful teacher. New York: Teachers Press.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective
thinking. Teacher College Record. 104 (4), pp. 842-866.
Weaver, C. (2015). Instruction is underrated: Teaching anything to anyone.
Unpublished.
Evaluation:
Submissions 1 – 15 5 points each – total of 70 points
Teacher Leader Development Plan 30 points
Based on teacher leader needs assessment (ratings on Ohio Teacher Leader Standards and Ohio Teacher Professional Standards), craft an individual professional development plan to enhance your teacher leader competencies.
1. Identify at least 2 areas that you would like to improve your knowledge and competency and 2. Describe the rationale for your choices. 3. Include action steps you will take and 4.Identify the timeline for implementation. See rubric at end of syllabus (see models – attachment)
Problem of Practice 60 points
Identify a building or district level issue/problem that negatively impacts school vision, goals and student achievement. Using the Change Process Model in the syllabus or your own Change Process, develop a plan to work with school administrators and teachers to permanently resolve the issue/problem. Include 1. Multiple sources of data that establish the negative impact of the issue/problem on school goals and student achievement 2. Develop a written intervention plan including action steps and implementation time line. 3. Develop a method to measure the effectiveness of your action plan. 4. Identify general reflections. See rubric at end of syllabus (see models-attachment)
Course Agenda
TEACHER LEADER DEVELOPMENT
Watch Ted Talk: Linda Cliatt Wayman “How to Fix a School?”
SUBMISSION 1: What is your analysis of Linda’s message? What work efforts she identified contextualize to your school environment?
SUBMISSION 2: Answer the following questions: Who are the educational leaders of today? What do they do for you? What do you want them to do for you?
Review Ohio Teacher Leader Endorsement Standards July 2018
SUBMISSION 3: Define the Ohio Teacher Leader Endorsement Standards terms or phrases (see attachment)
*Rate yourself on each of the teacher leader standards using the scale 1-5. A score of 1 means no knowledge or competence at all and a score of 5 means a high level of knowledge or competence. (This data will be used for your Teacher Leader Development Project.)
Review of Teacher Professional Standards
Review the narrative summary of each standard.
SUBMISSION 4: State your personal interpretation of standard in 7 separate paragraphs.
*Rate yourself on each of the teacher leader standards using the scale 1-5. A score of 1 means no knowledge or competence at all and a score of 5 means a high level of knowledge or competence. (This data will be used for your Teacher Leader Development Project.)
SUBMISSION 5: As you read Danielson, Teacher Leadership, Chapter 2 (attachment)
Consider and make notes on the following questions:
1. What is Teacher Leadership?
2. Why are educators and policy makers interested in Teacher Leadership?
3. What issues could present obstacles in implementing a Teacher Leader Program?
Relate your answers to your own professional situation.
Watch Ted Talk: Ken Robinson “Schools Kill Creativity”
Identify key points Ken makes in regards to instruction and learning
Read Most Likely to Succeed – Chapter 7 (attachment)
Identify key points Wagner makes about innovation and reform
SUBMISSION 6: Based on keys points from Robinson and Wagner, which ones do you deem useful to use in your work environment and why so? Keep in mind we are focusing on improving instruction.
THE ETHICAL IN TEACHER LEADER
SUBMISSION 7: What is your definition of ethics? (Submit your thoughts!)
Ethics in America https://www.learner.org/series/ethics-in-america/ and https://www.learner.org/series/ethics-in-america-ii/
FYI The following programs were conducted in 1989 which may seem like a long time ago. However, ethical dilemmas similar to these have been debated for over 2000 years beginning with Greek society. The Annenberg Institute Program with moderator Fred Friendly, who was the president of CBS news, is probably still the best representation of the nature of ethics.
1. For each website - Scroll down to programs and review the offerings.
2. Based on your personal interest select a total of 4 to watch.
SUBMISSION 8: As you watch each program offering:
1. identify the singular theme of the program
2. identify the key ethical issues/dilemmas.
3. In the final analysis identify your position on the key ethical dilemma.
SUBMISSION 9: Identify 2 ethical dilemmas you have experienced in your professional or personal life. Briefly explain the dilemma and how you acted in response to it. Were you satisfied with the outcome? If you were unsatisfied, what would you do differently when confronted with similar circumstances?
SUBMISSION 10: Rewrite your definition of ethics
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THE CHANGE PROCESS
Review Change Process (attachment)
Review example of simulation of the Change Process (attachment)
SUBMISSION 11: Conduct your own simulation of the Change Process.
SUBMISSION 12: After working through the above Change Process, what revisions would you make to personalize the process to make it more effective.
TEACHER LEADER: THE COACHING COMPONENT
Read Effective Teacher Leadership Chapter 3: Content is the Subject: How Teacher Leaders with Different Subject Knowledge Interact with Teachers (attachment)
SUBMISSION 13: Fill out study guide (attachment)
Read Article: Wolpert-Gawron, “The Many Roles of an Instructional Coach”
http://www.ascd.org/publications/educational-leadership/jun16/vol73/num09/The-Many-Roles-of-an-Instructional-Coach.aspx
SUBMISSION 14: Rank order the 10 coaching pointers made by Wolpert-Gawron.
Ted Talks on Leadership
SUBMISSION 15: Choice 2 from the list of Ted Talks (attachment) to watch and be a critic. Did it provide insight into leadership? Yes or No and Why.
Rubric for Problem of Practice
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15-20 points
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14- 10 points
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5-9 points
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Data Analysis |
Multiple sources of data (at least 3) are used. Clearly establishes the negative impact of the issue/problem on school goals and student achievement. Succinctly connects data and research trends to the need for project plan. |
Several sources of data (2) are used. Establishes the negative impact of the issue/problem on school goals and student achievement. Connects data and research trends to the need for project plan. |
Only 1 source of data is used. Some that establishes the negative impact of the issue/problem on school goals and student achievement. Does not connect data and research trends to the need for project plan. |
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Written Intervention Plan |
Plan reflects current research. Goals are specific, measureable, achievable, relevant, and timely. Multiple action steps (at least 5) are delineated. Implementation timeline is complete. |
Plan reflects research. Some goals are specific, measureable, achievable, relevant, and timely. Action steps (3-4) are delineated. Implementation timeline is somewhat complete. |
Plan does not reflect research. Goals are not specific, measureable, achievable, relevant, and timely. Action steps (1 -2) are delineated. Implementation timeline is not complete. |
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Evaluation/Reflection |
Reflection shows insight and synthesis with supporting data (at least 3) to determine the effectiveness of the plan. |
Reflection shows some insight and synthesis with supporting data (2) to determine the effectiveness of the plan. |
Reflection shows insufficient insight and synthesis with limited supporting data (1) to determine the plan effectiveness. |
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Total points |
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Project Total |
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Rubric for Teacher Leader Development Plan
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12-15 points
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8-11 points
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4-7 points
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Written Professional Development Plan |
Plan based upon Teacher Leader Standards self-assessment. Action plans (at least 3) are specific, measureable, achievable, relevant and timely. |
Plan based upon Teacher Leader Standards self-assessment. Action plans (at least 2) are specific, measureable, achievable, relevant and timely. |
Plan is not based upon Teacher Leader Standards self-assessment. Action plans are not specific, measureable, achievable, relevant and/or timely. |
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Reflection/Rationale |
Reflection shows insight and synthesis with supporting data to determine the effectiveness of the plan and improvement or revision of the plan. |
Reflection shows some insight and synthesis with supporting data to determine the effectiveness of the plan and revision of the plan. |
Reflection shows insufficient insight and synthesis with limited supporting data to determine the plan effectiveness. No revision of the plan is included. |
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Total points |
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Project Total |
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