How to develop leadership qualities in a teacher by dr manishankar chakraborty

How to develop leadership qualities in a teacher by dr manishankar chakraborty

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  Dr. Manishankar Chakraborty BusinessStudies Department Ibra College of Technology Sultanate of Oman
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   Food forthought  Ten roles for teacher leaders  Activity-I  Teachers as Leaders  Individual Teacher-Leader roles and Organizational realities  Learning to lead  Teacher leadership- From Practice to Theory  Activity-II  My mantra at ICT  References 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 2
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   A leaderis one who knows the way, goes the way and shows the way. – John Maxwell  https://www.youtube.com/ watch?v=dtsN4Lwkqus 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 3
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   Cindy Harrisonand Joellen Killion, (2007)-  Resource Provider  Instructional Specialist  Curriculum Specialist  Classroom Supporter  Learning Facilitator  Mentor  School Leader  Data Coach  Change Catalyst  Learner 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 4
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   Individually assessyourself on any ten roles and prioritize each of them according to their usage and importance in your role as a teacher- leader.  Please provide suitable reasons for the same. 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 5
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   Ann Lieberman,Lyne Miller (2005)-  Challenges for teachers-  Teachers to do more with less-Budgets shrinking  Struggling to be instructional leaders  Managing diverse students with one-size-fits all curriculum  Schools and classrooms have Anxiety, Stress, Confusion, Hopelessness 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 6
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   Challenges andtheir cause  Changes in the economy  Changes in Government and Public life  Changes in Demographics  All the above drives in other associated changes. 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 7
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   Realignment forteachers-  Advocates for new forms of accountabilities and assessments  Innovators in the reconstruction of achievement norms and student expectations  Stewards for an invigorated profession 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 8
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   https://www.youtube.com/watch?v=HreyTk Vjo8w 6/4/2015 Dr. ManishankarChakraborty, ICT, Sultanate of Oman 9
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   Miles, Saxl,and Lieberman (1988)  Building trust and rapport, making organizational diagnoses, using resources, managing work, and building skill and confidence in others.  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 10
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   Wasley (1991)- The difficulties three teacher leaders encountered in working in bureaucratic systems and assuming new roles, the resistance they faced from peers, and the support they required.  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 11
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   Smylie andDenny (1990)-  Teacher leaders detailed their uncertainties about their roles, tensions around time and divided responsibilities, and the frequent mismatch between their expectations and those of the principal.  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 12
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   Miller andO’Shea (1992) -  They interviewed four informal teacher leaders and identified four warrants for leadership: experience, knowledge, vision, and respect for children.  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 13
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   Spillane, Hallett,and Diamond (2003)-  Teacher leaders were awarded legitimacy from their peers based on interactions and subject matter expertise, and accumulated cultural, social, and human capital within the faculty.  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 14
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   Bartlett (2001)- How the absence of appropriate structures and culture made it difficult for teacher leaders to balance reasonable personal and professional lives.  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 15
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   Little andBartlett (2002)-  The notion of the “Huberman Paradox,” which suggests that while teacher leadership work can be stimulating, it also can be enervating and ultimately lead to burnout, disaffection, and conflict.  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 16
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   Lave andWenger (1991)-  Leading from Classroom Practice  Leading in the ‘Middle Space’  Discussion 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 17
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   Ann Lieberman,Lyne Miller (2005)-  Teacher leaders inquire into their own practice and, in so doing, become articulate about learning, teaching, and modeling lifelong learning.  Teacher leaders “go public” with their understandings about students, learning, and teaching, thereby influencing other teachers and impacting the culture of their schools.  Teacher leaders find and invent opportunities to lead and to maintain connections to classroom practice. 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 18
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   Teacher leaderslearn to lead in communities of practice that promote colleagueship and support risk-taking and experimentation.  Teacher leaders reproduce these communities of practice when they work with novice and veteran teachers and create safe environments for professional learning. 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 19
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   Teacher leadersare sensitive to context and culture; they know that different contexts and populations require different approaches to leadership. As in teaching, one size does not fit all.  When teachers lead, they help to create an environment for learning that has influence throughout the school community and affects students and teachers alike. 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 20
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   Can youplease list out the strategies you carry out as part of your professional activities that defines you as a teacher-leader amongst all the stakeholders?  You can mainly focus on students, peers, superiors and subordinates (if applicable). 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 21
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   GLOCAL approachin content delivery  Level specific delivery mechanism  Innovate in the classroom  Fair assessments and timely feedback  Leverage technology as an enabler  Approachable  Challenging abilities as per individual capacity  Alignment with cultural and societal needs  Walk the talk approach 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 22
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   Rao,M. (2015).“Don’t agonise. Organise” – 100 quotes to inspire teachers, leaders and entrepreneurs!. Available: http://yourstory.com/2015/01/100-quotes-inspire-teachers-leaders/. Last accessed 30th May 2015  Harrison, C; Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership. 65 (1), p74-77  Bartlett, L. 2001. A question of fit: Conceptions of teacher role and conditions of teacher commitment. Unpublished Ph.D.diss., University of California at Berkeley  Miles, M. B., E. R. Saxl, and A. Lieberman. 1988. What skills do educational ‘change agents’ need? An empirical view.Curriculum Inquiry 18(2): 157–93.  Little, J. W., and L. Bartlett. 2002. Career and commitment in the context of comprehensive school reform. Theory and Practice8(3): 345–54.  Smylie, M. A., and J. W. Denny. 1990. Teacher leadership: Tensions and ambiguities in organizational perspective. Educational  Administration Quarterly 26(3): 235–59  Wasley, P. A. 1991. Teachers who lead: The rhetoric of reform and the realities of practice. New York: Teachers College Press.  Lave, J., and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.  Miller, L., and C. O’Shea. 1992. Learning to lead: Portraits of practice. In The changing contexts of teaching: Ninety-first yearbook of the National Society for the Study of Teaching, ed. A. Lieberman, 197–211. Chicago: University of Chicago Press.  Spillane, J. P., T. Hallett, and J. B. Diamond. 2003. Forms of capital and the construction of leadership: Instructional leadership in urban elementary schools. Sociology of Education 76(1): 1–17.  Wendi. (2013). Teacher Leader. Available: https://www.youtube.com/watch?v=HreyTkVjo8w . Last accessed 4th June 2015  Bluepoint Leadership Development. (2014). Teacher as Leader. Available: https://www.youtube.com/watch?v=dtsN4Lwkqus. Last accessed 4th June 2015 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 23
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   Any QuestionsPlease? 6/4/2015 Dr. Manishankar Chakraborty, ICT, Sultanate of Oman 24