1. What’s on your mind?? RANT???RAVE???

2. Framing Questions to Ponder How valuable an experience do you plan for this to be? How much risk are you willing to take? How participative do you plan to be? What is the story (about…) that you hear yourself most often telling? What have you/we/I done to contribute to the very thing you/we/I complain about or want to change? Community, P. 182

3. From Charlotte Danielson’s Book (2006) for TALL April 2011 From Charlotte Danielson’s Book (2006) for TALL April 2011 Teacher Leadership That Strengthens Professional Practice

4. Storytelling Tell a story of teacher leadership Something beyond ‘business as usual’ Could be about yourself or a colleague From your stories, make a list of skills and dispositions reflected in your stories Sort by domains (if they are familiar) Planning & Preparation Classroom Environment Instruction Professional Responsibilities

5. Why Teacher Leaders? Every school relies on teachers who informally and voluntarily lead efforts that mobilize colleagues in efforts to increase student learning. These are teachers who are committed to their work as teachers and, in addition, are willing to lead school based improvement efforts. Informal teacher leaders, in addition to their work as exemplary teachers of their students, provide much of the professional energy required by excellent schools to pursue a path of on- going improvement. Danielson Group http://charlottedanielson.com/TeahLeader.htm

6. Professional restlessness = teacher leaders Professional ‘itch’ Vision beyond classroom, team, dept. Desire to influence change and progress, act on own initiative

7. Driving Forces Shifting From A teaching focus Teaching as private practice School improvement as an option Accountability Shifting To A learning focus Teaching as collaborative practice School improvement as a requirement Responsibility

8. Formal Teacher leader roles Team leader Department chair Content specialist Helping teacher For these roles, teachers are most often appointed, and they may have to leave their classrooms

9. More Formal Roles Team leader Department chair Content specialist Helping teacher Instructional coach Curriculum coordinator For these roles, teachers are also generally appointed, and they may have to leave their classrooms.

10. What is leadership? “The litmus test of all leadership is whether it mobilises people’s commitment to putting their energy into actions designed to improve things. It is individual commitment, but above all it is collective mobilisation.” Michael Fullan Leading in a Culture of Change, p. 9

11. What is teacher leadership? Informal initiative in matters of purpose and practice Leadership may be exercised in - promoting change, or simply in improving teaching and learning

12. What Do Informal Teacher Leaders Do? 1.Use evidence and data in decision-making 2.Recognize an opportunity and take initiative 3. Mobilize people around a common purpose 4.Take action, marshaling resources 5.Monitor progress and adjust the approach as conditions change 6.Sustain the commitment of others and deal with negativity 7.Contribute to a learning organization

13. Values and Dispositions Contributing to Teacher Leadership 1.Deep commitment to student learning 2.Courage and risk-taking 3.Open-mindedness 4.Optimism and enthusiasm 5.Confidence and decisiveness 6.Curiosity and critical reflection 7.Creativity and flexibility 8.Perseverance 9.Tolerance for ambiguity

14. 212 ° – The Extra degree 212° is the extra degree of effort At 211 degrees, water is hot At 212 degrees, it boils It's that extra degree that can power a locomotive…or take results far beyond expectations. By taking hold of this fundamental principle, focusing on a clearly-defined goal, maintaining an unstoppable attitude, committing to take action, and persevering, you'll see life-altering, positive results and you are responsible for your results. It's time to turn up the heat! http://www.212movie.com/store

15. Important to note Teacher leaders emerge spontaneously Any teacher can be a teacher leader Teacher leaders contribute to school improvement The conditions and culture must support teacher leaders Teacher leaders operate in any area of the school, in any of three settings - Department/team Across school Beyond school Leadership requires skills, which must be developed

16. Framing Questions to revisit How valuable an experience do you plan for this to be? How much risk are you willing to take? How participative do you plan to be? What is the story (about…) that you hear yourself most often telling? What have you/we/I done to contribute to the very thing you/we/I complain about or want to change? Community, P. 182