1. © HRMARS, Pakistan www.hrmars.com 1 Topic: Teaching as Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap Author of Book : STEVEN FARR Prepared by: Fatima Salam Research Student, Department of Management Sciences The Islamia University of Bahawalpur Email: fatimasalaam@gmail.com Directory of Human Resource Management e.Publications June (2011) Vol. 1, No. 1

2. © HRMARS, Pakistan www.hrmars.com 2 “ Teaching should be such that what is offered, is perceived as a valuable gift and not as a hard duty.” - Albert Einstein

3. © HRMARS, Pakistan www.hrmars.com 3 Here comes your footer  Page 3 Chapter no.2 Invest Students and Their Families Highly effective teachers Invest Extraordinary academic achievement With the help of students’ families and other influencers

4. © HRMARS, Pakistan www.hrmars.com 4 Here comes your footer  Page 4 “ Investing the students” means developing their desire for academic success and their belief in their ability to achieve it. Teachers as leaders must recognize their own success depends on: not just the leader’s vision Ambitious goals the leader’s motivation

5. © HRMARS, Pakistan www.hrmars.com 5 Here comes your footer  Page 5 Key elements of Investment:

6. © HRMARS, Pakistan www.hrmars.com 6 Here comes your footer  Page 6 Shaping student‘s Mindsets Student investment = “i can“ x “i want“ Conciously or not students ask themselves “Can I do this?“ “Do I want to do this?” yes to both questions With uninvested students, your efforts will lead to very little learning. Receptive, eager. Belief desire

7. © HRMARS, Pakistan www.hrmars.com 7 Here comes your footer  Page 7 Why some students resist investment? Intelligence as a malleable quality. That is, they see intelligence as something you earn, not something you are. Students who believe intelligence is... FixedMalleable Do not believe hard work relates to success. “Smart” is earned with hard work Choose easier assignmentsTackle challenges Give up when they failLearn from mistakes.

8. © HRMARS, Pakistan www.hrmars.com 8 Here comes your footer  Page 8 Collaborating with students Families and Influencers  Value of hard work and value of achieving big goals.  Mrs. Morgan Dixon story illustrates: First, offer additional hands and energy that boost her students eagerness to learn. Information on student’s interests and background that improves her instructional choices. Beat the negative messages. Tanya Morgan Dixon High School History, Georgia

9. © HRMARS, Pakistan www.hrmars.com 9 Here comes your footer  Page 9 Assuming Responsibility for family Involvement Teachers must engage student families in student learning.

10. © HRMARS, Pakistan www.hrmars.com 10 Here comes your footer  Page 10 Communicating with Students’ Families  Thorough and frequent communication  Joseph Almeida heard families wished they could do more to help their children learn  The students gain exposure to the material before it is taught.  [PowerPoint] slides in English and translated into Spanish he hosted once a month to preview the mathematics content he will be covering in the following month Joseph Almeida, fifth grade

11. © HRMARS, Pakistan www.hrmars.com 11 Here comes your footer  Page 11 Strategies for Investing Students varied and creative investment tactics A welcoming environment A Culture of Achievement Instruction and Learning Building relationship with students Promoting values that drive student investment Establishing the relevance of content Creating a sense of community in the classroom Making progress transparent and celebrating success Empowering students with choice and responsibility

12. © HRMARS, Pakistan www.hrmars.com 12 Creating a welcoming environment A culture of Achievement Instruction and Learning

13. © HRMARS, Pakistan www.hrmars.com 13 Here comes your footer  Page 13 A teacher should: spend time in getting to know his students and care about them resolve disagreements Host morning meetings Work on creating self-confidence & esteem realize his/her emotional & social worries Build relationship with students: Trust Investing families

14. © HRMARS, Pakistan www.hrmars.com 14 Some additional ways to build relationship with students: Information gathering, surveys, and sharing Spending time together in and around school Sponsoring student activities. Engaging students outside of school Making yourself available to students Here comes your footer  Page 14

15. © HRMARS, Pakistan www.hrmars.com 15 Creating a sense of community in the class: Building relationship between student and student to enhance learning. taking care of each other Encouraging each other. Acknowledge student birthdays. Insensitive issues handling Here comes your footer  Page 15

16. © HRMARS, Pakistan www.hrmars.com 16 Creating a welcoming environment A culture of Achievement Instruction and Learning

17. © HRMARS, Pakistan www.hrmars.com 17 Academic Achievement Is Highly Valuable i.e. Focussing on “I want” Hard Work Leads to Academic Achievement i.e. Shifting the mindset Achievement Requires Team Effort “All-for-one and one-for-all.” “Together Everyone Achieves More (T.E.A.M.).” assignments in which students have collaborated to produce a high- quality product. Here comes your footer  Page 17

18. © HRMARS, Pakistan www.hrmars.com 18 Making Progress Transparent Students may be dramatically improving their reading comprehension, or writing skills, or chemistry knowledge, and yet still feel they are not making progress. They therefore derive no benefit from the “I Can” component of investment, so teachers must find creative ways to illustrate progress and learning. They inspire and inform the teachers’ hard work and improvement as well. manage their own progress tracking sheets

19. © HRMARS, Pakistan www.hrmars.com 19 Creating a welcoming environment A culture of Achievement Instruction and Learning

20. © HRMARS, Pakistan www.hrmars.com 20 Establishing the relevance of content “ Why are we learning this?” Different modes of learning should be used for this purpose Empowering students with choice and responsibility need to have some control over their learning. more willing But teachers set up a context for student in which any choice that the student makes is right for him/her. Here comes your footer  Page 20