Summary Leadership Redefined: an evocative context for teacher leaders is a precarious article that argues the following: that all teachers have a right, capability and responsibility to be leaders. It also evaluates assumptions and makes assessments as to what attributes, characteristics and concepts a teacher leader portraits and as stated by (Blackford 1995; Harris 2003) a fresh eye brings advantages, yet it also makes us feel as though we are starting over. To add, the article suggests that a leader is a person who influences a group of people towards the achievement of a goal (www.vtaide.com 12-3-2018). The article also highlights that Teacher leadership as postulated by (Boles & Troen , 1994 para. 11 ) “ is a form of collective
According to Walsh (2014), the role of school counsellors is first and foremost to assist students, teachers, school managers and parents to enable students to reach both educational and socio-emotional outcomes through proactive and reactive strategies. As mentioned in the work of Campbell & Colmar (2014, Barletta (1996), he further elaborated that such a professional is not only concerned with the mental health of students but is also actively involved in behaviour management interventions, consultation, career and personal counselling and professional development for teachers and
Introduction Classroom assessment practices conducted by teachers is one of the integral parts of teaching and learning .Teachers may not know if students are learning or progressing without assessment. Lloyd (2011) explained that these classroom assessment standards comprise a set of criteria and related guidelines accepted by professional organizations as indicative accurate classroom assessment practices. At the heart of assessment system is a clear understanding and connecting to the knowledge and skills and their range of complexity as required by the standards, grade level expectations, and span expectations (Brown, 2011). These standards should be focused in all assessments, instruction, and professional development related to teaching
2.1 Theoretical assumptions of the study The first intuition for the present study is taken from the current theories of teacher education in the literature which focus on the reflective model of teacher education (Wallace, 1991), Peacock 's (2009) teacher education evaluation model, and Stufflebeam’s CIPP evaluation approach. Today, action and reflection have been the main ingredients of learning derived from experience or experiential learning. Reflection has a great role in teacher education and teacher 's professional growth in recent years (Klein & Riordan, 2011; Akbari, 2007; Loughran 2002; Jay & Johnson, 2002) since Dewey introduced it in 1938 (Klein & Riordan, 2011). Based on Dewy’s (1938) experiential learning theory (cited in Kolb, 1984), making meaning demands reflection on experience and learning is “the series of procedures by which knowledge is constructed through the transformation and change of experience. Getting knowledge occurs as the result of the combination of comprehending and transforming experience into received knowledge.” In addition, Wallace (1991) states that reflective model considers both received and experiential aspects of professional development.
No, that is not true, teacher 's role involves more than simply standing in front of class. In this paper I will focus on what it means to be a teacher in today 's society, mainly emphasizing and redefining the roles of the teacher. I will also express what is my view of point about teacher 's role and how teaching experience has changed my perception of it. In addition, I will discuss how the role of the teacher has changed over the years. Aspects that I learned throughout my practise period and how i transformed my theoretical knowledge into practical Isakymai mok How the role of a teacher has changed?
(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Effective professional development leads “to a long-term gain in teachers’ knowledge” (Gigante & Firestone, 2008, p. 311), which in turn makes a considerable impact on the classroom and the teacher. Danielson (2006) illustrated this thought by stating, “professional development is the corner-stone of improving practice and is essential to teacher growth, expertise, and skill development” (p. 15). When teachers unite and embrace true collaboration alongside teacher leaders then extensive improvement to the school will be likely to occur. Angelle and Teague (2014) note when addressing what school improvement looks like under strong collaboration with teacher leadership, there is a, “ clear and strong relationship between collective efficacy and the extent of teacher leadership” (p. 7). If teacher leaders can find a way to bring their colleagues on board, they will be able to see change begin and teachers in the school will begin to see the value in not staying isolated.
In the cooperative learning groups, students help and learn from each other, but most importantly, researchers believe that the teacher plays a key role for cooperative learning to be successful. According to Smith (1979) and Smith (1996), the teacher acts as an organizer/planner. He/she initially has to make decisions and plan the lesson: ensuring the lesson that is adapted to cooperative learning, identifying specific learning objectives that are academic, affective and social (Lee, Ng & Jacobs, 1997), and deciding on the group size that is appropriate for the lesson. Consequently, the teacher must determine the type of cooperative learning method to be used that complements the student learning outcomes and active cognitive processing of information during the lesson (Johnson & Johnson 1999). Some of these methods are: jigsaw, learning together, group investigation and student teams-achievement divisions to name few (Slavin 1982).
Yes, lesson delivery and classroom engagement is important for students to succeed in the classroom, however, the formation of relationships with students and their families is of utmost importance. After the establishment of a sense of classroom community, “everything else begins to fall in place.” Children are engaged, they want to learn, they begin to self monitor and that’s what is most powerful. As I continue to develop my philosophies of teaching, specifically, classroom management I will bring along with me this experience and take into account Mr. Decker’s experiences and suggestions. It is important for me to recognize that being a teacher isn’t an easy job, it’s more than just lecturing students and drilling information in which I want them to regurgitate. Being a teacher is caring about the individual “whole student” their home life, their like’s and dislikes as well as their strengths and weaknesses, all in hopes of pushing each student to be as successful as
Scott (1987) has categorized a teacher’s career into three phases; student teacher, neophyte and mature teacher. He further asserts that the latter phase in the teacher’s life is the longest and may be dynamic. Any category a teacher may fall into or be placed the need for teachers for ongoing school based professionaldevelopment during their stay as teachersand during their course of teaching, professional development is vital and important. The new knowledge acquired from professional development creates a balanced learning and teaching for teachers to enhance their performance that will at the end help in improving the students learning outcomes. The extent through which professional developments needs is satisfied, plays an important role in the quality of teachers performance and in turn productivity in the types of duties / responsibilities expected from