Servant Leadership Model

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.

Creating an environment where holding a high academic standard of learning comes from incorporating techniques that benefit the classroom as a whole. Observing educators during instructional times ensues reflection on one’s own teaching. The various teaching approaches in Doug Lemov’s Teach Like a Champion series include effective ways to engage learners, manage behavior, and set high academic standards. Techniques such as “Cold Call,” “Everybody Writes,” “Strong Voice,” and “100 Percent” all prove that using routines in the classroom the learning process. If utilized, these systems advance the effectiveness of learning, and manage behaviors in a professional setting.

The teachers and I will uphold the ideal of “cause beyond oneself” and work together with the school community to achieve success through thoughtful and purposeful practice. A supervisor that is a student and teacher at heart will create meaningful relationships with staff and community, show genuine concern for the teacher’s stage of development and professional growth, and be a continuous learner by example. Building relationships will create a strong platform for change. Supervision reminds me of teaching in in many ways. Educators create classrooms that become democratic communities by valuing thoughts and individual needs.

Novel teachers may increase their resilience by promoting prolific relationships with people who comprehend the annoyances and suffering of teaching, and can suggest perception on options attainable for handling with different conditions (Taylor, 2013). Finally, teachers’ job satisfaction plays a vital role, not only for education career, but also for improving teaching and learning quality and even for a nation’s development which can help create the strength and effectiveness for school system (Wang & Tran, 2015). The importance of job satisfaction in efficacy is self-evident. It is very likely that people who are dissatisfied with their jobs have an adequate level of productivity. Although during the last two decades, a raising concern in developed quickly in teacher job satisfaction in the field of EFL/ESL, evaluation the levels of job satisfaction among teachers has increased due to the raising tendency of authorized teachers leaving their jobs for causes other than retirement (Ingersoll, 2003, cited in Salehi, et al., 2015).

Quality assessment and effective feedback have a strong impact in systemizing educational governance. In the same way, it can enable all learners to enhance their learning or leads to increase learning and teachers in their teaching. Some research evidence such as Nicol and Macfarlane –Dick (2006)

The application foot his theory bests fits into the school based management as leadership lies in the hands of principal, teachers, school personnel, parents and other stakeholders, school leadership encourages participation and contributions of group members and help group members feel more relevant an committed to the decision making process. In participative theories however, the leader retains the right to allow the input of others

Furthermore, the study found that collective teacher efficacy strongly predicted commitment to community partnerships (Ross & Gray, 2006). However, this study further suggests that the teacher’s belief on their group competency can also influence their teaching effectiveness. Collective Teacher Efficacy and Teaching Effectiveness Goddard, Hoy, and Hoy (2000) suggest that one way for school administrators to improve student achievement is by working to raise the collective efficacy beliefs of their faculties. Past teaching experiences has an impact on the development of a teacher’s sense of efficacy. The collective teacher efficacy, in social organization, is constituted as product of the dynamic interaction between the

In order to be a good leader, you need to have all the levels of the hierarchy. As a teacher, you have to analyse whom your early adopters and early majorities are by using the bell curve (Robinson, 2009). Early adopters are those who see the benefits of innovations and use it in their everyday lives. They like being ahead of their peers because of prestige and fashion. Early adopters are more likely to be democratic and coaching leaders.

The link between the learning process of the PD and integration of the daily responsibilities of the learning increases the intrinsic motivation of the teachers to perform better (Fullan, 1995). The importance of Mentoring: The goals and motives of the mentoring

Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.

In this school/district, staff development learning methods mirror, as closely as possible, the methods teachers are expected to use with their students. According to the apparent practices of administration, there are two areas that Canby Lane Elementary School excels in Professional Development opportunities that greatly impact student achievement and align with the Standards of Professional Learning: 1. According to Learning Forward (2015), professional learning produces changes in educator practice and student learning when it sustains implementation support over time. Canby Lane administration ensures that support is given over time by utilizing weekly grade level and faculty meetings to provide PD opportunities for professional growth. During these meetings, teachers perform various tasks such as analyze student performance on district, school- wide and grade level tasks as well as conduct vertical team meetings to determine trends in performance among ascending and descending grade levels.

Conduct research about a biblical figure such as Moses, David, Paul, Joseph, Esther, or Nehemiah to learn about how the biblical leader exemplified servant leadership and see how the principles of servant leadership transcend time and place. Think about the contemporary leader you are researching for the Topic 4 assignment, and discuss the similarities you see between the biblical servant leader and the contemporary servant leader. Provide specific examples to illustrate the similarities you have identified and include discussion about what you think makes the principles of servant leadership applicable regardless of time or place. For this assignment I have chosen to complete further research on Moses and

“Leadership”. It can be a frightening word as a new nurse. After all, how am I supposed to lead people when I have no experience? I am utterly unqualified to tell other people what to do. However, I believe that leadership does not have to be the traditional leader and subordinate circumstance.