Professional Learning Flagship Program: Leading Curriculum Change
Professional Learning Flagship Program: Leading Curriculum Change
Professional Learning Flagship Program: Leading Curriculum Change
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Table 2: Two views of teacher leadershipWhat do teacher leaders do?(Danielson 2006)Who are teacher leaders?(York-Barr 2004)Leadership skills:• Using evidence and data in decisionmaking• Recognising an opportunity and takinginitiative• Mobilising people around a commonpurpose• Marshalling resources and taking action• Monitoring progress and adjusting theapproach as conditions change• Sustaining the commitment of othersand anticipating negativity• Contributing to a learning organisationDispositions:• Deep commitment to student learning• Optimism and enthusiasm• Open-mindedness and humility• Courage and willingness to take risks• Confidence and decisiveness• Tolerance for ambiguity• Creativity and flexibility• Perseverance• Willingness to work hardThe administrative role• Set the tone and culture and maintainthe vision• Convey and build confidence in teachers• Clarify ideas and plan an approach• Marshall support from downtown• Locate additional resources• Demonstrate support to the ranksAs teachers• Significant experience in teaching fields;excellent teaching skills• Extensive knowledge of teaching,learning, curriculum, content area• Clearly developed personal philosophyof education• Creative, innovative, seekers ofchallenge and growth, lifelong learners,enthusiasm for teaching• Assume responsibility for actions• Respected and valued by colleagues,viewed as competent• Sensitivity and receptivity to the thoughtsand feelings of others• Cognitive and affective flexibility• Hard-working, able to manage workload,strong administrative and organisationalskillsAs leaders• Build trust and rapport with colleagues,work collaboratively, influence schoolculture through relationships• Support of colleagues, promote growthamong colleagues• Effective in communicating, includinggood listening skills• Handle conflict, can negotiate andmediate• Ability to deal with process, effectivegroup processing skills• Ability to assess, interpret, and prioritisedistrict and teacher needs and concerns• Understanding organisationaldiagnosis and ‘big picture’ issues23 <strong>Professional</strong> <strong>Learning</strong> <strong>Flagship</strong> <strong>Program</strong>: <strong>Leading</strong> <strong>Curriculum</strong> <strong>Change</strong>: Literature Review