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 Professional Learning Flagship Program: Leading Curriculum Change: Literature Review
Domain II: Accessing and using research to improve practice and student achievementFor example, the teacher leader:• Assists colleagues in accessing research, student learning data and other resources;• Guides colleagues in selecting appropriate research-based strategies, designing action and otherforms of research and measuring results.Domain III: Promoting professional learning for continuous improvementFor example, the teacher leader:• Responds to the diverse learning needs of colleagues as well as students by identifying andpromoting a variety of appropriate professional learning;• Advocates sufficient time for colleagues to work in teams to engage in job-embedded professionallearning, in which teachers collaboratively design instruction, develop new teaching strategies,utilise common assessments and analyse student work.Domain IV: Facilitating improvements in instruction and student learningFor example, the teacher leader:• Engages in reflective dialog with colleagues based on observation of instruction, student work andassessment data and helps to make connections to research-based effective practices;• Supports colleagues’ individual and collective professional growth by serving in roles such as amentor, coach, content facilitator, critical friend or peer evaluator.Domain V: Using assessments and data for school and district improvementFor example, the teacher leader:• Increases the capacity of colleagues to access resources and expertise both inside and outsidethe district to help identify and use appropriate assessment instruments aligned to state and localstandards;• Facilitates teams of teachers in designing and implementing classroom-based formativeassessments, scoring and interpreting student work and other performance data, and applyingfindings to improve educational practice and student achievement.Domain VI: Improving outreach and collaboration with families and communityFor example, the teacher leader:• Uses knowledge and understanding of the different backgrounds, ethnicities, cultures andlanguages in the school community to promote effective interactions among colleagues, familiesand the larger community;• Models effective communication and collaboration skills with families and other stakeholdersfocused on improving educational outcomes.Domain VII: Advocating for student learning and the professionFor example, the teacher leader:• Works with colleagues to identify and use research to advocate teaching and learning processesthat meet the needs of all students;• Represents and acts as an advocate for the profession in contexts outside of the classroom (e.g.being a member of committees or task forces addressing curriculum, assessment, professionaldevelopment or other educational issues).Professional Learning Flagship Program: Leading Curriculum Change: Literature Review 24
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Page 5 and 6: Curriculum change: Implications for
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Page 9 and 10: This emphasis on capacity-building
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Page 13 and 14: Features of successful professional
Page 16 and 17: p. 1051) conclude that, ‘Findings
Page 18 and 19: 2007; Gruenert 2005; Printy 2008; S
Page 20 and 21: RecommendationsProfessional learnin
Page 22 and 23: impersonal relationships• rationa
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Page 28 and 29: A range of specifications and stand
Page 30 and 31: In secondary schools, teacher leade
Page 32 and 33: 1. Stimulus for innovation — Why
Page 34 and 35: Table 4: Elements and processes of
Page 36 and 37: The education of Indigenous student
Page 38 and 39: ReferencesAinscow, M. (2005). Devel
Page 40 and 41: Daly, A. J. (2009). Rigid Response
Page 42 and 43: Hall, R. (1997). Knowledge Use and
Page 44 and 45: Meirink, J., Meijer, P., Verloop, N
Page 46 and 47: Thorpe, R., and Gold, J. (2010). Le
Page 48: aitsl.edu.auFurther informationTele

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