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Summary Of Requiring Collaboration Or Distributing Leadership

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The other element of the course standard is Developing Shared Vision. This element emphasizes leaders’ engagement and collaborative process to develop a vision of teaching, and learning that is shared and supported by all stakeholders (CPSELs, 2016). The article Requiring Collaboration or Distributing Leadership? underlines that “when teachers and principals share leadership in school, both the adults and students win” (Kennedy, Deuel, Nelson & Slavit, 2011). From this article I learned the importance of seeking, recognizing and using teachers’ expertise through differentiated top-down and the lateral decision-making process, as well as culture building through dialogue and collaborative inquiry (Kennedy, Deuel, Nelson & Slavit, 2011, p.21). …show more content…

Fullan suggests to be aware of the “fat plans” that might look great on paper but mean nothing unless they come alive through practice (2014, p.131). The author also encourages leaders to make sure the plan has shared ownership, meets everyone’s approval and affects everyone (Fullan, 201, p.130). This chapter became a reflection moment for me helping me analyzing my planning and implementation practices.
The online discussion of the article Requiring Collaboration or Distributing Leadership? was focused more on the practical side of collaboration at our schools. Since my school is small and has only one grade level per teacher, I had a dilemma how to start effective collaboration for everyone. The group gave me several great ideas. One of them was to start observing teachers of their grade level in other schools. I really liked this idea because it’s a great first step toward collaboration without putting a lot of pressure on the teachers. (Kivley, Votaw, Alan, MacDonald, online chat, September 15,

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One strategy that reinforces learning through collaboration is team teaching. In the classroom both teachers are positioned at the front of the classroom with different responsibilities. For example, one teacher may write notes, while the other delivers large group instruction. Through team teaching, both educators can bounce ideas off one another or show students two different methods of solving a problem. This strategy is most effective in a coteaching partnership emphasizing give and take.

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By giving teachers this leadership, the DuFours found teachers held more ownership and proprietorship in not only their teaching styles and strategies, but in the way they were dedicated in the time spent on collaborating and sharing their best tips and teaching

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Draft revisions to the 2008 standards were completed by the ISLLC Standards Committee in 2014. The updated version, referred to as the Professional Standards for Educational Leaders (PSEL), reflects years of research, as well as, best practices and knowledge from experienced school leaders and district-level practitioners. The new standards challenge ‘business as usual’ as it reshapes school policy, leadership programs, and evaluations. More precisely, the standards place a higher level of expectation on schools to respond to, and plan for, diverse learners with various cultural influences. The leader must establish a community of care wherein each student is valued, respected, and emotionally protected.

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As a leader, he/she should know how to communicate with the decision makers as well as with the families of the students, and his/her faculty and staff. With the growing diversity of students within our school and community, as an educational leader I will need to be able to understand the relationship between social justice, school culture, and the community. I will determine what opportunities are available within our community, discuss with the stakeholders our beliefs, perceptions, and attitudes that will shape and influence the way our school will be run. I will have to learn how to recognize the differences of

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I will provide two examples I have personally observed. This month is Spanish heritage month, and at work the elementary Spanish and music teacher have teamed together to integrate Spanish heritage and music. In music, students have been learning about Spanish musicians and learning Spanish songs. My second example is from high school, and shows that collaboration can happen at all levels and between all subjects. My junior year of high school my American History teacher and English teacher collaborated on a research project.

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Standard 1: Vision for Learning An educational leader believes in and communicates a vision of learning for both students and teachers. They hold students and teachers to high expectations for learning. An educational leader uses research and/or best practices to improve education by making data driven decisions to set goals and implement instructional programs aligned with the district’s vision and goals. Standard 2: School Culture

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