Ae Live 3 4 Developing Teacher Leadership Skills Invite the teacher to share what they think went well in the lesson. ask what they would like to improve. share your own teaching successes related to the goal. brainstorm new ways to address the goal. re instruc1onal strategiessample instruc1onal goal:increase oral interac9on in class prov. English language teaching methodology: this webinar is part of the american english live online professional development series. this session will describe h.
Marelifinkidd Here are our coaching strategies for teacher success: 1. build relationships: to break down any walls, it is critical that coaches establish a relationship with his or her coachee as the first step in a partnership. this is particularly important for teachers who have resisted coaching in the past. patience is required when building trust, not. Individualized support for growth. one of the primary advantages of coaching is its ability to provide individualized support for teachers. according to research by the bill & melinda gates foundation, personalized professional development can be up to 10 times more effective than one size fits all training programs (bill & melinda gates foundation, 2015). Our teacher leader competency framework is composed of ive components. at the base, the framework is supported by a set of core values that indicate a capacity for teacher leadership. these include a commitment to equity, service, community, growth and results. on these values rest the four pillars of teacher leadership. the pillars of developing. Over the years we have heard stories from educators on how they have used cstp’s teacher leadership skills framework. some have used it within their professional learning community, others have used it building wide, and some have shared it with a single colleague. send your teacher leadership framework story to erin marzwick at erin@cstp wa.org.
2 10 Developing Leadership Skills вђ Principles Of Leadership Management Our teacher leader competency framework is composed of ive components. at the base, the framework is supported by a set of core values that indicate a capacity for teacher leadership. these include a commitment to equity, service, community, growth and results. on these values rest the four pillars of teacher leadership. the pillars of developing. Over the years we have heard stories from educators on how they have used cstp’s teacher leadership skills framework. some have used it within their professional learning community, others have used it building wide, and some have shared it with a single colleague. send your teacher leadership framework story to erin marzwick at erin@cstp wa.org. The purpose of this brief is to synthesize research on coaching1 and to ofer a framework of efective coach ing practices. part 1 provides general information on coaching, including the need for coaching and the goals of coaching. part 2 describes critical coaching practices that are linked to improvements in teacher practice and learner outcomes. Maybe, the best way to view teacher leadership may be to place teachers on a leadership continuum, with all teachers invited and expected to lead, but with teachers situated at various points on a continuum from less to more capacity and commitment to lead. 2.2 coaching for developing teachers’ leadership skills.
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