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new people, you will tell yourself its really worth a try. When you see your
students engaging more in learning, and achieving more improvements and
growth, wont you feel proud that you have made a try?
We should also tell ourselves that the process of taking actions is a precious
lesson for us to learn and improve. The moment you step out your classrooms
bravely, you expose yourself to various ways to cultivate yourself to be a better
teacher, and a better person. We learn different ideas and strategies of
teaching; we learn to communicate with different people; we learn about the
organization and management of a school; we learn how a committee works;
and we learn how to get support from a wider community. No matter how far
away the success is, we learn something on the path to it.
As Conyers and Wilson suggested (2016), teachers should also learn to get
an optimistic mindset, because its a powerful influence on teacher leaders
effectiveness as they work together (p.78), and it helps veteran teachers
maintain a passion for their profession and beginning teachers to sustain
enthusiasm (p. 79). While training ourselves to be effective teacher leaders, we
also learn to be stronger and more optimistic, which not only benefits our career
but also our life.
For me, learning about teacher leadership has helped me get a new mindset
when reviewing myself as a teacher. For example, I used to think my students
are my responsibilities and I should not bother others with my students
problems. However, now I realize I am not fulfilling the responsibility well if I
dont take initiative to seek support from others to help them learn better. I used
to think collaboration could be a waste of time, but now I believe I can actually
save time if we collaborate strategically. I used to be afraid of conflicts, but now
I feel more comfortable with the awareness that its just natural because we are
different people, and the goal is not to eradicate the differences or
disagreements, but to seek understanding and collaboration.
My Plan of Action
In the first week of the class, we were asked to read Liebermans article Can
Teachers Really Be Leaders? (2011) and reflect on our comfortable level with
various roles of teacher leaders discussed in this article. At that time, I was
uncomfortable with most of the roles. However, now I think I have become more
confident and supported. I will describe my plan of action concerning different
roles.
1. Leaders of New Forms of Accountability
Since I begun to learn in the United States, I have realized more and more
how limited ways we have to access and test students in China. Though the
school I work for is relatively more open-minded, we still have several traditional
big tests to meet the requirements of parents who still judge their students
learning outcome on test scores. I observed many students put big efforts to
prepare for the paper tests but ignore the process of learning. When I go back to
the school, I will first begin to evaluate the students in my class in a diverse
way. Students will not only be evaluated by the test papers, but also the projects
they do, the books they read, and the reflections they have while learning. The
process will be emphasized. I will let the parents and students know the
significance of assessing them in different ways. Once it works in my class, I will
go to my colleagues in my grade level and talk with them on the feasibility of
this form of accountability. After we agree on it, we will go to our principal to get
2. Professional Developers
I always feel fortunate to get sponsored by our school to learn at NC State to
become a better teacher. The learning process is really engaging and rewarding.
I feel eager to share the new pedagogies and strategies I have learned when I
go back to work.
I plan to talk with the leader of the English teaching department and the
principal of the Junior High department about using some time in our weekly
meeting to share with the colleagues about what I have learned. The first phrase
will be general and main conceptions regarding teaching and leading. In the
next phase, we will discuss the specific strategies that we can use in our English
classes. It will last about 30 minutes each time. I will present first. Then I will
answer questions. Then we together will make plans to implement the
strategies in the real context of our classrooms. We can also experience doing
some activities by ourselves. In the next meeting, we can talk about how the
plan works and what improvements we can make. I will follow Zemelman and
Rosss suggestions (2009) to make it worth the time (p.69) by planning in
advance, making the process moving with clear targets and procedures, and
making time for reflections.
If I take the challenge to participate in this development, I think many other
teachers will feel more comfortable to join in to share their ideas and
experience. I hope I can really exert some influence to help create such an
atmosphere.
3. Mentors
I was comfortable with the role of mentors, but now I realize I can do more
and do better as mentors. First, I should go to the teachers to communicate with
them, instead of waiting for them to come. Then, I should seek mutual learning,
instead of just telling the mentees how I do it. I should be a better listener and
give constructive suggestion that the mentees feel comfortable and ready to
take.
4. Scholars
Since I become a student again, I am glad that I have cultivated a habit of
keeping journals and logs with reflections toward my learning. I realize how
valuable this kind of accumulation is when I can refer to these reflections easily
to accomplish a bigger project or essay. There are many things that can be
explored in the field of teaching. While learning, I reflect my previous teaching
experiences and know better what works and what doesnt. I also envision
myself implementing what I have learned currently in my future classes. When I
go back to teaching, I think I will have more deeper and profound reflections
when connecting the theory to reality, and get more ideas concerning teaching.
I will challenge myself to accumulate theses understandings, and write articles
to be published to influence more in our education system and hence help our
students learn better.
I was one of those teachers who would never see themselves as leaders,
because I saw leaders with a very narrow definition. As Katzenmeyer and Moller
(2009) have indicated, many teachers are sleeping giants who havent realized
how much power they have. I am still not confident enough to say I am a giant,
References:
Conyers, Marcus & Donna Wilson. 2016. Smarter Teacher Leadership:
Neuroscience
and the Power of Purposeful Collaboration. Teachers College Press.
Katzenmeyer, Marilyn & Moller, Gayle. 2001. Awakening the Sleeping Giant:
Helping Teachers Develop as Leaders. 3nd edition. Thousand Oaks: Corwin.
Lieberman,Ann.2011.CanteachersReallyBeLeaders?.KappaDeltaPiRecord.ProQuestCentral.
Zemelman, Steven & Ross. Harry. 2009. 13 Steps to Teacher Empowerment. 2 nd
Edition. Portsmouth, NH: Heinemann.