EDUP3083i LEADERSHIP AND TEACHER’S PROFESSIONAL DEVELOPMENT

report E-Classroom 1/4/2020

In this day and age, leadership is one of the most important traits that a person can
have. This is especially true for those who are involved in the educational field, mainly
teachers. Teacher leadership refers to the set of skills demonstrated by teachers that
continues to teach students but also extends beyond their own classroom to the surrounding
community (Danielson, 2006). By this definition, teachers that are considered as leaders are
teachers that are capable of influencing others towards greatness. Teachers should become
a transformational leader that are able to become a role model to the pupils as well as their
colleagues (Makovec, 2018). In addition to that, they also need to play the role as the guide
in a process of change. This will eventually lead to changes made to schools that will pave a
way towards greatness. In essence, teachers as leaders are teachers that are able to influence
pupils, other teachers as well as the rest of the community members through their
transformational leadership skills. They lead the way to implement changes in school and they
also serve as the catalyst that enables other community members to become credible leaders
as well.

In terms of teaching and learning, teachers play various roles. One of the roles played
by the teacher are becoming professional leaders. As professional leaders, teachers should
be able to become the resource provider for teaching and learning purposes. This includes
aiding their colleagues in providing instructional materials, readings as well as teaching aids
and also providing quality learning materials for the pupils (Schleicher, 2012). As professional
leader, assessment skills are very important to enable the teacher to approach an issue to a
predefined scope. This will increase the effectiveness of the intervention chosen towards both
the pupils and the lesson as a whole (Wiliam, 2013). Due to this, teachers as leaders need to
have a proper assessment tool to enable them to know exactly what their pupils need in the
classroom. This will maximise the teacher’s effectiveness in enrolling the pupils towards
greatness. In addition to that, teachers should also be both instructional and curriculum
specialist. This is because, in order for teachers to become an educational leader in the first
place, they need to have deep understanding of their career scope first. As an instructional
specialist, teachers should be able to implement effective teaching strategies (Culatta &
Duncan, 2014). This includes ideas for differentiation instruction and lesson planning in
partnership with fellow teachers. This includes the study of research-based classroom
strategies as well as innovating on various ways a lesson may be implemented (Marzano,
Pickering, & Pollock, 2001). This will enable teachers to always be one step ahead of potential
problems and issues that may occur in the classroom. In addition to that, through this, teachers
as leaders will also be one of the individuals that will help to pave the education system to
better suit the 21st century generation. Lastly, as school leader, teachers should become both

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report E-Classroom 1/4/2020

learning facilitator as well as mentor. This includes facilitating professional learning

opportunities among staff members as well as pupils. Teacher should always participate in a
professional learning community where teachers learn from one another to improve student
learning. Moreover, serving as a mentor, teachers should provide help towards novice
teachers to become an agent of transformation to better prepare the education system for the
21st century generation (Vescio, Ross, & Adams, 2007).

In conclusion to that, teacher as professional leaders serve a very important role in

leading the change towards the education system. Serving as a transformational leader,
teachers facilitates other colleagues as well as novice teachers through professional learning
communities. They also become an expert in their own field by incorporating research-based
classroom strategies as well as team coordinated approach towards problem solving. Through
all this, teacher leaders will definitely become the benchmark for both their colleagues as well
as their pupils.

Prepared by : Russel Junior Julius

Matrix number : 2016072340076

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References

Culatta, R., & Duncan, A. (2014). Effective Professional Learning Stratergies and their use in
future ready districts. New York: Office of Educational Stratergies.

Danielson, C. (2006). Teacher Leadershp That Strengthens Professional Practice. Alexandira,

Virginia, USA: Association for Supervision and Curricullum Development.

Makovec, D. (2018). The teacher role and professional development. International Journal of
Cognitive Research in Science, Engineering and Education., 6(2), 33-45.
doi:10.5937/ijcrsee1802033M

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works.
Beauregard St. Alexandria: Association for Supervision and Curricullum Development.

Schleicher, A. (2012). Preparing Teachers and Developing School Leaders for the 21st
Century: Lessons from around the World. Background Report for the International
Summit on the Teaching Profession, 11-81.

Vescio, V., Ross, D., & Adams, A. (2007). A review of research on the impact of professional
learning community on teaching practice and student learning. Gainesville: University
of Florida.

Wiliam, D. (2013). Assessment. The Bridge between Teaching and Learning, 16-20.