Teacher Leadership

2014 ◽  
pp. 1551-1564
Author(s):  
Andrea M. Kent
Keyword(s):  
Professional Development ◽  
School Culture ◽  
Teacher Leadership ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Diverse Populations ◽  
School Students ◽  
Public School Students ◽  
21St Century Schools

This chapter focuses on the metamorphosis of teacher leaders, from the roles, responsibilities, and dispositions of teacher leaders, to teacher leaders using technology for self-professional development as well as leading professional development for the improvement of teaching and learning. The underlying premise is that teacher leaders work with diverse populations of both teachers and public school students who are present in schools today. It is strong leadership at the classroom level that makes a difference with colleagues and students, regardless of ethnicity, gender, or social class, and can ultimately impact an entire school culture. This chapter integrates these core tenants in an effort to guide the reader to understanding the necessity of developing teacher leaders to meet the challenges inherent in 21st century schools and classrooms.

Teacher Leadership

2013 ◽  
pp. 230-242 ◽  
Author(s):  
Andrea M. Kent
Keyword(s):  
Professional Development ◽  
School Culture ◽  
Teacher Leadership ◽  
21St Century ◽  
Teaching And Learning ◽  
Teacher Leaders ◽  
Diverse Populations ◽  
School Students ◽  
Public School Students ◽  
21St Century Schools

This chapter focuses on the metamorphosis of teacher leaders, from the roles, responsibilities, and dispositions of teacher leaders, to teacher leaders using technology for self-professional development as well as leading professional development for the improvement of teaching and learning. The underlying premise is that teacher leaders work with diverse populations of both teachers and public school students who are present in schools today. It is strong leadership at the classroom level that makes a difference with colleagues and students, regardless of ethnicity, gender, or social class, and can ultimately impact an entire school culture. This chapter integrates these core tenants in an effort to guide the reader to understanding the necessity of developing teacher leaders to meet the challenges inherent in 21st century schools and classrooms.

scholarly journals Improved Professional Development Through Teacher Leadership

2018 ◽  
Vol 26 (2) ◽  
Author(s):  
Wesley D. Hickey ◽  
Sandra Harris
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Teacher Leadership ◽  
Teacher Leaders ◽  
Exemplary Teachers ◽  
Development Model ◽  
Faculty Effectiveness ◽  
Professional Development Model ◽  
Teaching Faculty ◽  
The Impact

Research suggests the need to provide leadership opportunities for teachers within school settings in order to increase professional collaboration and community. This research explored one rural district’s professional development model, which was evaluated to determine its potential in developing teacher leaders. This district’s professional development model utilized their exemplary teachers to develop other teachers through formal presentations that were traditionally taught by non-district experts. This study utilized a practitioner research methodology to determine effectiveness of using teachers as leaders. Data were collected to determine the impact on the teacher leaders and the effectiveness of the presentations as perceived by the overall teaching faculty. The results suggest an overall positive experience for teachers, as well as an increase in collaboration. In addition, teacher presenters believed their participation in staff development increased faculty effectiveness and increased the perception of the teacher presenters as leaders within the district.  

21st-Century Students in 20th Century Classrooms

2017 ◽  
pp. 140-159 ◽  
Author(s):  
Jason Marshall ◽  
Karen Thomas ◽  
Sandra Robinson
Keyword(s):  
Professional Development ◽  
20Th Century ◽  
21St Century ◽  
Teaching And Learning ◽  
Approaches To Teaching ◽  
Student Centered ◽  
Student Centered Learning ◽  
Student Centred Learning

This chapter focuses on the transition from teacher-centred learning to student-centred learning. First, we situate the importance of student-centred learning within the Angloplone Caribbean experience. Second, we outline ways in which on-going professional development centers institutions interested in making the transition to student-centered learning. Third, we describe some techniques that can be used to engender student-centered approaches to teaching and learning. Finally, we conclude by summarizing student-centred pedagogical challenges and implications.

scholarly journals The hidden curriculum of work in English language education

AILA Review ◽  
2019 ◽  
Vol 32 ◽  
pp. 36-63 ◽  
Author(s):  
Peter Sayer
Keyword(s):  
Public School ◽  
Teaching And Learning ◽  
English Language ◽  
Hidden Curriculum ◽  
English Education ◽  
Language Education ◽  
Education Programme ◽  
School Students ◽  
Public School Students ◽  
Early English

Abstract There has been a rapid global expansion of English instruction in the early grades in public school curricula. Particularly in so-called developing countries, the increase of and its shift from exclusively private to public education is linked to the idea that acquiring English promotes personal, social, and economic development. The author takes one case of a recent early English program, the national program in Mexico, and argues that it is a representative case of a language education programme and policy organized around neoliberal principles. The policy’s stated goal is to address issues of access and equity for public school students; however, findings indicate that the actual processes of teaching and learning at the classroom level remain highly stratified across social class lines. An analysis of English lessons in schools at different points on the socioeconomic spectrum illustrates that instruction is preparing children with certain types of skills and dispositions congruent to their class position and revealing the hidden curriculum of work in early English education.

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals 21st CENTURY TEACHING AND LEARNING STRATEGIES OF ARABIC LANGUAGE AMONG UPSI’S TRAINEE TEACHER IN SECONDARY SCHOOL

2020 ◽  
Vol 2 (5) ◽  
pp. 09-18
Author(s):  
Zarima Zakaria ◽  
Tuan Husna Aisya Tuan Hussin
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
21St Century ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Teaching Practice ◽  
Arabic Language ◽  
School Students ◽  
21St Century Education ◽  
Trainee Teachers

21st Century Education is a student-centered learning process. There are several elements applied, namely communication, collaboration, critical thinking, creativity, and the application of pure and ethical values. These elements are also referred to as the standard in PAK-21. But this PAK-21 is something new and ludicrous to apply. The study was conducted to find out the problems faced by the Arabic language teachers during the teaching practice at school. Further, this study was also conducted to analyze the 21st Century Education method and its effects on secondary school students' interest in learning Arabic in there. The respondents of this study were that two trainee teachers have been selected from the Bachelor of Arabic Language with Education at Sultan Idris Education University 2018/2019. This study is qualitative, and data collected through interviews. The results show that UPSI trainee teachers use 21st Century Education electronically and tools learning during teaching practice. In addition, the achievement and interest of secondary school students in Arabic subjects also increased after the trainee teacher applied 21st Century Education.

scholarly journals Exploring the Roles, Functions and Competencies of Library and Media Teachers in Managing School Resource Centers and Supporting 21st Century Learning in Malaysian Schools

2020 ◽  
Vol 10 (1) ◽  
pp. 176
Author(s):  
Husain Hashim ◽  
Shamila Mohamed Shuhidan
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
School Setting ◽  
Research Approach ◽  
Structured Interviews ◽  
Global Knowledge ◽  
School Students ◽  
Essential Information ◽  
The Government ◽  
School Resource

21st century skills are embedded in the Malaysian school curriculum to prepare and produce knowledgeable and responsible young citizens in coping with the challenges of the global knowledge economy. The trend has an impact on the roles of school resource centers (SRC), which are currently managed by the so-called library and media teachers (LMT). As the LMTs are appointed among school teachers who need to allocate and divide their responsibilities into academic teaching and SRC management, several issues are found from literature pertaining to their overburdened teaching tasks, lack of time and inadequate library management competencies. This has caused further shortcomings in service provision including poor implementation of information literacy and reading programs for school students. A qualitative research approach is adapted to investigate the roles, functions and competencies of LMTs in managing SRCs and supporting 21st century teaching and learning in the school setting. This study uses semi-structured interviews for data collection involving five (5) LMTs who provided insightful feedback towards understanding the aforementioned issues. The findings reveal essential information with respect to the roles, functions and competencies of LMTs and also identify relevant challenges that can disrupt the provision and delivery of SRC services, facilities and programs. This requires the attention of the government and school administration to enforce a better platform that enables the LMTs to uphold their roles and functions accordingly towards enhancing the 21st teaching and learning environment in Malaysian schools.

Rethinking Education Delivery for the 21st Century

2021 ◽  
pp. 95-119
Keyword(s):  
School Leadership ◽  
21St Century ◽  
Teaching And Learning ◽  
Physical Space ◽  
Significant Feature ◽  
Learning Centers ◽  
Education Delivery ◽  
21St Century Schools ◽  
Rethinking Education

Designing schools as learning centers is more than just about restructuring the physical space of schools. There are many variables that need to be considered when rethinking education delivery for the 21st century. Schools seem to just keep constructing buildings that merely reinforce an obsolete paradigm that will not prepare students for real-world challenges. The focus of this chapter asks the question: What does re-thinking education mean at the school leadership level? Numerous stakeholders, from policymakers to providers to end users affect the structure, content, and delivery of K-12education systems. A case study exploring the effect of district and school leadership styles on teaching and learning prompted by the question, Were the principals in High Scoring Schools (HSS) engaged in different instructional leadership practices than those in the Low Scoring Schools (LSS)? A significant feature of this study is the sizeable database that incorporated nine states, 43 school districts, and 180 elementary, middle, and secondary schools.

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