Self-Care is Not Selfish

This chapter defines and outlines many aspects of self-care and renewal and how various practices have tremendous benefits to both teachers and students. Furthermore, self-care and renewal practices when promoted consistently can have a great impact on the school climate as a whole, but especially for students impacted by trauma. Both authors provide personal anecdotes pertaining to self-care and renewal to dive deeper into the topic. The role of the school leader as well as the teacher/leader relationship is explored including aspects of leadership that promote self-care and renewal. To round out the chapter, controversies and opposing viewpoints to self-care and renewal practices in schools are examined. The overall purpose of this chapter is to illustrate the importance of self-care and renewal and the dramatic impact promoting it can have on the school and all those in the school environment.

LEADERSHIP QUALITIES IN A INTEGRATED STRUCTURE PERSONALITIES OF THE TEACHER

The article analyses the main psychological theories and considers the theoretical aspects of the concept of leadership qualities in future teachers. Purpose. The purpose of the publication is scientific study and systematization of experience on this issue, to identify the essential characteristics in the holistic structure of the personality of future teacher leaders in the educational space of Institutions of Higher Education.Methods. In the research were used such a theoretical methods: content analysis, synthesis, classification and generalization of scientific and theoretical provisions of the concept of "leadership qualities" in the modern educational environment. The methodological basis of the article is the scientific concepts of native and foreign researchers who have dealt with issues of leadership and leadership qualities. Different approaches of scientists on understanding the essence of leadership qualities of the individual and their features are considered. The components and criteria of leadership qualities from the standpoint of the psychology of work of the teacher are described. Leadership qualities of future teachers has an important role of the formation.Results. As a result of theoretical and methodological research, we analyzed, systematized and identified the following components of leadership qualities in the holistic structure of the future teacher's personality from the point of view of psychology of pedagogical work: motivational-value, emotional-communicative, organizational-regulatory and reflexive-evaluative.Conclusions. It is concluded that in the conditions of modernization of the educational system the teacher-leader becomes an important strategic resource of all transformations, and is able to generate and perceive innovations, ready to show activity and creativity. Subjectivity and congruence are defined as the fundamental qualities that determine the purposeful development of important personal and professional characteristics that contribute to the development of personality to the position of a leader.Key words: leadership, leadership qualities, future teachers, pedagogical activity. У статті проаналізовано основні психологічні підходи і теорії, розглянуто теоретичні аспекти поняття лідерських якостей у майбутніх педагогів. Мета публікації – наукове вивчення та систематизація досвіду з даної проблематики, виявлення сутнісних характеристик у цілісній структурі особистості майбутніх педагогів-лідерів в освітньому просторі закладу вищої освіти.Методи. Під час проведення дослідження використовувалися такі теоретичні методи: контент-аналіз, синтез, класифікація та узагальнення науково-теоретичних положень поняття «лідерські якості» в системі сучасного освітнього середовища. Методологічну основу статті становлять наукові концепції сучасних вітчизняних та зарубіжних дослідників, котрі займалися питаннями лідерства та лідерських якостей, зокрема у педагогів. Розглядаються різні підходи та погляди науковців на розуміння сутності лідерських якостей особистості та їхні особливості. Описуються структура, компоненти та критерії лідерських якостей з позиції психології праці педагога. Підкреслюється важлива роль формування лідерських якостей у майбутніх учителів. Результати. У результаті теоретико-методологічного дослідження нами проаналізовано, системати-зовано та виокремлено такі компоненти лідерських якостей у цілісній структурі особистості майбутнього педагога з точки зору психології педагогічної праці: мотиваційно-ціннісний, емоційно-комунікативний, організаційно-регулятивний та рефлексивно-оцінювальний. Висновки. З’ясовано, що в умовах модернізації освітньої системи педагог-лідер стає важливим стратегічним ресурсом усіх перетворень, здатним генерувати і сприймати інновації, готовим проявляти активність і творчість. Основоположними якостями, що зумовлюють цілеспрямований розвиток важливих особистісно-професійних характеристик, які сприяють розвитку особистості до позиції лідера, визначені суб’єктність і конгруентність. Перспективи подальшого дослідження ми вбачаємо в дослідженні лідер-ських якостей та розробленні психолого-педагогічного супроводу в процесі фахової підготовки педагогів.Ключові слова: лідерство, лідерські якості, майбутні педагоги, педагогічна діяльність.

Teacher Leadership for Love, Solidarity, and Justice: The Invisibilized and Contested Practices of Teacher Leaders of Color

Despite widespread acknowledgment of teachers of Color as critical agents of change, white supremacist, colonial, and cis-heteropatriarchal ontologies of “teacher leadership” marginalize the counterhegemonic leadership they embody. Guided by critical leadership and feminist of Color scholarship, I develop and employ an embodied raciolinguistic analysis to examine how a Latina teacher leader of Color facilitated organization-wide action in the educational interests of Black students. My analysis demonstrates that her discursive and embodied practices as a non-Black woman of Color and “official” teacher leader were simultaneously (re)constructed as catalysts and hindrance for racial progress within and across social spaces. Grappling with these possibilities and tensions at interpersonal, institutional, and societal scales, she reflexively adapted her practices to recenter Black leadership while facing professional consequences. Arguing for radical social change by amplifying the multi-faceted and contested nature of counterhegemonic teacher leadership, I offer implications to foster the critical ingenuity needed to lead in love, solidarity, and justice for and among communities of Color.

HERMENEUTICAL AND CULTURAL PRINCIPLES OF FORMATION OF A CHARISMATIC TEACHER-LEADER

The article analyzes the essence and meaning of key concepts that play a significant methodological role in the study and substantiates the need to apply hermeneutical and cultural principles in the process of forming a future charismatic teacher leader. It is proved that the main idea of the philosophical and pedagogical theory of hermeneutics is the idea of understanding that acts as a fundamental need of the individual. The rationale for this idea was initiated by the German philosopher F.Schleiermacher. The scientist sketched a “hermeneutical circle” in which a person stays their whole life. This circle is not a constant value, it tends to change, filli ng with cultural meanings of the individual. Based on the results of the analysis of the contribution of leading representatives of the philosophical theory of hermeneutics, the necessity of developing the course of Pedagogical Hermeneutics was proved in the article, and the leading directions for forming the future charismatic teacher-leader were determined.

Contradictions and their manifestations in professional learning communities in mathematics

Professional learning communities (PLC) have increasingly attracted attention in research on teachers’ professional development. The aim of this study is to identify contradictions that can occur and be manifested in PLCs in mathematics. Identifying contradictions in PLCs are important, as the identification and resolution of contradictions are crucial to developing PLCs. We have conceptualized PLCs and contradictions within the Cultural Historical Activity Theory. Our data consist of two iterations of interviews with four teacher leader coaches with extensive experience of coaching teacher leaders of PLCs in mathematics. The study distinguishes 26 manifestations of contradictions, taking the overall forms of dilemmas and conflicts. Our results can be used in designing PLCs in mathematics: they can be used to make visible and increase participants’ awareness of contradictions involved in PLCs and thereby increase the possibility that the contradictions serve as sources of support rather than obstacles in the development of PLCs in mathematics.

The class-teacher in the educational process

This article illustrates the importance of the teacher-leader who holds a key position in organizing and leading the instructional-educational process. Through educational activities and through the example of his personality, the teacher-teacher is a modeler of the students’ personality, in the most decisive stage of his becoming. From the fundamental goals of the teacher regarding the formation of the students’ personality and the formationconsolidation of the group of students resides the diversity of its functions, roles and responsibilities. Given the fact that the teacher as manager of the educational act has a special prestige over the group / group of students, several dominant theses have emerged in the literature.

Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

Cultivating Teacher Leadership in Rural School Districts

This chapter addresses the uniqueness of rural schools and the importance of teacher leaders in those settings. The teacher leader model will be different in a smaller school, although this context is less studied. Because teacher leaders have experience in the community context, they can guide others. Rural schools often have more difficulty recruiting and retaining teachers; while location cannot be changed, working conditions can. Supportive mentors can help rural school districts retain new teachers; however, teacher leaders are often not formally recognized. Less than half of states have a teacher leader licensure, and even fewer have standards in this area. Although national standards exist, little research has focused on how these and other professional development strategies can be effectively implemented in the rural setting.

Leadership in the teacherʼs professional activity

The article substantiates the features of leadership in the professional activity of a teacher. It is emphasized that leadership is a specific type of management relationship, which is based on social interaction, and the leader in this situation is an innovator. The functional differences of a leadership (regulation of interpersonal relations in the team, spontaneity) and management (organization of official relations of the group as a certain social organization, purposefulness, control of various elements of social structure) are determined. It is argued that a person's leadership qualities mean a set of their psychological qualities, abilities and features of intragroup interaction that ensure the success of their leadership functions. Important leadership behavioral qualities of a leader: responsibility, cooperation, personal development, resilience, awareness, integrity. The organizational and managerial qualities of a teacher-leader (professional competence, moral qualities, ability to work, culture of taking into account different points of view, etc.) are systematized and the differences in the activity of a teacher-functionary and a teacher-leader are determined. It is noted that the effectiveness of leadership is determined by the teacherʼs ability to perceive and satisfy the specific needs of the group at each stage and choose the appropriate style of influence, harmoniously combining individual and group needs while providing the necessary conditions for completing the assignment. The main problem of leadership is to maintain consensus and unity of the staff of the educational organization on the basis of common goals and values, the implementation of a specific approach to reveal the individual potential of staff. It is concluded that the training of a teacher-leader should be aimed at developing his analytical skills, at the formation of design and modeling competencies, at stimulating the individual to a possible solution of the problems in difficult and uncertain situations, at the ability to respond not only quickly but also on the basis of various strategies behavior. Keywords: leadership, teacher, qualities of a leader, professional competence.