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Mind Map

The document discusses concepts of teacher leadership and school leadership. It defines teacher leadership as skills that allow teachers to influence others beyond their own classrooms. It outlines various roles of teacher leaders such as innovators, mentors, and instructional specialists. School leaders are described as instructional leaders focused on improving teaching and learning. Their key functions include establishing a school vision, managing people and data, cultivating leadership in others, and improving instruction. The document also outlines Malaysia's roadmap to transform teaching into a preferred profession through 3 waves, focusing on standards, career pathways, and a peer-led culture of excellence.

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Thecla Thekev
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© © All Rights Reserved
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432 views

Mind Map

The document discusses concepts of teacher leadership and school leadership. It defines teacher leadership as skills that allow teachers to influence others beyond their own classrooms. It outlines various roles of teacher leaders such as innovators, mentors, and instructional specialists. School leaders are described as instructional leaders focused on improving teaching and learning. Their key functions include establishing a school vision, managing people and data, cultivating leadership in others, and improving instruction. The document also outlines Malaysia's roadmap to transform teaching into a preferred profession through 3 waves, focusing on standards, career pathways, and a peer-led culture of excellence.

Uploaded by

Thecla Thekev
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Concept of Teacher Leadership and School Leaders

Teacher Leadership

Set of skills demonstrated by teachers who


continue to teach students but also have an
influence that extends beyond their own
classrooms to others within their own school
and elsewhere.

Concept

Personalities

Disseminator of knowledge and


skills

Knows his students well

Kind and respectful

Role model to the students

Upholds moral values and


humanitarian principles

Empower students and get them to


do things of which they did not think
they were capable
Roles

Innovator, creative,
resourceful

Has high standards and


expectations coexisting
with encouragement,
support and flexibility

Encourages diversity and


individuality in students.

Engage in administrative duties


related to teaching and learning
Inspire and influence students
through expert and referent power
but never coercive power
Running co-curricular
activities

Attending/facilitating professional
development activities

Concept of Teacher Leadership and School Leaders

Helps
colleagues by
sharing
instructional
resources

Resource Provider

Data Coach

Leads conversations that engage


peers in analyzing and using
data to strengthen instruction

Catalyst for Change

Instructional Specialist

Roles of Teacher
Leadership

Visionaries who
are never content
with the status quo
but rather always
looking for a better
way

Learner
Helps colleagues
implement
effective teaching
strategies

Agree on standards, follow


the adopted curriculum, use
common pacing charts, and
develop shared
assessments.

Curriculum
Specialist

Classroom
Supporter

Works inside
classrooms to help
teachers implement
new ideas

School Leader

Learning Facilitator

Facilitates
professional learning
opportunities among
staff members

Mentor

Models continual
improvement &
demonstrate
lifelong learning

Shares the vision of the


school, aligns his or her
professional goals with
school and district & shares
responsibility for the success
of the school as a whole.

Serves as role models; acclimate new


teachers to a new school; and advise new
teachers about instruction, curriculum,
procedure, practices, and politics.

Concept of Teacher Leadership and School Leaders

School Leaders

Principals are more than just administrative


leaders. They are instructional leaders who
focus on improving the quality of teaching
and learning in their schools.

Concept

Personalities

Provide instructional leadership


Have great vision

Drive overall school performance

Split time fairly evenly across


instructional and administrative
activities
Roles

Great determination

Manage people, data and


processes to foster school
improvement

Lead the schools and students


towards success.
Great judgment

Optimistic and resilient

Confident communicators

Establish a schoolwide vision of


commitment to high standards and
Improve instruction to enable
the success of all students.
teachers to teach at their best and
students to learn to their utmost.

Cultivating leadership in others

Create a climate hospitable to


education

Concept of Teacher Leadership and School Leaders

Shaping a vision of
academic success for
all students

Establish a schoolwide
vision of commitment to high
standards and success of all
students

Managing people and data


to foster school
improvement

Data

5 Key Functions
of School Leaders

Nurture and support


staff members

a means not to pinpoint


problems but to
understand their nature &
causes

Improving
instruction

Creating a climate
hospitable to
education
Cultivating
leadership in others

Ensure that schools allow both adults


and children to put learning at the
center of their daily activities

People

Encourage the
development of leadership
across the organisation

Emphasise research-based
strategies to improve teaching &
learning and initiate discussions
about instructional approaches

Steps taken by the Ministry


of Education to make
teaching as a first choice
profession

Measures taken

Raising and enforcing entry standards into


teacher training programmes

Improving the effectiveness of pre-service and


continuous professional development

Introduce a new Teacher


Career Package

Reason

To change the way teachers


are selected, developed and
rewarded throughout their
entire careers.

Developing exciting new career pathways that


support fast-tracking based on performance
and competencies, along with opportunities for
redeployment for consistent underperformers

Wave 1 (2013 - 2015): Improving


standards and support systems

Focus on raising professional


standards, improving support
systems and working
environments

Wave 2 (2016 - 2020): Enhancing


career pathways and progression

4 Measures taken

Raising entry standards for


teacher trainees and new intakes

The Roadmap: Transforming


the teaching profession into
a profession of choice

See the roll-out of enhanced


career pathways that offer
different specialties for teachers
and faster progression for high
performing teachers

Strengthening the link between


performance and competencies

Emphasising continuous
professional development

Improving working conditions for


teachers

Revamping career progression

Focus on raising standards by


improving the quality of preservice training programmes and
ensuring that only the best
graduates are recruited into the
teaching profession

Wave 3 (2021 - 2025): Creating a


peer-led culture of professional
excellence
Focus on ensuring that all teachers fully utilise the flexibilities accorded
to them in prior Waves over
professional issues related to curriculum timetabling and lesson
organisation, pedagogical approaches and school-based assessment.

Enhancing career pathways

Redeployment options for


consistently underperforming
teachers.

3 Measures taken

Further developing of pre-service training and recruitment systems

Wave 1 (2013 - 2015): Improving standards and support systems


Raising entry standards for
teacher trainees and new intakes

Strengthening the link between


performance and competencies

Emphasising continuous
professional development

Only select teacher trainees


from the top 30% of any
graduating class.

Improve quality of teachers with


a clear articulation of
what excellence in the teaching
profession looks like

Build up portfolio of training


programmes

Reduce size of intake if


fewer qualified candidates.

Identify which areas teachers


need support in and provide
targeted support

Some modules cover


fundamental competencies
Ex: Pedagogy to support
students HOT

Improving working conditions


for teachers

Undertake 2 main actions

Streamlining existing data


collection & management
systems to eliminate
duplication of data
requests
3 databases

ensure that comparable


entry standards are set.

Put in place more stringent


standards for
graduation.

Develop a single instrument that


clearly articulates the
competencies expected of
teachers of different tenure
levels across 4 dimensions:

Teaching & Learning


Gradually scaling back the
annual intake of
approximately 15,000
teachers by up to 50% over
the next five years.

Professional Values
Non-classroom Activities
Professional Values

Focus more on school-based


learning programmes
2 initiatives launched in January
2013
e-Guru video library of
exemplary teaching
School Improvement
Specialist Coaches
(SISC+)

SAPS
SPPBS
SIS
Explore ways of
addressing the issue of
overcrowding in schools
with average class sizes
that are larger than
35 students.

Further Developing of Pre-service


Training and Recruitment Systems

Review the pre-service teacher


training curriculum in IPGs to
ensure that teachers are being
adequately prepared to teach the
21st Century Skills

Improve the consistency


and quality of teachers practicum
experience

Wave 2 (2016 - 2020):


Enhancing career pathways
and progression

Enhancing Career Pathways

Formalising 3 different tracks

In terms of

A teaching track for teachers who wish to stay


focused on teaching students

Increasing time
spent on practicum training

Leadership and management track for teachers who


wish to take up leadership positions, whether at the
school, district, state or federal levels

Engaging experienced teachers


with
strong mentoring skills to supervise
trainees.

a subject matter expert track for teachers who wish to


become teacher coaches and trainers, IPG and IAB
lecturers, or curriculum and assessment developers

Revamping Career Progression

High-performing teachers are expected to


progress from DG41 to DG54 within a
much shorter time frame compared to the
current 25 years

Extra credit will be given to teachers who


successfully complete short, three-to-five
year deployments in rural and/or underperforming schools

Launch a transition scheme for teachers


who perform poorly for three consecutive
years despite the provision of intensive
support

Redeploy teachers to other


functions within the school such as
administration, discipline
management, or co-curricular
management
Explore different retraining options
to ensure that teachers are set up
for success in their new chosen
role

Hold their peers accountable


for meeting professional
standards

School-based assessment

Consider setting up a certification scheme that is linked to the mastery of the teacher competencies set out in Wave 1

Share best practices


Mentor and inspire one
another

Pedagogical approaches
Lesson organisation

Wave 3 (2021 - 2025): Creating a peer-led culture of professional excellence

Wherein teachers

Curriculum timetabling
To create a peer-led
culture of professional
excellence

Related to

teachers fully utilise the flexibilities accorded to them


priorallWaves
overofprofessional
issuesCareer Package are expected to be in place
By in
2021,
elements
the new Teacher

Aspiration

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