- Jul 2018
-
blackboard.bsu.edu blackboard.bsu.edu
-
An elementary teacher described that teacher leaders ‘seem to have a false sense of power’ and that she ‘feels talked down to’ by the teacher leaders at her school.
What kind of training do teacher leaders need?
-
However, mentor teachers were valued more than master teachers because teachers viewed them as more supportive and because they still have teaching responsibilities.
Is this because teaching is such a variable profession? Meaning, if I'm out of the classroom for several years, is my experience less valuable because the nature of teaching has changed?
Are there studies looking at the variability of teaching? What factors actually change which affect day to day instruction?
-
they would like input into how many times they are observed and the length of the window of time that unannounced observations may take place.
Backward rating to provide context for the observation results, maybe like Air bnb ratings? Interesting idea...
But, would this just be used to justify poor results? Or would it actually provide some helpful insight into processes that could be improved?
-
‘[Teachers] are really hard on themselves if they only get 3s, except that is proficient, and I wish they realised how good that is.’
How could moving to feedback without a score help alleviate the stereotype of 3 being worse than 4 on the scoring table? (See Gini-Newman & Case, 2018 notes)
-
Kiranh (2013) found that teachers had a higher expectation of teacher leaders than they did of principals; yet their perception of feedback given to them by teacher leaders was lower than their perception of feedback they received from principals.
This is strange. If teachers are concerned about the quality of observation by the principal. wouldn't the feedback from a teacher be more valuable?
Perhaps the feedback is seen as job security notes rather than quality of instruction. What's the perception?
-
he title caused the teacher leaders to focus more on improvement of the school and of the profession compared to other teachers
It's interesting that the title broadened perspective for those teachers. How do we support that mindset while alleviating the social negatives associated?
-
multiple planned and unplanned observations conducted by the principal and assistant principal(s)
How did they alleviate responsibilities for admins to make more stops?
-
PD groups focus on coaching and classroom support to improve individual teachers’ instruction through professional development that is individualised and relevant
Not standalone PD with teachers. Long term, relationship based.
-
Teachers learn how to connect their performance to student outcomes during weekly meetings
Important to connect action to results in a structured way.
-