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Teacher Leadership Seminars

An important part of any campus’ success is its development and support of teacher leaders. Teachers are the leaders of their classrooms and must approach their day-to-day tasks with this mindset as they work with students if they expect them to “follow their lead.” Additionally, through appointed roles such as department chairs, grade level chairs, or instructional coaches, administrators expect teacher leaders to be the liaison for implementing campus expectations and providing peer support. The other, often under supported, unofficial teacher leader, has great influence among their peers, parents, community, etc. and can help to define the campus culture and climate. No matter the leadership role, teacher leadership is not easy or natural. Leaders must be groomed, supported, and provided tools to understand who they are as a person, a communicator, a listener, a facilitator, and an influencer.  The following sessions can be tailored to meet the needs of the campus. The most successful model has been implemented as a 4-day session which includes a “homework” and follow-up cycle.

Session 1:

 

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Who I Am as a Leader 

By understanding our own belief systems, habits, and personality traits, we can better prepare ourselves to effectively work with and lead others. Who we are as people, and most importantly, what we believe and do as leaders, are essential to our ability to influence others. Teacher leaders will participate in self-discovery activities that will help them learn about preferences for communication, working collaboratively, task completion, as well as personal and professional biases that affect interactions among the staff as well as with students and parents as stakeholders. By better understanding themselves, they can begin to recognize the preferences in others and improve their ability to model, communicate, observe, and address the needs of the campus.  Teacher leaders will learn and practice how to use the self-discovery and communication tools provided in this workshop to engage in meaningful conversations, leading to the actions, which will move the campus in a positive direction. 

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  • Personality Inventory

  • Leadership Inventory​

  • True Colors  &  Compass Points

  • Effective Communication

Session 2:
 
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Power of Influence 

Taking the lessons learned from session 1, teacher leaders will learn how to capitalize on their improved communication skills with peers to build trusting collegial relationships that open the door to effective coaching and support. In this session, teacher leaders will be introduced to various coaching models that focus on improving teacher efficacy, thus student learning. Participants will leave this session equipped to individualize the coaching experience for teachers to better engage, learn, and improve their practice through the coaching or mentoring process. We also know that we can’t help others if we don’t take care of ourselves. Often times, the transition to teacher leader can affect peer relationships and cause additional stress due to additional responsibilities. Part of this session is dedicated to prioritizing the mental, emotional, and physical health of teacher leaders so they can be their “best selves” for the the school community. 

  • Building trust

  • Coaching​

  • Mentoring

  • Finding balance

Session 3:

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From Participant to Facilitator 

Being a teacher leader does not always mean you have to be “in-charge” of the “meeting.” What exactly is my role? What is expected of me from administration? From my peers? Do I have to have a meeting for this? When is it appropriate to send an email? How do you prioritize an agenda? When can the work be divided and when does it have to be collaborative? How do I share information I learned from a workshop so that it is engaging to my audience and is beneficial to all teachers and students? How do I handle conflict within my department/ grade-level? These are all questions teacher leaders ask when tasked with the title. In this session, teacher leaders will work through scenarios to make professional decisions about how to best address meeting the needs of the campus and the department while considering human capital variables. 

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  • Sharing What You Know 

  • Presenting to Adult Learners​

  • Meetings, Agendas, and Conferences, Oh My!

  • The Power of Protocols, Facilitation, and Delegation

Session 4: 

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Classroom 

Leadership

Being a teacher leader does not always mean you have to be “in-charge” of the “meeting.” What exactly is my role? What is expected of me from administration? From my peers? Do I have to have a meeting for this? When is it appropriate to send an email? How do you prioritize an agenda? When can the work be divided and when does it have to be collaborative? How do I share information I learned from a workshop so that it is engaging to my audience and is beneficial to all teachers and students? How do I handle conflict within my department/ grade-level? These are all questions teacher leaders ask when tasked with the title. In this session, teacher leaders will work through scenarios to make professional decisions about how to best address meeting the needs of the campus and the department while considering human capital variables. 

  • Creating goals to address remediation and enrichment

  • Action Planning

  • Implementation

  • Review of plan

  • Monitor and adjust

  • Be a model for students to mirror

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