Module 1-Sophie

General definition of a teacher leader:

Teacher leaders are teachers who try to better their teachings, classroom environment, and/or school. Their aim is not to run the school but to improving teaching, learning, and morale. They can be assigned or apply for these roles or they can step into them on their own.

Teacher leaderships I have observed or experienced:

I have helped lead my past school in technology education, integration of technology into the classrooms, and developing student centered, peer educated learning environments. I have seen teacher leaders push co-workers out of the building, pave the way for fundraising, and encourage fellow teachers to step outside of their comfort zone to try a new strategy.

Leadership for technology integration vs other kinds of leadership:

Leadership for meaningful technology integration can be more difficult than other kinds of leadership. From my experiences, it is easier to get teachers to say something than it is for them to do something. It is also easier for them to volunteer for them to do a simple act than it is for them to try something new in their classrooms. Technology integration, I think, takes a bigger commitment to learning than other tasks and this is not simply because technology is ever changing. Some teachers don’t see the point in using technology in their classroom because they didn’t need it to learn so why do their students need it. I think, in some cases, technology integration is 60% proving and convincing and 40% teaching and helping.

Benefits and challenges of teacher leadership:

If you are the teacher that is leading the way of technology integration, then I think you are seen as high tech and futuristic. Administration and co-workers can see you as an innovative and open minded teacher. This can cause them to ask more of you, giving you more responsibility but also more pull. This can make you a go-to person for all faculty, staff and students.

 On the other hand, I think some teachers may view your teachings as controversial because they don’t understand it; they just can’t see how it works. Some teachers might fight against the implementation of something new solely of the basis that it is new and unknown. These teachers will need to be treated the exact same way we would treat our students that are resistant, with patience, baby steps, and evidence. This can cause more work for the teacher leader, but if there are other teachers on the “bandwagon” they could help with the convincing and helping.

However, students will see you as the cool teacher and will most likely enjoy your class more than the other teachers’ classes because you are using tools and strategies that they can relate to and they can see the relevance of what you are teaching. They will also most likely learn more in your classes because they are actually paying attention and are not bored. They will most likely be actively engaged in the lesson and learning from not only the teacher and the lesson, but also from the technology and their peers.

Two characteristics of today’s learners and the resulting disconnect:

1. “Digital Learners prefer learning that is relevant, active, instantly useful, and fun, but many educators feel compelled to teach memorization of the content in the curriculum guide.”

            For the most part, I agree with this statement. I have never been a teacher that forces rote memorization, but I have taught with many teachers that teach this way. They believe that just memorizing the process, formula, or vocabulary word is learning it. This way of teaching does not allow for problem solving or critical thinking. This way of teaching expects students to behave like machines: the teacher inputs information and the students “regurgitate” the same information.

            I couldn’t even learn that way. Students today need to know when they will use the information that they are learning, they need to be actively engages and understand why it works. They need to pull from their prior knowledge to try and solve the problem themselves or with others while the teacher guides them down the path of discovery.

2. “Digital learners prefer to network simultaneously with others, but many educators prefer students to work independently before they network and interact.”

            Sometimes, asking students to do a little thinking on their own first isn't a bad thing, but only letting them think on their own isn't taking advantage of the resources that you have right there in your classroom. These kids come to you with prior knowledge; they most likely could teach the teacher a thing or two. We assume that students know how to think independently, but has anyone taught them the proper way to do it? Some students have learned, but not all. And the best way to learn might not be from the teacher. What the teacher teaches makes since to the teacher, but not all the students. Usually, the students can explain it better to each other than the teacher can.

Two guidelines that seem the most important to me:

1. “Principals must be consistent in their decisions and expectations about integrating learning technology in the school.”

2. “The principal must provide appropriate professional development time and resources to support effective classroom implementation of technology.”

            The two guidelines above are the most important to me because teachers can’t implement it if they don’t know how and they won’t implement it if the principal isn't consistent with their expectations. If they want it to be done, then they need to set high but attainable expectations, let them be known, educate their teachers and expect the teachers to reach those high expectations (just like we should do for our students).