CULTIVATING TEACHER LEADERS
BY : YOGESH DALVI otherwise , they may not accept you as their leader .
In today ’ s cut-throat environment , many leaders who claim to practice transformational leadership — which involves bringing about good change in the followers to turn them into leaders — actually engage in transactional leadership . Additionally , it has been noted that one of the biggest obstacles to teacher leadership development is teachers ' lack of direction and willingness to take on leadership roles . We neglect , however , to acknowledge the dire need for skilled leaders who can guide the institution to success by providing topnotch education in today ' s educational system .
As leaders , we must assist our subordinates in resolving issues impeding their development .
When the educators are unsure of their objectives and have no idea where they are headed , if they embark on an overambitious goal , they may lose faith and come to believe that the institution is not conducive to their personal development . A leader should be competent enough to help the team in goal setting .
A leader should help the teacher establish yearlong goals that are Specific , Measurable , Achievable , Relevant , and Time-Bound ( SMART ) and give them all the resources and professional development required to meet these goals . Additionally , as a leader , you can provide teachers with continuous feedback on these objectives during the year . Teachers should also , from time to time , reflect on these objectives .
Some teachers are content with their current knowledge and have no or little desire to improve continuously . Therefore , their information is out of date , and they cannot satisfy their students ' curiosity .
“ Complacency is the enemy of progress ” Dave Stutman correctly believes that " we can always improve " should permeate all aspects of leadership . The culture of being Great , rather than just OK or Good , should be instilled by leaders .
A leader should inculcate a culture of continuous improvement . You should set an example for constant improvement by explaining its importance to your teachers , getting their thoughts on potential improvement opportunities , encouraging them to submit fresh ideas for improvement , and assisting them in putting those ideas into practice beyond their original intent .
Today ' s educators admire a leader who lives their values . It would help if you realised that you are constantly being watched . To fulfil your team ' s thirst for information , you must continually expand your expertise as a leader ;
As Dr Hayley Lewis ( Founder and director – of HALO Psychology ) said , “ If senior leaders aren ' t role-modelling the right behaviour , all the training in the world won ' t combat that ”. The modern age leader leads by example means that a leader today can ' t only speak about leadership . It ' s crucial that you , as a leader , continue to learn and grow to ensure that your team does as well . A leader should have access to various learning methods , whether be it through ; reading books , using the internet , talking to superiors , peers , and subordinates , or seeking input and feedback from the team . A leader can ’ t think I am an expert ; why should I care about team feedback ? Great leaders have long realised the close relationship between learning and leadership . Successful leaders of today are keen and agile learners who are open to novel and unfamiliar ideas and can learn from all kinds of experiences .
Some teachers mistakenly believe that the school or the leader is responsible for their professional development ; however , they are equally accountable , and if they fail to do so , they will fall behind their peers in the competition .
Coaching teachers is undoubtedly a leader ' s first responsibility , but holding teachers accountable for their own growth is vital . Through coaching and feedback , a leader is responsible for ensuring that the teacher ' s conduct has changed .
The head of the school should conduct scheduled and unscheduled observations of the instructional methods applied by the teacher in the classroom and provide informal feedback for improvement - which may not be linked to their performance evaluation .
The head of the school should also advise the teachers on methods of self-evaluation , such as videotaping one ' s lessons and personally evaluating them to determine areas where one
18 Term 1 Sep - Dec 2022
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