Date of publication: 2017-08-23 17:38
Teacher leaders can also be catalysts for change, visionaries who are “never content with the status quo but rather always looking for a better way” (Larner, 7559, p. 87). Teachers who take on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning.
Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction.
School board members and local administrators find that employing paraeducators helps them make more effective use of public funds while maintaining quality standards in their schools. Paraeducators extend the functions and flexibility of the education team.
Multi-classroom leader: Case study from Public Impact of a multi-classroom leader in his first year leading a math and science middle school team in Charlotte-Mecklenburg Schools
To ensure employees work as efficiently as possible it is important to have clearly defined job roles and responsibilities. This is particularly important in large firms to ensure no part of the workload is overlooked. In smaller organisations job roles may be less structured as employees may be required to take on a variety of tasks and responsibilities.
Teaching assistants can go by many titles, depending on the school district. In some areas, they are called paraeducators, teacher 8767 s aides, paraprofessionals, instructional aides or teacher assistants. The roles and responsibilities are the same regardless of title. The primary duty of a teaching assistant is to support the teacher in charge of the classroom, the lead teacher.
Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments.
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