My Engagement With Teach First Leadership Development Program

There are two kinds of people in this world, followers and leaders. Followers are the people that never take a leadership role in any activity. "They are more valued by followers and have higher performing teams." (Cherry 2014) However, leaders are the ones that use their leadership skills to make a difference in this world, such as presidents, teachers, or even college graduates. Leadership is not something you can learn from a book, but you have to gain this skill through experiences such as holding an office, organizing an event, speaking in front of people, or participating in a leadership program.

I have demonstrated my ability to lead pedagogy by developing and modeling effective forms of teaching practice, by inviting colleagues to share resources I have created and to observe my lessons. I also engage in regular professional dialogue with colleagues regarding their implementation of new teaching methodologies and strategies.

Leadership is a sociocultural construct underpinned by the beliefs and values of a society (Waniganayake, Cheeseman, Fenech, Hadley, & Shepherd, 2012). Leadership in early childhood have shifted the focus from one designated leader into a more collective approach – distributed leadership, which is not about delegating. As Cheeseman (2012) states, in early childhood settings, attention is often directed at administrative and management leadership (Waniganayake et al., 2012); however it is important to have a designated leader in the areas of development and implementation of curriculum and pedagogy – being the educational leader as a requirement of the National Quality Framework – whilst at the same time see educational leadership as a

Literature states that leadership is displayed as a persistent and positive activity (Fitzgerald and Gunter, 2008 cited in Siraj-Blachford and Hallet, 2014, pg.9). According to Rodd (2006), early childhood practitioners need to be effective leaders to make sure their roles and responsibilities are carried out effectively. Although leadership can be learned or developed, it is important that all individual gains access to professional training and opportunities to practice, refined and broadened (Rodd, 2006). Therefore, the importance of leadership and implementation to the setting is recognized by all Early Years Leaders. Leadership can be displayed as a process in which one person, usually it is the leaders role and responsibility to set the purpose or direction for one or more other persons. Then later on gets them to move along together with him or her and with each other in that direction with competence and fill commitment. (Jacques and Clement, 1994, cited in Briggs and Briggs, 2009). Siraj-Blatchford and Hallet (2014) adds that leadership is also known as a process for personal and professional learning and development; organizational change and improvement. Rodd (2013) defines leaders working in early childhood sector as people who are able to influence the behaviours of others to achieve a certain goal or planned outcome. Similarly, leadership in the early childhood sector appears to be more of a result to groups of people who work together to influence and inspire

Despite the many challenges I face daily, remembering that I significantly influence the lives of each my students will help me in becoming a better teacher leader. Reason and Reason (2011) states that a mission will not come to fruition without ownership and ownership cannot be stimulated without consistently reminding everyone why they come to work each day. It is my mission every day to transform lives in my classroom and school environment. I have chosen a career in education because I believe that it is one of the most important functions performed in our culture. I believe that teachers individually and collectively have the ability to not only change the world but to improve it.

A vital individual when it comes to initiating change is the person willing to take action in order to construct something different. A person willing to own the outcome and lead the change is the critical element in producing change. Without the leader of change stepping up and accepting responsibility, all others have is an awareness of the problems that exist, therefore, change doesn’t transpire. There are countless people who are constantly eager to share all of the items which they believe need to change, with anyone who will listen. There are far fewer who are willing to step up and lead that change. Teacher leaders have the vision to generate change in their schools, and are a vital asset to change. Catalytic leaders are needed throughout schools in order to make change happen. Leaders with an expertise in the area of change are authentic, initiative, and influential.

I am not sure this is a good one?! Or I have to reconsider my decision.

The way I look at and feel myself today would readily reveal not only the palpable changes in me but the undeniable transformation that happened to my whole self brought about as a product of my undertaking the Superintendents’ Leadership Program. A number of my subordinates and local stakeholders have noticed that difference in my person since I subjected myself to the strenuous but enjoyable regiment of the Superintendents’ Leadership Program.

The concepts of “curriculum and pedagogy begins with an examination of the underlying philosophies theories and principles” (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012, p. 98). These concepts help to shape an individuals idea of how they can create an environment that better suits themselves, their team of workers, the children and their families. Pratt (as cited in Davis, 2015, p. 80) offers to readers that the importance of developing a culture for equity, positive relationships and community adopts the importance of being valued in any contributions you make to sustain a collective body of learners. Being a leader is one who works together with their team and achieving their goals as well as promoting reflection and learning. The meeting that has been organised is to guide educators to “shape and influence what happens in the future” (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012, p. 98), by discussing what it means to work together as a team providing alternatives in the way we all can communicate and develop endless outcomes for children's

Hello my name is Yolanda Brown, I'm a Pre -k Lead Teacher. I work with 4 and 5 year olds I have been working with children for 21 years. I'm looking for a change of career in starting my own Business working with high school and college student in some type of leadership and Entrepreneurship Program. I love working with youth people. I feel that our young people do not have anything to do but walk the streets they are our

I am drawn to primary teaching from my own experiences as a pupil. Throughout my education I have been inspired, guided and challenged on a daily basis. It is this role model I now aspire to become by preparing pupils for all areas of life in a positive, creative and engaging style. I am currently studying for a PGCE with one of the largest providers of teacher training in Essex. This intensive course is delivering up to date training in all areas of primary education and has become the basis of my teaching practice.

With the shift in professional learning from collecting PLUs to one focused on improving teaching and learning, it is important that teacher leaders play a role in implementing professional learning communities and helping to make sure accountability in professional learning. I am excited about the opportunity to share these changes and new expectations with fellow teachers. A fellow teacher and I have been trained on the upcoming changes and will be redelivering it to other teachers at our school in the near

In the documentary The Principal Story Ms. Purcell discussed how all decisions made at the school were data driven; monthly assessments were given and the resulting data would determine what areas were in need of improvement. These areas needing improvement would then be discussed amongst the staff members in order to determine how they were going to go about improving the areas of weakness. Ms. Purcell contributed to the success of the campus by providing time for teachers to collaborate and take on leadership roles. In the documentary we see Ms. Purcell allowing teachers the opportunity to grow in their leadership skills by having them lead in curriculum discussions and campus based committees; participating in what Fullan (2007) would

Prior to the course, my leadership style could be defined as a combination of elements of both the servant and situational and styles. From the outset of my career in education, the idea that leadership is about trying to make sure that other people’s highest priority needs are being served (Spears, 1996) has been important. I have also been cognizant of the effect that this process has on the least privileged in our society, to ensure they will benefit or at least not be further deprived (Greenleaf, 1970). One of my guiding questions has always been, “Am I doing harm?” At the heart of my philosophy has been the desire to identify and meet the needs of students, players, colleagues, and learning communities where they are at (not where I think they or anyone else should

For this assessment, the industry is defined as the handful of top business schools within the world that provide elite MBA degrees to Executives.