Workshop for English Language Center Faculties of Ibra College of Technology, Sultanate of Oman

1. Dr. Manishankar Chakraborty
Business Studies Department
Ibra College of Technology
Sultanate of Oman

2.  Food for thought
 Ten roles for teacher leaders
 Activity-I
 Teachers as Leaders
 Individual Teacher-Leader roles and
Organizational realities
 Learning to lead
 Teacher leadership- From Practice to Theory
 Activity-II
 My mantra at ICT
 References
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3.  A leader is one who knows
the way, goes the way and
shows the way. – John
Maxwell
 https://www.youtube.com/
watch?v=dtsN4Lwkqus
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4.  Cindy Harrison and Joellen Killion, (2007)-
 Resource Provider
 Instructional Specialist
 Curriculum Specialist
 Classroom Supporter
 Learning Facilitator
 Mentor
 School Leader
 Data Coach
 Change Catalyst
 Learner
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5.  Individually assess yourself on any ten roles
and prioritize each of them according to their
usage and importance in your role as a teacher-
leader.
 Please provide suitable reasons for the same.
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6.  Ann Lieberman, Lyne Miller (2005)-
 Challenges for teachers-
 Teachers to do more with less-Budgets
shrinking
 Struggling to be instructional leaders
 Managing diverse students with one-size-fits
all curriculum
 Schools and classrooms have Anxiety, Stress,
Confusion, Hopelessness
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7.  Challenges and their cause
 Changes in the economy
 Changes in Government and Public life
 Changes in Demographics
 All the above drives in other associated
changes.
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8.  Realignment for teachers-
 Advocates for new forms of accountabilities
and assessments
 Innovators in the reconstruction of
achievement norms and student expectations
 Stewards for an invigorated profession
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9.  https://www.youtube.com/watch?v=HreyTk
Vjo8w
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10.  Miles, Saxl, and Lieberman (1988)
 Building trust and rapport, making
organizational diagnoses, using resources,
managing work, and building skill and
confidence in others.
 Discussion
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11.  Wasley (1991)-
 The difficulties three teacher leaders
encountered in working in bureaucratic
systems and assuming new roles, the
resistance they faced from peers, and the
support they required.
 Discussion
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12.  Smylie and Denny (1990)-
 Teacher leaders detailed their uncertainties
about their roles, tensions around time and
divided responsibilities, and the frequent
mismatch between their expectations and
those of the principal.
 Discussion
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13.  Miller and O’Shea (1992) -
 They interviewed four informal teacher leaders
and identified four warrants for leadership:
experience, knowledge, vision, and respect for
children.
 Discussion
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14.  Spillane, Hallett, and Diamond (2003)-
 Teacher leaders were awarded legitimacy from
their peers based on interactions and subject
matter expertise, and accumulated cultural,
social, and human capital within the faculty.
 Discussion
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15.  Bartlett (2001)-
 How the absence of appropriate structures
and culture made it difficult for teacher
leaders to balance reasonable personal and
professional lives.
 Discussion
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16.  Little and Bartlett (2002)-
 The notion of the “Huberman Paradox,”
which suggests that while teacher leadership
work can be stimulating, it also can be
enervating and ultimately lead to burnout,
disaffection, and conflict.
 Discussion
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17.  Lave and Wenger (1991)-
 Leading from Classroom Practice
 Leading in the ‘Middle Space’
 Discussion
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18.  Ann Lieberman, Lyne Miller (2005)-
 Teacher leaders inquire into their own practice
and, in so doing, become articulate about
learning, teaching, and modeling lifelong
learning.
 Teacher leaders “go public” with their
understandings about students, learning, and
teaching, thereby influencing other teachers and
impacting the culture of their schools.
 Teacher leaders find and invent opportunities to
lead and to maintain connections to classroom
practice.
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19.  Teacher leaders learn to lead in communities
of practice that promote colleagueship and
support risk-taking and experimentation.
 Teacher leaders reproduce these communities
of practice when they work with novice and
veteran teachers and create safe environments
for professional learning.
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20.  Teacher leaders are sensitive to context and
culture; they know that different contexts and
populations require different approaches to
leadership. As in teaching, one size does not
fit all.
 When teachers lead, they help to create an
environment for learning that has influence
throughout the school community and affects
students and teachers alike.
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21.  Can you please list out the strategies you carry
out as part of your professional activities that
defines you as a teacher-leader amongst all the
stakeholders?
 You can mainly focus on students, peers,
superiors and subordinates (if applicable).
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22.  GLOCAL approach in content delivery
 Level specific delivery mechanism
 Innovate in the classroom
 Fair assessments and timely feedback
 Leverage technology as an enabler
 Approachable
 Challenging abilities as per individual
capacity
 Alignment with cultural and societal needs
 Walk the talk approach
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23.  Rao,M. (2015). “Don’t agonise. Organise” – 100 quotes to inspire teachers, leaders and entrepreneurs!.
Available: http://yourstory.com/2015/01/100-quotes-inspire-teachers-leaders/. Last accessed 30th
May 2015
 Harrison, C; Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership. 65 (1), p74-77
 Bartlett, L. 2001. A question of fit: Conceptions of teacher role and conditions of teacher commitment.
Unpublished Ph.D.diss., University of California at Berkeley
 Miles, M. B., E. R. Saxl, and A. Lieberman. 1988. What skills do educational ‘change agents’ need? An
empirical view.Curriculum Inquiry 18(2): 157–93.
 Little, J. W., and L. Bartlett. 2002. Career and commitment in the context of comprehensive school
reform. Theory and Practice8(3): 345–54.
 Smylie, M. A., and J. W. Denny. 1990. Teacher leadership: Tensions and ambiguities in organizational
perspective. Educational
 Administration Quarterly 26(3): 235–59
 Wasley, P. A. 1991. Teachers who lead: The rhetoric of reform and the realities of practice. New York:
Teachers College Press.
 Lave, J., and E. Wenger. 1991. Situated learning: Legitimate peripheral participation. Cambridge, UK:
Cambridge University Press.
 Miller, L., and C. O’Shea. 1992. Learning to lead: Portraits of practice. In The changing contexts of
teaching: Ninety-first yearbook of the National Society for the Study of Teaching, ed. A. Lieberman,
197–211. Chicago: University of Chicago Press.
 Spillane, J. P., T. Hallett, and J. B. Diamond. 2003. Forms of capital and the construction of leadership:
Instructional leadership in urban elementary schools. Sociology of Education 76(1): 1–17.
 Wendi. (2013). Teacher Leader. Available: https://www.youtube.com/watch?v=HreyTkVjo8w . Last
accessed 4th June 2015
 Bluepoint Leadership Development. (2014). Teacher as Leader. Available:
https://www.youtube.com/watch?v=dtsN4Lwkqus. Last accessed 4th June 2015
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24.  Any Questions Please?
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