Teacher Leadership Vision Statement Dear (Tina), In order to further develop a community, much more a learning environment for children, one must be able to go beyond the ordinary. Teachers are made not only to teach but to lead as well. To make these teachers effective leaders, we ask the support of our colleagues, the school administration, our students and their parents, and most importantly, our stakeholders. On our end, we will do our best to maximize all our resources and services and capitalize on our strengths and assets in order to fulfill our roles as teachers, as well as to deliver to the school administration as well as to our dear stakeholders. You, as a stakeholder, have been identified as a credible partner of our organization in enriching children’s lives and furthering young skills and talents. As a stakeholder, we value your input in improving our services since the success of this process depends on your involvement at that of our other stakeholders’. As a partner working towards the betterment of our institution, together we must achieve the following: · An enriching environment for learners to nurture their skills and further their development. · A community of teachers and learners working towards one goal and reaching it through productive and plausible means. · To lead with pride and purpose in order to encompass all forms of student development and improve student learning. · A community where equality is valued; where one’s opportunities are not determined by his/her social status in life nor his/her physical condition. · A community where one’s skills and talented can be nurtured and maximized to its full potential. I aim to discredit the notion that a student’s success is driven by his/her background, I want to be able to change that and support everyone regardless of his/her social background and status in life. One’s success should depend on the student’s willingness to learn and hone his/her skills, on the student’s determination to get the job done as excellently as possible, and on the student’s overall performance. · A learning community where excellent ideas and strategies are exchanged between students and teachers, where problems are being solved collaboratively through consultations with expert colleagues. · To inculcate values of optimism, collaboration, and innovation in our daily activities and work ethic to better inspire colleagues and students to work just the same. · An education system where collaboration and freedom of professional inquiry are promoted; this will not all be of help to the students but to my colleagues as well. · Lastly, I envision a life-giving learning community rooted in our core values of passion, equality, and determination guided by the mission to bring out each child’s potential. All of these will be made possible if accompanied by unyielding support and active participation from the school administration, fellow teachers, students, as well as their parents. It is m ...

1. Teacher Leadership Vision Statement
Dear (Tina),
In order to further develop a community, much more a
learning environment for children, one must be able to go
beyond the ordinary. Teachers are made not only to teach but to
lead as well. To make these teachers effective leaders, we ask
the support of our colleagues, the school administration, our
students and their parents, and most importantly, our
stakeholders. On our end, we will do our best to maximize all
our resources and services and capitalize on our strengths and
assets in order to fulfill our roles as teachers, as well as to
deliver to the school administration as well as to our dear
stakeholders. You, as a stakeholder, have been identified as a
credible partner of our organization in enriching children’s lives
and furthering young skills and talents. As a stakeholder, we
value your input in improving our services since the success of
this process depends on your involvement at that of our other
stakeholders’. As a partner working towards the betterment of
our institution, together we must achieve the following:
· An enriching environment for learners to nurture their skills
and further their development.
· A community of teachers and learners working towards one
goal and reaching it through productive and plausible means.
· To lead with pride and purpose in order to encompass all
forms of student development and improve student learning.
· A community where equality is valued; where one’s
opportunities are not determined by his/her social status in life
nor his/her physical condition.
· A community where one’s skills and talented can be nurtured
and maximized to its full potential. I aim to discredit the notion
that a student’s success is driven by his/her background, I want
to be able to change that and support everyone regardless of

2. his/her social background and status in life. One’s success
should depend on the student’s willingness to learn and hone
his/her skills, on the student’s determination to get the job done
as excellently as possible, and on the student’s overall
performance.
· A learning community where excellent ideas and strategies are
exchanged between students and teachers, where problems are
being solved collaboratively through consultations with expert
colleagues.
· To inculcate values of optimism, collaboration, and innovation
in our daily activities and work ethic to better inspire
colleagues and students to work just the same.
· An education system where collaboration and freedom of
professional inquiry are promoted; this will not all be of help to
the students but to my colleagues as well.
· Lastly, I envision a life-giving learning community rooted in
our core values of passion, equality, and determination guided
by the mission to bring out each child’s potential.
All of these will be made possible if accompanied by
unyielding support and active participation from the school
administration, fellow teachers, students, as well as their
parents. It is my mission, as a teacher leader, to actively change
a learning community.
Please join us in this exciting new process as we help
evolve our institution into a better and more productive
community for the children and for the administration. We hope
this partnership will result in improves facilities and services
for all our children and our families. We look forward to
working with you soon. Thank you very much for your time and
effort in this important process.
Sincerely,

3. REFERENCES:
Berry, B. (2014, October 21). Clearing the Way for Teacher
Leadership. Retrieved April 19,
2015, from
http://www.edweek.org/ew/articles/2014/10/22/09berry.h34.htm
l
Boyd-Dimock, V. (n.d.). Leading Change From The Classroom:
Teachers As Leaders. Retrieved
April 19, 2015, from
http://www.sedl.org/change/issues/issues44.html
What Does the Research Tell Us About Teacher Leadership?
(n.d.). Retrieved April 19, 2015,
from http://www.readingrockets.org/article/what-does-research-
tell-us-about-teacher-leadership
Donaldson Jr., G. (2007, September 1). What Do Teachers Bring
to Leadership? Retrieved April
19, 2015, from
http://www.ascd.org/publications/educational-

4. leadership/sept07/vol65/num01/What-Do-Teachers-Bring-to-
Leadership¢.aspx
Criteria
Emerging
Meets
Exceeds
Issue, Challenge, or
Problem to be Addressed
Issue, challenge, or problem was minimally identified
Issue, challenge, or problem was identified
Issue, challenge, or problem was clearly identified
Evaluate the issue
Evaluated the challenge vaguely in relation to five primary
areas: Background, Need, Constraints, Resources
Available, and Resources Needed
Evaluated the challenge objectively and thoroughly in
relation to five primary areas: Background, Need, Constraints,
Resources
Available, and Resources Needed
Evaluated the challenge more objectively and thoroughly in
relation to five primary areas: Background, Need, Constraints,
Resources
Available, and Resources Needed
Mission Statement
A concise description of the purpose for creating an action plan
to address the problem and how it will be addressed was
minimally articulated
A concise description of the purpose for creating an action plan
to address the problem and how it will be addressed was
articulated
A concise description of the purpose for creating an action plan

5. to address the problem and how it will be addressed was clearly
articulated
Goals
Goals minimally identified by:
S specific
M measurable
A achievable
R realistic
T time-bound
Goals identified by:
S specific
M measurable
A achievable
R realistic
T time-bound
Goals identified were clearly by:
S specific
M measurable
A achievable
R realistic
T time-bound
Action Steps
Action steps were minimally developed with little specification
provided for:
· Who will be responsible for coordinating or carrying out the
action?
· A time by which that action might occur.
· The intended outcome of the action
Action steps were developed including specification provided
for:
· Who will be responsible for coordinating or carrying out the
action?
· A time by which that action might occur.
· The intended outcome of the action
Action steps were clearly developed including defined
specification provided for:

6. · Who will be responsible for coordinating or carrying out the
action?
· A time by which that action might occur.
· The intended outcome of the action
One of the qualities of a good teacher leader is to have the
capability to clearly identify issues, challenges or problems.
This requires the teacher to follow the necessary steps in order
to achieve this. The first step is over viewing the case study.
For example, identify the current background facts that are
influencing the current problem/issue. The next step is
identifying the problem. For example, sort out a major problem
from a minor problem. The last step involves the linkage of
appropriate theory to the case evidence and problem.
A good teacher leader should also have skills in evaluating
issues effectively. Evaluation helps in the reflection and
identification of future change. Effective teacher’s evaluation
can improve teaching. Focusing on standards of performance
ensures there is conversation’s consistency and structure thus
creating a popular language to discuss teaching thus providing
the foundation for expectations. For instance, most teachers’
evaluations lead to determining the levels of teachers, either as
developing or effective on particular standards.
A clear articulation of the mission statement is also an
important quality of a teacher leader. This describes why a
teacher teaches in the first place, his/her goals and objectives.
For example my mission as a teacher would be to inspire,
motivate, support and encourage students by providing an
environment which is safe, secure, and loving so as to socially,
emotionally and cognitively educate them so they can develop
skills to build a life-long learning foundation.
The performance goals of the teacher should clearly follow the
SMART rule. For example by the conclusion of 2014-2015

7. school academic years, 85% of my students will have reached
the end-of-year reading benchmarks for my grade level.Action
steps should also be clearly established and also defined
specification provided. After the teachers identify goals, they
should establish a plan that drafts the course of action they will
undertake to achieve the goals. The action plan serves as an
opportunity in determining certain steps, time and resources
necessary to accomplish each and every goal.
Webliography: 6 Journal Articles
I. Alexandra Campbell. 2012. The Phenomenological Study of
ESL Students in a Project-based Learning Environment.
International Journal of Interdisciplinary Social Sciences.
Common Ground Publishing. Vol 6 Issue 11. Retrieved from
web.b.ebscohost.comcucproxy.cuchicago.edu.
This research study tried to investigate the vigor and frailty of
the New Tech project based learning environment. Focus is
given on the learning needs of ESL and ELL students. The study
was conducted in a New Tech school in Texas. English and
World History was combined in new tech schools. There is a
major thrust in project based learning where students are
instructed to work in groups using several resources provided
for especially in content learning. Learning English as a second
language are also included in the completed projects. Results
revealed that for ELL students, there is an adequate
opportunities for talk time with native speakers but limited time

8. for direct instruction of the content and language goals.
II. Hamed Mubarak Al- Awidi and Sadiq Abduwahed Ismail.
2012. Teachers’ Perceptions of the Use of Computer Assisted
Language Learning to Develop Children’s Reading Skills in
English as a Second Language in the United Arab Emirates.
Early Childhood Education Journal. Springer Science +
Business Media LLC. DOI 10.1007/s10643-012-0552-7.
Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.
This article explored the perceptions of ESL teachers in the use
of Computer Assisted Language Learning among students in the
UAE. The government of the UAE has instructed educators to
give priority in teaching the english among children so they
may be binlingual in order for them to be globally competitive.
CALL was established to teach and polish reading and listening
comprehension of young students. The article explored on the
reported on the benefit of the CALL like active interaction and
differentiated instruction. The hindrance of the CALL is the
deficiency of resources in UAE government schools which led
to the wise recommendations of the repondent ESL teachers that
may help out for CALL to be successful.
III. Kathearine Nielson. 2014. Can planning time compensate
for individual differences in working memory capacity?.
Language Teaching research. SAGE Publications. Vol 18 Issue
3. DOI 10.1177/136216881 3510377. Retrieved from
web.b.ebscohost.comcucproxy.cuchicago.edu.
This article is about language students both of high and low
working memory. There is a great advantage for those language
students with high working memory in learning a second
language. Didactic intervention is concluded by the author
confronting constraints by learners with low working memory
that may be beneficial for both students and instructors. It was
shown that planning time may be able to help out in the

9. processing time for students with low working memory. The
research subjected both high and end working memory students.
Results revealed that students with pre planning time offer more
fluent and complex speech compared with learners with no
planning time.
IV. Kristen Hummel. 2013. Target-Language Community
Involvement: Second-Language Linguistic Self-Confidence and
Other Perceived Benefits. Canadial Modern Language Review.
Vol 69 Issue 1. ISSN 008-4506. Retrieved from
web.b.ebscohost.comcucproxy.cuchicago.edu.
This article was about a research about french speaking students
studying in Quebec Canada. The author aimed in observing the
effects of interactions with French speaking students on their
linguistic self confidence in learning the English language. The
research made use of a qualitative method using semi structured
questionnaire. The respondents were given a chance to explain
their views on issues especially in learning English as a second
language. Results showed that active community participation
led to great linguistic self confidence among students whose
first language is French. The involvement of the community
enriched the English learning among the students. Along with
self-confidence, there is also an increased knowledge on their
respective fields of study and self-satisfaction.
V. Sharon Besser and Alice Chik. 2014. Narratives of second
language identity amongst young English learners in Hong
Kong. ELT Journal: English Language Teachers Journal. Vol 68
Issue 3. ISSN 0951-0893. Retrieved from
web.b.ebscohost.comcucproxy.cuchicago.edu.
This is an article discussing a research done involving the
problems encountered by English Language Learners.in

10. Hongkong. The group of students were primary school children
residing in Hongkong. The research also included the
importance of the value of education, culture and resources in
the learning the English language among these children. Along
with the English learning, these students are in the process of
developing narratives as English speakers. These two narratives
discussed are cosmopolitans and pragmatists. Cosmopolitan are
drawn on multiple sources such as access on economic and
social advantages while pragmatists had lesser resources that
are more doubtful on the future
learning potential.
VI. Shen Mei Lin and Priscilla Griffith. 2014. Impacts of
Online Technology Use in Second Language Writing: A review
of the Literature. Language Teaching Research. Reading
Improvement. Project Innovation Inc. ISSN 0034-0510.
Retrieved from web.b.ebscohost.comcucproxy.cuchicago.edu.
The article discussed the available literatures about
collaborative learning in second language writing using online
technology. Here in the United States, learning, speaking and
writing English became important, so that legal migrants are
able to learn English so they may easily blend with society. To
name a few of the advantages of collaborative learning with
online technology: there is an improved writing and critical
thinking skills, knowledge construction increased interaction
etc. The cognitive benefits are the most reported benefit while
the psychological benefits are the least reported. The benefits of
the collaborative learning and writing English overshadows its
drawbacks. This article also emphasized the importance of
learning English because of the phenomenal increase of
migrants arriving in the United States every day.

11. Identify the Issue to be addressed
Issues in second language learning.
Evaluate the issue
Background
Second language learning is whereby people seek to
learn a different language. It does not necessarily mean learning
a second language but learning any new language. Today we
live in a cosmopolitan world and there are interactions by
people from many tribes. Some people have taken upon
themselves to study other languages for a number of reasons.
Some reasons are professional, for example you might study
Chinese if you are going to work or do business with the
Chinese people. Others study second languages just to satisfy
their linguistic ambitions. Whichever the reason, people are
interested in studying foreign languages and this is not always
easy.
Need
In order to address this issue, we have to change how
people are taught second languages such as English. The
teachers need to be understanding and patient with the learners
and on the other hand, learners have to be willing to learn. The
two must come together to form a harmonious working
environment in order to facilitate learning.
Constraints
There are a number of problems that arise when it comes to
second language learning.
· Old teaching methods. People learn languages in lecture-style
lessons instead of practicing their vocabulary socially with their
peers in environments of low stress.
· The many changes in technology such as spell check have
limited need to learn spellings.

12. · Getting bored and distracted. People who are learning a new
language often suffer this problem and need to be motivated.
Resources Available
There are resources that can be summoned to tackle this
problem and make sure that it is easier for people to learn a
second language like English. We can have group members
going to various centers where people learn other languages.
Doing this will help us collect data on the teaching methods and
morale of the learners.
Resources Needed
There should be concentrated efforts from all quarters aimed at
solving this issue. Learning institutions could help solve some
of these problems by abandoning the outdated lecture-style
classrooms. Instead, they should focus on group learning in
order to reduce pressure and allow learners to thrive. Teachers
need to make classes more interactive while ensuring learners
don’t feel under pressure. This will make them more willing to
learn. These and other processes could help more people to
learn second languages.
Develop a Mission Statement
We have realized that many people want to learn a second
language but they face many constraints and hence we aim to
put our efforts together to come up with ways to make it easier
for these people.
Create Goals
Our efforts should help us achieve the following by the
end of the year:
Identify why some students learn quickly than others over the
same time period so as to understand the difference.
Visit some learning centers and convince them to adopt a group
work approach to teaching in future to help learners cope better.
Construct action steps
What
By Who?
By When?
Expected Outcome

13. Visit the various learning institutions that are involved in
teaching languages
All five members of the group
30th April 2015
To have a good basis of the learning methods that are applied
Benchmarking with learners in the institutions
All five members of the group
10th May 2015
To have a good understanding of the learners and gauge their
commitment and rate of understanding
Selecting of learning institutions
The group leader (Tina)
16th May 2015
To have a list of schools that the group can visit in order to
investigate learning and alert the administration of our
intentions
Creating an page on a social media like Facebook for the
learners
The group leader (Tina)
5th May 2015
To reach more students and get their honest views on the
problems they encounter during learning another language