Best Practices in Instructional Design & Use of Learning Technologies

TEACHER LEADERSHIP & DEEPER LEARNING FOR ALL STUDENTS

In this new paper commissioned by the Ford Foundation, Barnett Berry makes the case for how a system of teacher leadership and learning can fuel deeper learning for all students. 

Here is what the paper tackles:

examines current reforms’ limitations and notes some promising emergent examples, (like Social Justice Humanitas Academy in LAUSD); summarizes 30 years of research about how teachers learn and lead (also drawing on stories of teachers CTQ has worked with since our founding in 1998); identifies three promising shifts that could be leveraged to create an effective system of teacher leadership and learning; and
describes next steps that stakeholders (including policymakers, USDOE, state education leaders, superintendents, and others) can take to advance teacher leadership toward a more equitable public education system.  

The infographic below reveals 3 big changes we can leverage now to improve public education for all students.

Learn more / En savoir plus / Mehr erfahren:

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=LeaderShip

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Situational+Leadership+Theory

"You won’t find these functions described in job descriptions, nor will you find someone with a title like “risk-taker.”  You won’t find these roles being incentivized, or formally evaluated or even recognized, as a rule.   Like many aspects of an innovation culture, they happen – serendipitously – or they don’t.  And because the roles are elusive and difficult to measure, they can go unappreciated and unnoticed.  And then they gradually fade away.

But if you look hard in your organization, trust your own judgment, and use your best observational skills, you can find, nurture, and acknowledge these key individuals and keep their critical skill sets alive . . . and growing."

A ces qualités nécessaires, j'ajouterai la maturité, la générosité et la duplicité.