Teaching is complex work that requires individuals to
draw upon their knowledge of disciplinary content, human development, pedagogy, diverse student backgrounds, and local context. Teachers apply this knowledge daily to influence what to teach, when to teach, and
how to teach. This type of sophisticated professional judgment cannot be legislated
directly. Rather, resources must be allocated to ensure that teachers have the
support and work in settings that develop the knowledge and instructional leadership they need to make informed and well-reasoned
pedagogical decisions.
The solution begins with adopting the view that teaching
is not a skilled occupation, but a learned profession. Teachers are educational
leaders who create and sustain learning communities in their classrooms, in their schools, and in their profession. Teachers collaborate with their colleagues and other professionals, with parents, and with other members
of the community to enhance school programs and student learning. In the case of teachers, this means
· Regular reflection with colleagues about teaching practices
· Regular workshops with curricular leaders
· Regular opportunities to examine student work, not only to assess student progress, but to inform instructional and
programmatic decisions
· Regular meetings with colleagues and local community leaders that address the conditions of schooling.
· Building trust with students, parents and community
· Exercising professional integrity and judgment
· Learning with and from the students, colleagues and others in communities of learners
· Motivating and inspiring through sharing the vision
· Creating opportunities for students to share their learning with their classmates, school mates, parents and community
· Inviting parents and members of the community to share their knowledge and skills in supporting classroom and school
activities
· Innovating and effect change through decision-making, initiating change, and evaluating and communicating results
· Engaging others through shared problem-solving and conflict resolution
· Acting both as team members and as team leaders
· Acknowledging and celebrating effort and success.
Rationale
I believe the teachers can lead the way in creating the multiple measures accountability system
our students, parents, and communities deserve. Teachers are committed to their own development and continually analyze,
evaluate and enhance their professional practice. They understand that the contexts in which they work are continuously evolving
and changing and the need to adapt and respond to these changes. They work closely with parents to acknowledge that the education
of students is a shared enterprise. They uphold high professional ethics with
regard to their own conduct and that of others, and respect their students and value their diversity. They act professionally
at all times in their dealing with their students, peers, members of the profession and members of the community.
According to me teachers engage with diverse student populations representing equally diverse
communities. They meet these challenges by forming professional relationships
at all levels of the community. It is within this context that teachers design and manage learning experiences for individuals
and groups of students that value opportunities to actively engage with other members of their profession and their wider
school communities. They work productively with colleagues and other professionals to enhance the learning of their students,
and understand and value the importance of close links between the school, home and community in the social and intellectual
development of their students. They understand and foster the critical relationship between them and the student. This is
a relationship that is underpinned by trust, respect and confidence.
Professional Leadership:
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