Early Childhood Teacher Educators Building Capacities in Future Teacher Leaders - PowerPoint Presentation

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Early Childhood Teacher Educators Building Capacities in Future Teacher Leaders

--

Pamela

Owen,

Ed

.D

., Mount Vernon Nazarene

University

--

Krishana

White,

M.Ed.,

Mount Vernon Nazarene

University

--Mary

Barbara

Trube

,

Ed.D

., Ohio University, Chillicothe

--Laurie

Katz, Ph.D.,

with Michele Sanderson, The

Ohio

State University

--William

Mosier, Ph.D., Wright State

University

OAECTE members

To discuss strategies and practices used in Early Childhood Education teacher preparation programs to develop teacher leadership

skills in pre-service teachers.

Our Purpose

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

“the process by which teachers…influence their colleagues, principals, and other members of the school community

to improve teaching and learning practices with the aim of increased student learning and achievement” (

n.d.

, p. 10).

In 2008, individuals from five states, including Ohio, formed the Teacher Leadership

Exploratory Consortium.

Teacher Leadership: Defined by the Teacher Leadership Exploratory

Consortium

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning Domain II: Accessing and Using Research to Improve Practice and Student Learning

Domain III: Promoting Professional Learning for Continuous Improvement

Domain IV: Facilitating Improvements in Instruction and Student Learning

Domain V: Promoting the Use of Assessments and Data for School and District Improvement

Domain VI: Improving Outreach and Collaboration with Families and Community

Domain VII: Advocating for Student Learning and the Profession

Teacher Leadership Standards

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Pamela M. Owen,

Ed.D

; Mount Vernon Nazarene University

Early Childhood teacher educators intentionally plan for and employ strategies and practices to promote pre-service teachers’ leadership skills in programs of teacher preparation.

Pre-service

teachers are prepared for their future roles as teacher leaders in order that

they develop skills

of communication, collaboration, reflective practice, appreciative inquiry, peer mentoring, and/or action research.

We

Propose

that…10/29/15 OCTEO

Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

Early childhood teacher educators may adapt and integrate

the seven dimensions of teacher leadership set out in the Teacher Leader Model Standards

a

s our institutions for teacher preparation (e.g. universities, school districts, agencies) move toward the clinical model with

strong partnerships and professional learning communities, (Teacher Leadership Exploratory Consortium, 2008).

The Need

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

Creating awareness of these standards helps to build capacities for leadership(knowledge, skills, sense of self) in future Teacher Leaders

.

You can identify and

adapt our strategies appropriate at the ECE level to additional licensure areas.

Our Examples

Our Hope

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

These standards have indeed caused me to wonder how I encourage my teacher candidates to become teacher leaders.

The

TLMS are

literally cross-walked with other standards as well as simply reflecting standards of various SPAs. I can see the influence of the NAEYC standards.

Thus, several assignments, projects, and strategies I currently use do indeed promote leadership and I will share those ideas here.

Teacher Leader Model Standards (TLMS) were designed for the purpose of promoting teacher leadership and dialogue.

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

The TLMS has given me a lens with which to view

teacher leadership and show that picture to my candidates. The TLMS are demanding; they

outline

high but reasonable expectations

for teachers. Our candidates will benefit from exposure to these standards as early as possible. My work begins when the candidates are sophomores

enrolled in a field experience known as the Preschool Field.

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

The preschool experience is grounded in DAP. This field is a three hour block of time in the preschool classroom for 15 weeks. Several assignments and procedures are

in

place to promote the vision of teacher leadership.

1. Journaling grounded in the Five Guidelines of DAP

2. Collaborative Planning & TeachingI

am using this experience to attempt to help them see themselves as professionals. Embedded in

that

vision is leadership. Preschool Field

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

Journaling Strategy

Domain

3 of the TLMS states that, “The

teacher leader understands the evolving nature of teaching and learning,

established and emerging technologies, and the school community. The teacher leader uses

this knowledge to promote, design, and facilitate job-embedded professional learning

aligned

with school improvement goals.”

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

The observations and journal entries also “facilitates professional learning among colleagues,” domain 3c.

Feedback is given

to

the candidate by the university

supervisor; the

classroom

teacher

is aware of the interaction.

This triangulation promotes learning and creates a teaching team. It provides the foundation for further collaborative work that

is included

in the field.

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

Collaborative Planning and Teaching Strategy

Candidates use this emerging understanding of the nature of teaching and learning to begin their

work

to design curriculum that is team-based

(university supervisor, cooperating teacher, preschool classroom teacher, and peers) and aligned with the Ohio Early Learning Standards and

the

specific school goals (Domain 3a).

LESSON PLANNING

The procedures we use creates a process that ultimately leads to meeting Domain

3e, to “work with colleagues to collect, analyze, and disseminate data

related

to the quality of professional learning and its effect on teaching and student learning.”

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

Domain 3g,

“

provides constructive feedback to colleagues to strengthen teaching practice and improve

student

learning.”

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

When the candidates learn to value this process this practice will more naturally flow from them and

hopefully

they will more easily transition into a role of teacher

leader.

The preschool field, as a whole, also meets Domain 4, “Facilitating Improvements in Instruction and Student Learning

. The

teacher leader demonstrates a deep understanding of the teaching and

learning processes and uses this knowledge to advance the professional skills of colleagues by being a continuous learner and modeling reflective practice based on student results. The teacher

leader works collaboratively with colleagues to ensure instructional practices are aligned to a shared vision, mission, and goals.”

Results

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University

It is understood that these are beginning teachers who are barely connecting to their profession. However, these strategies are effective in enhancing teacher leadership behaviors among our

candidates

.

Our desire to promote teacher leadership could be strengthened by making direct

connection to the TLMS within the assignments. More discussion about teacher leadership

would

also help the candidates make stronger connections to their profession and practice thus

improving their focus regarding their professional vision. Conclusion

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Pamela M. Owen, Ed.D; Mount Vernon Nazarene University