Teacher Leadership & Student Empowerment
How can teacher leadership induce student empowerment, particularly in literacy achievement and leadership?
Teachers As Leaders, Spring 2011
Through prime modeling of teacher leadership, Dr. Carol Pope, helped her students find their voice and hone their passion as teacher leaders. Through relevant research, reflection, refraction, and understanding ourselves as advocates in the public eye--we soon began to feel the reality of our leadership. Through an individualized leadership project, I explored one of my strongest passions as a teacher leader which is student empowerment. I am interested in preparing students to lead through my own modeling as a teacher leader. I am especially interested in empowering students in their academic endeavors, as well as, their service as leaders in their school and beyond.
I believe that student empowerment must be developed early in student’s lives. Teachers are responsible for preparing leaders ready to take action as global citizens. In order for students to lead in the future they must cultivate their leadership skills in the classroom and community. I focused on four areas to scaffold student empowerment: student choice in academia pursuits, in-school leadership opportunities, service learning, and school-university partnerships. I pose that student empowerment through teacher leadership can revolutionize the school climate.
Through prime modeling of teacher leadership, Dr. Carol Pope, helped her students find their voice and hone their passion as teacher leaders. Through relevant research, reflection, refraction, and understanding ourselves as advocates in the public eye--we soon began to feel the reality of our leadership. Through an individualized leadership project, I explored one of my strongest passions as a teacher leader which is student empowerment. I am interested in preparing students to lead through my own modeling as a teacher leader. I am especially interested in empowering students in their academic endeavors, as well as, their service as leaders in their school and beyond.
I believe that student empowerment must be developed early in student’s lives. Teachers are responsible for preparing leaders ready to take action as global citizens. In order for students to lead in the future they must cultivate their leadership skills in the classroom and community. I focused on four areas to scaffold student empowerment: student choice in academia pursuits, in-school leadership opportunities, service learning, and school-university partnerships. I pose that student empowerment through teacher leadership can revolutionize the school climate.
Examples:
Student choice in academia pursuits: Class instruction is provided by the teacher as student-centered and inquiry-based. Student learning is collaborative and the classroom environment is inspired by the theories of John Dewey and James Beane; i.e. “students as active-little scientists” and “democratic in function”. Students pursue inquiry learning by developing a compelling question and researching his own questions analytically. Students create a response through high-quality note-taking and a web 2.0 or technology products (i.e. public service announcement on VoiceThread to educate a global audience). In-school leadership opportunities: Through teacher leadership and collaboration of myself and colleague, Kelly Gay, the “Covey Cadet” program was developed and facilitated to prepare leaders in the 7th grade to assist teachers and peers in the practice of the Covey habits (Steven Covey, 7 Habits of Highly Effective Teens). The mentoring of these student leaders has helped support students in designing and running school service projects such as, anti-bullying week, a free-expression jam against bullying, literacy kits for neighboring elementary schools, clothing drive for Fox Road Elementary, etc. Throughout the duration of this program students have continued to develop their leadership skills and have benefited academically and individually as leaders. Service-Learning: Through service learning students gain valuable experiential learning as leaders. For example, the Helping Hands program at CCMMS is guided by teachers at the school. The group is comprised of African American adolescents to help prepare them as academic and community leaders. These young men enjoy working with younger peers at neighboring schools, such as, Brentwood Elementary, and promote literacy for youth through a reading program. School-university Partnerships: Through collaborating with NCSU pre-service teachers, professors Dr. Pope, Dr.Beal, and Dr. Lodge McCammon during The Outsiders Project for the past several years, literacy engagement and leadership through collaborative learning has been a huge success. Students have been able to deepen their content knowledge while developing key teamwork skills. Students also realize the importance of furthering their education when working with their university partners. Together, all parties benefit greatly from the shared leadership and vision of this project. |
Future vision as a teacher leader
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