Teacher and Administrator Perceptions of Essential Leadership Skills to Enhance Co-teaching PDF Download

Author: Brooke Ann Cortese
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 105

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Book Description
The purpose of this study was to ascertain the perceptions of general education teachers, special education teachers and administrators on essential leadership skills to enhance co-teaching. Seventy-two participants, including 55 general education teachers, 5 special education teachers and 12 administrators, volunteered from 2 school districts in southeastern Pennsylvania for this qualitative study. The data sources for this study included a researcher-designed survey, open-ended questions and personal interviews. Results of the study indicated general education teachers, special education teachers and administrators present similar views on their perceptions of essential leadership skills, knowledge and qualities to enhance co-teaching. Most participants agreed the specific skills essential for leadership are communication and flexibility. Participants found the knowledge necessary for leadership to enhance co-teaching include understanding how collaboration works, having a vast repertoire of team work concepts, holding common norms and sharing accountability for program implementation and enhancement. Teachers and administrators agreed the essential quality for leadership is respect, along with integrity and understanding in addition to collaboration and communication. Finally, allocating staff and securing funding were the most challenging obstacles for leadership and are becoming increasingly limited due to the current economic conditions.

Author: Carrie Lee Hedrick
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 273

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Book Description
This study explored administrators' perceptions of and perceived role in the inclusive instructional setting known as co-teaching. In order to understand the participants' perceptions of co-teaching, the interviews explored their perceptions of their overarching roles in reference to the following: the school change that has occurred through federal laws; how school culture was created in their schools; how they are an instructional leader; and how they manage their school. From these overarching roles of an administrator, the participants were then asked to explore how co-teaching fits into those roles. From those conversations many consistent and inconsistent themes were revealed about the roles of an administrator in today's age of accountability through federal laws and regulations. The participants explained the increase in accountability, requirements for quality staff, the benefits and challenges of co-teaching, and the need for administrators as instructional leaders. They reflected on the decreases in provisions, the division between special and general education, and the limited local control of education. They elaborated on the role conflict and role strain they felt as an administrator. The inconsistent themes shed light on the lack of training about co-teaching for administrators and teachers and differences in expectations of co-teachers between the cases, so the evaluations of co-teachers are not consistent across Smith District. The administrators desired for a tiered evaluation tool for educators and more control over teacher salaries. The final inconsistency was the type of quality of teachers required primary verse secondary schools.

Author: Charlotte Danielson
Publisher: ASCD
ISBN: 141660331X
Category : Education
Languages : en
Pages : 170

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Book Description
Charlotte Danielson gives individuals and schools a practical framework for tapping teachers' leadership potential and marshaling their efforts to better educate students and create a stronger learning community.

Author: Lisa L. Jones
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 139

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Book Description
This qualitative study investigated the perceptions of teachers and administrators regarding the impact of fostering and developing teacher leadership. Twenty-four public school teachers and six public school administrators participated in this study. Data were collected through the use of online surveys as well as individual interviews with a limited number of teachers and administrators. The data were collected and analyzed according to the perceptions of teachers and administrators regarding the utilization of teachers in the school setting, the personal characteristics needed in a teacher leader, and the effective methods to develop and foster teacher leadership capabilities. The results of this study suggested that the participating teachers and administrators generally agreed on the types of roles teacher leaders fill in the school setting, which include team, committee, or department chairpersons, communicators, and curriculum and instruction influencers. The perceptions regarding the necessary characteristics and skills of teacher leaders included content area knowledge and instructional techniques, strong interpersonal skills, and the ability to communicate in a collaborative and assertive manner. The findings of this study also revealed that teacher and administrator participants perceived that the development of teacher leaders is fostered through collaboration with the building principal and also occurs when teachers are presented with opportunities to use their leadership skill set. Additionally, educators suggested that teachers would benefit from specific leadership skill training. Although this study had a small sample size, the identified findings concurred with previous research and may prove beneficial to educational professionals who wish to improve student achievement and promote positive school cultures by fostering and developing teacher leadership.

Author: Elaine L. Wilmore
Publisher: Corwin Press
ISBN: 1452294119
Category : Education
Languages : en
Pages : 153

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Book Description
Wilmore integrates school reform research with strategies for increasing classroom leadership capacity and offers a global perspective on classroom teachers' participation as leaders of students and schools.

Author: Anne M. Beninghof
Publisher: John Wiley & Sons
ISBN: 1119653339
Category : Education
Languages : en
Pages : 320

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Book Description
Guaranteed Success for the Co-teaching Classroom Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination—not simply general educators. You'll find sections on everything from co-teaching in literacy and speech-language therapy to special education and technology so that, no matter what subject matter or expertise, you'll be prepared to co-teach. This book is written to provide concrete, actionable advice, including: Co-Teaching Roll Out Plans Leadership Guidelines Relationship Development Best Co-Teaching Models Specially Designed Instruction And more Educators will have the opportunity to learn from other experienced co-teachers who share their personal stories, tips, and tried-and-true co-teaching techniques that lead to student success. Their creative, time-efficient approaches will revolutionize the way you view your classroom teaching strategies and enhance your ability to collaborate with other educators. Whether you are planning to build your co-teaching strategy from scratch or just looking to refine your current approach, Co-Teaching That Works will undoubtedly be a priceless resource to have in your professional toolbox.

Author: Anita Pankake
Publisher: Routledge
ISBN: 1317664329
Category : Education
Languages : en
Pages : 203

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Book Description
Lead With Me, 2nd Edition provides courageous principals with the tools for partnering with teachers in the student learning and improvement process. This practical guide explains the skills teacher leaders need and offers advice for principals who wish to engage teachers in learning these skills. Packed with stories and examples from educators in the field, this second edition explores how to: Build mutual trust and accountability with teachers and faculty Encourage and facilitate professional development Carefully manage the distribution of power and authority by involving faculty members in decision-making. The revised second edition provides a variety of helpful tools—PowerPoint presentations, reflection questions, activities for professional learning sessions, and annotated lists of additional resources—that can be downloaded as eResources: www.routledge.com/books/details/9781138785588.

Author: Linda Lambert
Publisher: ASCD
ISBN: 0871207788
Category : Education
Languages : en
Pages : 143

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Book Description
Following the publication of Building Leadership Capacity in Schools in 1998, Linda Lambert visited educators around the world to see how they had applied the ideas presented in her book to their schools and districts. Though everyone she spoke with agreed on the importance of high leadership capacity, they also had many questions about how best to achieve this goal. Leadership Capacity for Lasting School Improvement is the author's attempt to answer those questions. The book begins by outlining the five major prerequisites for high leadership capacity: * Skillful participation in the work of leadership *Inquiry-based use of data to inform decisions and practice *Broad involvement and collective responsibility for student learning *Reflective practice that leads to innovation *High or steadily improving student achievement In addition to providing a comprehensive overview of steps schools should take to meet these criteria, Lambert quotes at length from her discussions with educators to provide a view of leadership enhancement techniques in practice. She also includes helpful rubrics and surveys that teachers and administrators alike can use to personally assess their leadership skills. Combining the author's own insights with real-life examples and practical exercises, Leadership Capacity for Lasting School Improvement is an indispensable guide to enhancing and sustaining a culture of leadership in any school.

Author: Asher Samuel
Publisher:
ISBN:
Category :
Languages : en
Pages : 306

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Book Description
Co-teaching has emerged as a strategy for ensuring that SWDs are taught to the general education curriculum while receiving specially designed instruction within the least restrictive environment (LRE) appropriate to their needs. One of the most important components of co-teaching is the relationship between the two teachers (Kohler-Evans, 2006), which has been described as a professional marriage (Friend, 2010). However, there is limited information on the factors influencing their relationship.This study seeks to add to the body of knowledge in co-teaching by studying if teaching experience has an effect on co-teachers' perception of their teamwork. Participants will include special and general educators who are currently paired with a co-teacher and come from eight, urban, diverse, public school districts in the northeastern part of the U.S. Co-teachers from grades K-12 will be invited to complete the Tuckman Team Maturity Questionnaire (TTMQ). This study will conduct a series of multivariate regressions using four independent variables (relationship age, primary role, school culture, and openness), three covariates (years of teaching experience, years of co-teaching experience, and grade band), and four dependent variables, the Tuckman stages of small group development (forming, storming, norming, performing). Further research of the co-teaching relationship is required as results may inform school administrators and district support staff in cultivating high performing co-teaching partnerships.

Author: Martin L. Krovetz
Publisher: Corwin Press
ISBN: 1483351661
Category : Education
Languages : en
Pages : 217

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Book Description
The authors present teachers' own observations and reflections on leadership to demonstrate how teacher leaders can help close the achievement gap.