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Teacher Leaders: Self Perceptions and Training Needs

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Title: Teacher Leadership Author: Rhonda D. Barnes Last modified by: SOE Created Date: 5/8/2003 2:52:06 PM Document presentation format: On-screen Show – PowerPoint PPT presentation

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Learn more at: http://www.ctl.vcu.edu
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Title: Teacher Leaders: Self Perceptions and Training Needs


1
Teacher Leaders Self Perceptions and Training
Needs
Terry Dozier, Director Rhonda Nikki Barnes,
NBCT-in-Residence Center for Teacher
Leadership Virginia Commonwealth
University School of Education
2
Survey
  • The survey sought to discover recognized
    teachers
  • Self perceptions
  • Perceptions of the characteristics of a teacher
    leader
  • Leadership roles played and training received
  • Desired leadership roles
  • Needs with regard to training

3
Methodology
  • Purposeful sample of recognized teachers
  • Teachers of the Year
  • National Board Certified Teachers
  • Disney Teachers
  • Milken Educators
  • Presidential Math and Science Awardees

4
The Sample
  • Teacher listservs and networks
  • National Teacher Forum Listserv
  • NBPTS Network Advisory Committee Networks
  • Southeastern Virginia NBCT Network
  • Virginia Teacher Forum

5
Respondents
  • Survey link was sent to approximately 300
    teachers, 179 responded (60 response rate).
  • Virginia was over sampled
  • 37 states had at least one respondent, most
    likely a former State Teacher of the Year or
    runner up.

6
Years of Teaching Experience
7
Areas of Recognition
8
Recognized Teachers are Confident About
Themselves as Teacher Leaders
97
96
82
9
Self Perception of Leadership Skills
I have the knowledge and skills to. . .
10
Teacher Leaders Lack Confidence in Key Areas
I am knowledgeable about. . .
11
Self-Perceptions in the Area of Educational Policy
I am knowledgeable of the needs of educational
policymakers and skilled at discussing
educational policy with them. (N 177)
1
23
25
40
11
12
Strongly Agree Characteristics
  • Of the 20 teachers who indicated they strongly
    agree
  • 15 were Teachers of the Year (TOYs) 75
  • 11 were NBCTs 55
  • Of the eleven NBCTS, 6 (54) were also TOYS
  • ALL who responded strongly agree were TOYS,
    NBCTS, or Both

13
Teachers of the Year More Confident in the Policy
Arena
  • I have knowledge of and am skilled at
    discussing policy.
  • 57 of TOYs strongly agree/agree
  • 26 of NBCTs strongly agree/agree
  • The best combination appears to be TOYs who
    are also NBCTs
  • 63 of the TOY/NBCT combos strongly agree/agree

14
Important Characteristics of Teacher Leaders
15
Disconnect Between the Perceived Role of Teacher
Leaders and the Skills Needed
16
Most Common Leadership Roles
  • Staff Development (93)
  • Curriculum Development (84)
  • Grade Level/Department Chair (84)
  • Mentoring New Teachers (82)
  • Coaching Experienced Teachers (65)

17
Training Received
  • Have you received training for ALL of the
    leadership roles you have played? (N177)
  • Yes 18
  • No 82

18
Mentoring and Coaching
38 NT
47 NT
19
Educational Policy and Issues
53 NT
79 NT
20
Desired Leadership Roles
  • Please select the TOP THREE areas in which you
    have NOT served as a teacher leader but would
    like to serve as one. (N 179)
  • TOP THREE ARE
  • Teacher Recruitment
  • Educational Policy and Issues
  • Advisor to Policymaking Group
  • 95 of the respondents chose one of these
    three areas.

21
Recognized Teachers Want Training to Help Them
Become Effective in the Policy Arena Top 3
Aspects of Teacher Leadership in Which Additional
Training is Needed
22
Training Needed
  • Please select the TOP THREE aspects of teacher
    leadership for which you feel you need additional
    training (N179)
  • Every respondent chose Understanding
    Educational Policy and Issues or Working
    Collaboratively With Educational Policy Makers as
    one area in which they needed training.

23
Barriers to Teacher Leadership
  • Time
  • Lack of training

24
Conclusions
  • Self Perceptions
  • Characteristics of a Teacher leader
  • Lots of leadership roles/positions
  • Not trained for all
  • Almost no leadership in policy and those who did
    leadhad no training
  • Recognized teachers want to be trained in and
    have opportunities to influence educational
    policy.

25
Teacher Leadership Pyramid
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