569B Leadership Project

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This document outlines a proposed teacher leadership project to create an after-school Advanced Placement (AP) tutorial program. The program would provide tutoring 2-3 days per week to help students prepare for AP exams through counseling on test-taking skills, timed writing, and practice exams. The goals are to increase AP enrollment and the percentage of students passing the exams. The role may cause tensions but requires vision, planning, communication, being a role model, and adapting based on data analysis. Personal growth comes from taking ownership and finding opportunities for professional development and future leadership.

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The path of learning requires that students demonstrate the mastery of both skills and concepts in any class. In the traditional model of mastery in higher education, both formative and summative assessments are conducted via a rigid set of assignments, activities, and tests that require all students to perform the same set of skills for each concept mastery demonstration. The idea of choice in the classroom is a concept of Universal Design for Learning (UDL), and while choice can be easily produced for content delivery (text, audio, video, interactive materials), assessment of both skills and concept mastery is not addressed in most classrooms. This leads to the development of homogenous courses and assignments where many students show objective mastery via exams and subjective mastery via writing. Students can be given choice on their demonstration of mastery without undue burden on the faculty member while also creating increased mastery of skills important to their respective fields. In business, a fungible asset is one that is mutually interchangeable. In this case, I am applying the concept of fungibility to learning assessment. Faculty can give students choice; but, in order to create fungible assignments that do not, faculty must ensure that proper design of instruction and assessment is used. In order to facilitate the assessment of fungible assignments, faculty must be able to create clear and concise criteria for assessment that tie directly to objectives for learning. Allowing students to choose how they show their knowledge of concepts and mastery of skills gives them control over their learning and ultimately improving educational outcomes.

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n my work as a teacher educator over the past twenty years, the preparation of teacher leaders has been a guiding force (Phelps 1994). Informal surveys of my teacher candidates reveal that most intend to become leaders in their schools. Yet, achieving this goal involves more than a targeted outcome and willing participants. Helping teachers become leaders requires not only a desire to meet the challenge but also a definite plan. In this article, I present a model for shaping teacher leaders. Teacher educators, school administrators, and current teacher leaders can apply this tool to different work settings as they help more teachers to become leaders. Defining a Vision Before teachers can adopt leadership as a possibil- ity, they must understand its meaning. Definitions of leadership abound; however, sometimes the simplest is best. In this case, Barth’s (2001) view of leadership as “making happen what you believe in” is ideal (85). By removing job position from the picture, this definition suggests that anyone can be a leader. As Daniel- son (2006) indicates, teacher leaders are not typically appointed to a designated position, yet they comple- ment administrative leaders. Implicit also in this leadership viewpoint is knowing what one believes or espousing a vision and understanding how to achieve that vision. Having a vision is an essential building block for teacher leadership (Barth 2001). At the preservice level teacher candidates should articulate their beliefs as part of professional education coursework and field experiences through journal entries and other reflective activities. Administrators and mentor teachers can assist beginning and veteran teachers with the refinement of their belief systems, going beyond the oft-touted “all students can learn” mantra. Time at faculty meetings can be devoted to sharing diverse beliefs about teaching and learning and discussing how teachers’ beliefs influ- ence classroom practices. Administrators can encourage teachers to post vision statements on their Web sites and their classroom walls as well as include such statements on course materials provided to students and parents. Here is a teacher’s sample vision: This school and my classroom should be a community of students and teachers who feel safe enough to make mistakes, to share insights, and to take risks. The pri- mary goal of the learning environment should be to engage teachers and learners in the process of thinking. In creating this environment, careful planning and posi- tive relationships are essential elements. Because modeling makes a difference in learning, I will strive to uphold high standards and expectations and to develop better problem-solving skills. Helping Teachers Become Leaders PATRICIA H. PHELPS Patricia H. Phelps, EdD, is a professor in the Department of Teaching, Learning, and Technology at the University of Central Arkansas, Conway. Copyright © 2008 Held.

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