Assessing Teachers In Their Leadership Role Is Important

Assessing Teachers In Their Leadership Role Is An Important Part Of En

Assessing teachers in their leadership role is an important part of ensuring the mission and vision of the school are continually promoted. School administrators should be observing teachers working within their leadership role to determine how to best support their development as a leader. Allocate at least 2 hours in the field to support this field experience. Observe the leader of a non-academic group, team, or club in an elementary or secondary setting. Assess the leader's guidance, participation, and demonstrated behaviors while the leader is working with the group.

In your observations, consider the leader’s purpose or role within the group, and the personal attributes and dispositions required to fulfill the leader's responsibilities. Consider how the leader ensures that the group promotes the mission and vision of the school. Meet with the teacher leader to discuss what you observed and provide feedback. Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor. Summarize your experiences in a word reflection.

Include the following: The leader’s guidance, participation, and demonstrated behaviors while working with the group. Incorporate PSEL Standards 1 and 6 into your reflection and describe how you will apply what you have learned to your future professional practice. APA format is not required, but solid academic writing is expected.

Paper For Above instruction

The role of teacher leaders in educational settings extends beyond traditional classroom instruction to encompass guiding peers, managing extracurricular activities, and influencing school culture. Assessing teachers in their leadership roles is vital for ensuring that school missions and visions are effectively promoted and that leadership practices align with professional standards. This paper reflects on an observational field experience where I assessed a teacher leader overseeing a non-academic group, evaluates their guidance and behaviors, integrates relevant professional standards, and contemplates how these insights influence my future practice.

During my two-hour observation of the teacher leader responsible for the school’s community service club at a secondary school, I focused on their guidance, participation, and demonstrated behaviors. The teacher's purpose within the group was to foster student leadership and social responsibility, aligning with the school's mission to develop well-rounded citizens. The leader displayed a warm and approachable demeanor, creating an environment where students felt valued and encouraged to participate actively. Their guidance was authoritative yet supportive, providing clear instructions while allowing students autonomy in decision-making. The leader’s participation was consistent and engaged, not only delegating tasks but also actively contributing to group discussions and initiatives.

The leader demonstrated essential personal attributes such as integrity, empathy, and instructional wisdom—traits critical for effective leadership. Their dispositions reflected a strong commitment to student development, evident in the way they inspired teamwork, managed conflicts diplomatically, and recognized individual contributions. Such behaviors exemplify the professional standards outlined in the Physically Educated School Leader (PSEL) Standards 1 ( mission, vision, and culture) and 6 (ethical and professional practices). Specifically, Standard 1 emphasizes leaders’ role in fostering a positive school climate aligned with the school's mission, which the leader enacted by promoting inclusivity and encouraging service projects that aligned with school values. Standard 6 involves modeling ethical behavior and professional integrity, which was evident in the leader’s transparent communication and respect for students.

Reflecting on this experience, I recognize the importance of deliberate, reflective observation in understanding effective leadership practices. The teacher’s ability to balance guidance with autonomy, demonstrate emotional intelligence, and connect the group's activities to broader school goals exemplifies effective leadership. These practices ensure that extracurricular groups support the morale and mission of the school, fostering a cohesive community.

Applying PSEL Standards 1 and 6 to future practice, I aim to develop a leadership style rooted in ethical integrity, inclusivity, and collaborative goal-setting. Understanding the significance of relational leadership, I plan to strengthen my interpersonal skills, facilitate shared purpose among team members, and provide targeted support to nurture leadership among colleagues. The insights gained from this observation reinforce that leadership extends beyond formal authority; it involves modeling professional behavior, cultivating trust, and guiding others toward a shared vision.

In conclusion, assessing teachers in their leadership roles through direct observation is a critical component of educational leadership. By focusing on guiding behaviors, personal attributes, and alignment with school standards and mission, educators can foster environments conducive to growth and achievement. This experience has enriched my understanding of effective leadership practices and underscored the importance of continuous reflection and professional development in becoming an effective leader in education.

References

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