Learning to Lead Assessing a School Based Teacher Leadership Programme
The Teacher Leadership Programme if the Kindergarten and Junior Section of the Karachi Grammar School is a five year old initiative added to an already existing Professional Development Programme, comprising of monthly workshops, peer observation and mentoring. The administration of this section of the school was the belief that teacher leaders required support to build on their skills of decision making and collaborative enquiry, in order to mobilize others to closely examine their practices and the context in which they work. To fulfill this need a programme was developed by two Professional Development teachers working in the school.
The theoretical framework guiding this programme is drawn from the Schools That Learn (200) by Peter Senge and his co authors. The course is based on the premise that a school, like any other organization, can take on a learning orientation by developing five key disciplines: personal master, shared vision, mental models, team learning and system thinking. The methodology used for the course is collaborative enquiry and reflection. Required reading is discussed in the light of classroom practice and individual understanding of the school culture.
The symposium will report and assess the effectiveness of the programme. The data has been collected from the Team Learning Journal, which is a cumulative reflective journal maintained by all the participants of the programme, periodic questionnaires and personal experiences.
The following issues will be the focus of discussion:
- The shift teacher leaders have made in their understanding of leadership.
- How far the course has helped to develop.
-Personal competence (self awareness and self management.)
-Social competence (awareness of others' feelings, needs and concerns, and developing a rapport with others) - The development in teacher leaders' understanding of: o How teachers beliefs, attitudes and values influence teaching and learning o How to build a sense of shared purpose among colleagues.
- How teachers beliefs, attitudes and values influence teaching and learning
- How to build a sense of shared purpose among colleagues.
The data points to the following as significant changes in teachers understanding, attitudes, and skills:
- Educational leadership should not be equated with positions, nor is it about charisma. There are no ready made solutions to teacher problems.
- A key factor fir any learning is the building of relationships through trust and o openness.
- A personal growth was recognized, especially in teachers' levels of patience and tolerance.
- A conscious effort is being made to improve conversational skills.
- Personal commitment, belief, energy and the ability to reflect and evaluate oneself are necessary for initiating change and sustaining its momentum.