CIT COLLEGES OF PANIQUI FOUNDATION INC.

Burgos Blvd. Poblacion Norte, Paniqui, Tarlac

Corpuz, Alvin Jr. V EDUC 3 (CHAPTER 4)

BSED 2-C Mrs. Josefina Mendoza

1.What are the ways in which teacher leaders share their best practices?
The most dynamic educational leaders today often are the teacher leaders
working in classrooms. Throwing their classroom doors wide open to learners, peer
colleagues, families, and community alike, today's teacher leaders are always on the
lookout for ways to enhance their teaching practice - through the use of new
technologies, through professional development, through discovering and sharing the
talents of the people living in their surrounding communities.
Collaboration between lead practitioners and teachers is a powerful
professional development activity that can help teachers improve their subject
knowledge, think about teaching strategies in different ways and learn new ideas
to try in the classroom.
In fact, teachers have been found to learn more from each other than with
mentors or in traditional classes and workshops. Even better news is that teachers
using collaborative practices are more innovative in the classroom, hold stronger
self-efficacy beliefs, and have higher job satisfaction 
Educational and teaching expertise is a powerful gift, especially when
shared. 
Some teachers may have solved problems with access to the same resources in the
same context as others who haven’t been able to solve them yet (also known as
‘Positive Deviance Inquiry’). Sharing each other experiences can help to discover
these successful behaviors and strategies and promote their adoption.
But not only does it help the recipient of the shared knowledge, it also greatly
benefits the teacher who’s sharing it.
Nothing helps to effectively acknowledge what someone already knows and
realize how well-versed they are on certain topics like sharing does. Sharing their
expertise means having new conversations that open up what they have learnt to a
new perspective, helping them and others to grow. Sharing good practice builds a
teacher reputation as a leader in your school and increases their professional
value. Rather than telling people they’re an expert, sharing lets other teachers
discover it for themselves in a way that helps them to raise their own level of
expertise.

2.How is role modelling being done by teacher leaders?

A role model is a person who inspires and encourages us to strive for greatness,
live to our fullest potential and see the best in ourselves. A role model is someone we
admire and someone we aspire to be like. We learn through them, through their
commitment to excellence and through their ability to make us realize our own
personal growth. We look to them for advice and guidance.
A role model can be anybody: a parent, a sibling, a friend but some of our most
influential and life-changing role models are teachers.
 Teachers follow students through each pivotal stage of development. At six to
eight hours a day, five days a week, you as a teacher are poised to become one of the
most influential people in your students’ life. After their parents, children will first
learn from you, their elementary school teacher. Then, as a middle school teacher, you
will guide students through yet another important transition: adolescence. As children
become young adults, learning throughout middle school and into high school, you
will answer their questions, listen to their problems and teach them about this new
phase of their lives. You not only watch your students grow you help them grow.

3.What attributes do teacher leaders show as Agents of innovation?

Innovative educators often seek out unique educational experiences that help them
develop a global awareness of the education system, satisfy their curiosity about how
education works in our own nation and abroad, and gain firsthand knowledge of the
diverse expectations their students' families bring to the classroom regarding
education.

Imaginative: Not just are inventive instructor innovative individuals, they will in
general praise inventiveness in the entirety of its structures. Inventive teachers
understand the significance of tackling and supporting the inventiveness of their
understudies. A piece of this cycle incorporates praising distinction in understudies
and separating guidance to address the issues of understudies. Inventive educators
realize that permit understudies to investigate their own innovative potential.

Cooperative: Innovative instructors esteem joint effort and flourish in these sorts of
settings. Not exclusively does the synergistic lead to a common normal vision, yet it is
through joint effort that one acquires new bits of knowledge and points of view.

Fearless: Innovative teachers are at their heart, bold. They relish freedoms to learn
new things are not reluctant to face challenges in their learning and instructing. They
don't see botches as disappointments, however as freedoms to develop and attempt
once more. Their fortitude is motivating!

Inquisitive: Curiosity is a component that imaginative instructs have. They are

normally curious and love to investigate groundbreaking thoughts.

Associated: Teachers who are considered creative are associated with their general
surroundings. These associations can advance, local area situated, and additionally
arranged toward proficient turn of events. Creative educators are likewise profoundly
associated with the requirements of their understudies.

Empathetic: Compassion is a fundamental attribute that creative instructors should

have. To turn out to be completely connected with and persuaded about learning,
understudies should feel that their instructors care for them. Sympathy rules.

Submitted: Above all else, the imaginative instructor is focused on long lasting
learning. They understand that this type of responsibility is important to be really
inventive and give their understudies the most ideal instructive experience. Inventive
teachers are likewise dedicated to intelligent practice. They perceive the worth
reflection has on improving their education.
4.Discuss the different stages of teacher's journey toward transitioning into
leadership roles.

The Eight Stages

 
Stage Definition Dominant Coaching Should Training Should
Attitude Address: Address:

1. Resistance Teachers Antagonistic Reassuring How the devices

avoid using teachers that are used (with
the new things will be fine concrete examples
technology and asking for to quality
teachers to pedagogy). I found
develop a that asking a “low-
framework for tech” teacher with
adoption — great great pedagogy to
teachers need to help develop
be asked for training was a way
input early on to get tech-
rather than being resistant teachers
told what to do on board because
they felt validated.

2. Awareness Teachers Cautious but Helping teachers The potential uses

begin to be open-minded to see the value of technology that
aware of how of using can hook into the
technology technology. As a teacher’s current
might work coach, this is a pedagogical
in a positive chance to say, expertise. Teachers
way “I’d love to model need to be affirmed
a lesson in your as much as
class and you challenged.
can let me know
what you think of
it.”

3. Teachers try Curiosity Allowing teachers Helping teachers

Experimentation it out. This to be creative and make something
is sort-of a giving them more tangible with
“tech playtime / technology — the
tourist” sandbox power of tech-
phase, experiences. As a integrated creative
where the coach, you get a work
tech is still chance to
an event. observe the
teacher using the
tech in a lesson
and affirm how
he or she is
doing.

4. Adoption Teachers Excitement Setting up Designing systems

finally decide systems, for the integration
to use the expectations, of technology (with
technology self-directed an emphasis on
regularly as learning while student learning)
more than also addressing a along with the
just an few of the teacher integration of tech
event. paradigm shifts into lesson
 (such as student- planning
directed learning)

5. Substitution Teachers Optimism Helping teachers A blend of learning

begin using see where the to use technology,
the technology fits in planning
technology with the curriculum with
for pedagogy — technology and
everything challenging them pushing teachers
to see where to think about
failure might when “low-tech”
occur works best

6. Teachers Frustration Giving them Guiding teachers to

Disillusionment realize that permission to be develop a plan for
the frustrated and when tech works
technology scale back; best and when it
isn’t perfect helping to push a fails
growth mindset
that sees
mistakes as a
natural part of
the process

7. Integration Teachers A Sense of Careful Allowing teachers

start Normalcy examination of to work
choosing the the pedagogy and collaboratively on
technology the technology larger tech-
wisely with an emphasis integrated project-
on how they can based units (i.e. a
try new things design thinking
(such as PBL) — project) along with
pushing them so a vision of the
they don’t get too connective and
comfortable creative power of
technology

8. Teachers A Mix of Getting teachers Blending media

Transformation begin Critical and to see how criticism (studying
leveraging Optimistic technology is the nature of
technology About shaping our technology) with
to its full Technology world (in good projects that
potential — and bad ways) leverage the
students and helping them creative and
using it in a develop a vision connective power of
more and framework technology;
creative, for a better allowing these
connective pedagogy teachers to help
way lead and train
other teachers
 CIT COLLEGES OF PANIQUI FOUNDATION INC.
Burgos Blvd. Poblacion Norte, Paniqui, Tarlac

Corpuz, Alvin Jr. V EDUC 3 (ACT 4 P. 52)

BSED 2-C Mrs. Josefina Mendoza

Do you know the vision and mission of your school? Examine your school’s vision and
mission by collecting the copies of the past vision and mission statements of the
school. Try to compare them on the present vision and mission and then write your
observations. (School mission, vision and values and answer act.4-p52)

VISION
CIT COLLEGES OF PANIQUI FOUNDATION INC. is an institute of lifelong
learners that demonstrate the knowledge, skills and values required for productive
global citizenship.

MISSION
CIT COLLEGES OF PANIQUI FOUNDATION INC. aims to provide quality and
holistic education that empowers student to realize their potentials necessary for the
development of personal discipline, professional efficiency and effective leadership.
 CIT COLLEGES OF PANIQUI FOUNDATION INC.
Burgos Blvd. Poblacion Norte, Paniqui, Tarlac

Corpuz, Alvin Jr. V EDUC 3 (ACT 8 P. 59)

BSED 2-C Mrs. Josefina Mendoza

Let us go round and round. Determine the levels of school with your school. Write one
example for each level. Write your answer in a diagram. (Level of school culture act.8
P.59)

POWER
CORPORATION
PLAN
SYSTEM
AIM
HOPE
MYTH
SUPPOSITION
CAUSE
NOTIONS
SCHEME
GROUP
ACTION