Issues in Teacher Leadership

In the first article Barnett Berry in 2016 conducted a study titled “Teacher
Leadership and deeper learning for all students”. The study was about The participants
were SJHA students and teachers as well as students from other schools. The setting
was looking into the school and researching teachers and students. The findings were
‘only 53% of students said they were actively engaged in their learning and only 30% of
teachers said they were actively engaged in their jobs’. (p5) This seems very sad that
teachers are all not in their jobs 100%. Yes, the teaching profession is hard and tiring
but so worth it to help the students grow. The article also discusses making personal
learning plans for students. This will help all students learn to the best of their own
ability. The range of knowledge that the students know is so wide with a personal
learning plan we can lessen that gap. The authors suggested we need to have deeper
learning and students need to be actively engaged in the learning process to be able to
retain and learn the material. I agree with this the more we get our students actively
learning and have a say in what they learn they will retain information and feel
empowered.

Berry, B. (2016). 23. leadership for student learning: Redefining the teacher as leader.
Teacher Leadership. https://doi.org/10.3726/978-1-4539-1799-2/48

In the second Article, “ Teacher Leadership The Pathway to Common Core

Success” Amore, Hoeflich, and Pennington (2015) conducted a study about common
core standards and its benchmarks success. The participants were five districts in
Georgetown Exempted Schools. The setting was the different schools where the CAP
went and conducted the listening test. The findings were increased teacher
involvement. Teachers should have a voice in what they teach and how they teach it.
The authors suggest instead of keeping the good involved teachers out of the
classroom you should keep them in and hold PDs to teach other teachers. Teachers
need additional time to collaborate so there should be an early release day to give
teachers time.

Amore, A., Hoeflich, N. M., & Pennington, K. P. (2015). Teacher Leadership The
Pathway to Common Core Success.

The third article is “Learning and Teaching in small groups: characteristics,

benefits, problems and Approaches.” The author Jones in 2007 conducted a study
about ‘active participation, specific task, and student reflection.’ The participants were
Australian and New Zealand College of Anaesthetists, Centre for Medical and Health
Sciences Education and the Department of Anaesthesia and Perioperative Medicine,
Monash University, Melbourne, Victoria, Australia. The findings were small groups help
students learn better. You should use different styles within a group for the best results.
There are many approaches to use during a given small group instruction time. You
might need to troubleshoot issues that arise. The authors suggested small groups
should be ‘active not passive, and deepen rather than survive learning and
self-reflection.

Jones, R. W. (2007). Learning and teaching in small groups: Characteristics, benefits,

problems and approaches. Anaesthesia and Intensive Care, 35(4), 587–592.
https://doi.org/10.1177/0310057x0703500420

These three articles suggest that active partition in small groups helps students
learn better. Students need to be doing something and be present in the learning.
However, whereas Berry of the first article recommends that 53% of students stay they
are engaged in their learning and 30% of teachers are actively engaged in their jobs,
Australian and New Zealand College of Anaesthetists, Centre for Medical and Health
Sciences Education and the Department of Anaesthesia and Perioperative Medicine,
Monash University, Melbourne, Victoria, Australia of second article recommend that
teachers need more time to collaborate with other teachers to be able to teach and
lesson plan and Jones of third article recommend the different way that you can conduct
small groups.

These articles help inform my teaching practice because they say that small
groups help and give tips on how to contact small groups. It ensures that all students
need to be active learners and that students learn better with hands-on activities.