The Teacher as Leader
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My conception of the teacher as a leader is derived from three of the five mindscapes that have been utilized as a guiding framework in teacher training programs for constructivist leadership (Szabo et al., 2002). The first mindscape that highlights the importance of "teaching and learning for equity and high achievement" (Szabo et al., 2002, p. 5) requires teachers to critically reflect on their teaching practices. Instead of attributing student failure to extraneous variables such as race, ethnicity or socioeconomic status, teachers as leaders must take responsibility for their role in student learning by examining their instructional approaches, assessments and curriculum materials to ensure educational equity. To realize the aforementioned objective, teachers should apply research-based instructional strategies that are based on learning theories in educational research such as brain-based learning (Caine & Caine, 1995), multiple intelligences (Gardner, 2006), problem-based learning (Avent, 2004), cooperative learning (Pedersen, 2003) and differentiated instruction (Hall, 2002). In recognition of the complexity of the human brain and the different types of intelligences (Gardner, 2005), teachers should strive to create rich, dynamic and individualized learning experiences that embrace the diversity of their learners. By utilizing problem-based and cooperative learning approaches, teachers can provide students with the opportunities to apply their skills and abilit
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how to work as independent and interdependent units within the school community (Costa, Kalaheo, & Lipton, 2001; Garmston et al., 1993).
To ensure that a supportive environment for cognitive coaching is established, teacher leaders should take into account Mindscape 4: "Ethical, caring and reflective practice" (Szabo et al., 2002, p. 5). The implementation of cognitive coaching and the creation of an effective network of teachers require the existence of a safe and nurturing environment.
Each of the teacher participants should feel sufficiently comfortable within the network to assert their points of view, without fear of repercussions. In fact, to cultivate teachers who can demonstrate leadership equalities entails the empowerment of teachers to express their unique perspectives that may lead to positive change, even when they deviate from the accepted norms (Boster, 2002; Department of Educational Leadership, n. d.).
Thus, mindful leadership constitutes the core of the development of a teacher as a leader. With regard to this area, the five mind statesłefficacy, craftsmanship, consciousness, flexibility and interdependence--that lie at the heart of the cognitive coaching training process should be considere
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Costa Garmston, Caine Caine, Educational Leadership, , Kalaheo Lipton, Leadership Mindscape, Linder Whitaker, Retrieved August, Web Site, Teacher Education, et al, cognitive coaching, core values, educational leadership, retrieved august, costa garmston 1998, teacher leaders, al 2002, boster 2002, szabo et, garmston 1998, et al 2002, szabo et al, department educational leadership, 2001 costa garmston,
Approximate Word count = 1462
Approximate Pages = 6 (250 words per page)
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