TEACHERS AS LEADERS
Introduction
Competence is the primary aspect that organizations consider while working on the long term and short-term objectives. Teachers help to make a change in the current system, pedagogy, curriculum and teaching strategies (Morgan, 2017). Thereby teachers are the leaders who analyze and make a change while consulting the higher authorities and participants. The assignment consists of the four variations that teachers address in terms of work practices to be included in the organization. While implementing the changes in the work, the dimensions of learning and 21st-century learning skills are addressed appropriately. Thereby, the resultant outcome is an improvement in student results and acceptance of teaching strategies in work. Positive issues are discussed while working on the change processes that are needed in the business.
Changes and rationale for initiating change
Teachers are leaders, and they strive to make changes as per the vision and charisma. Leadership is known as a social process that ensures as a complex system as it needs coordination and influence to manage the system. Teachers being educators are leading change in several contexts and ensure that innovation in pedagogy and curriculum is the primary aspect of growth for the organization and the students.
Relational practice
The change in the system is introduced while working on relational practice that includes creating a community that is largely based on inclusion and belonging. This will ensure that the school system is working according to the standards and practices. Creating a community that is based on inclusion will work towards young person-centered practice, solution-focused practice, strengths-based practice and unconditional positive regard (Morgan, 2015). These are the aspects that teachers ensure while working on change. The rationale for initiating change is to work on equality basis where there is no such discrimination among students. This will help to build strength and motivate students to learn on an equal basis. Everyone in the school will be benefited from this approach when it highly accepted in the school system. There can be several hindrances while working on reflective practice, as many organizations do not work on the inclusion system (Mills, 2017). On the whole, it is advisable to work on relational workout, which encourages and motivates students to score higher. The relational shift towards making a connection with students and teachers is the original idea of change in professional development.
Phenomenon based teaching
Phenomenon based teaching has been implemented as a change as it ensures the change in curriculum, pedagogy, and assessment. These are the changes that are addressed while working on phenomenon-based teaching and learning. It primarily impacts professional development as it includes a new basics framework which leads to curriculum change, productive pedagogies framework that provides for pedagogy in teaching and assessment that consists of productive tasks (Symeonidis & Schwarz, 2016). The evaluation is based mainly on transdisciplinary activities. Thereby working on phenomenon-based teaching, will help teachers to consider the three aspects of growth that are based on re-thinking education. There can be a particular hindrance that is regarding the rules and regulations of the university, which need to be considered (Ramey & Uttal, 2017). However, phenomenon-based teaching will benefit on a larger scale. Productive tasks enact as a central device that represents assessment and curriculum. This will solve the real problem of working on curriculum and assessment, which is a student-centred task. This will even help to the building the environment and work towards a high-quality performance.
Project-based learning
Project-based learning will tend to measure the performance of a child which includes reflection and self-evaluation. With the change in the learning process, it is addressed that children learn from the process of learning, which provides for collaborative group learning and exchanging ideas (Bell, 2010). Students will get benefits while they can work on their own and self-evaluate the projects which ensure motivation and interest in learning.
Maker-space assessment
Maker-space assessment leads to work on student agency theory, risk-taking and creativity measures. This is based on the artifact and performance-based learning. Reflect and self-assess are the significant benefits that students can observe while it is even possible that students can assess each other’s efforts and contributions.
Consultative and design process
Leadership model
The leadership model that was adopted in terms of consultative and design process was the Phronesis model which depicts the practical and wise decisions that deliver effective change in the business. Phronesis includes the combination of the capability to rational actions and reflects and determines the end with a consistent result. This leadership model ensures the aim of living in a conventional manner. In this leadership model, the teachers and educators are very well concerned about the actions that are taken to focus on the student’s overall learning process, and it engages students to work towards how to live well in the society (Birmingham, 2004). The whole concept of phronesis is to balance the trade-offs with contexts. Working on time management and global development is focused on student development. As such, it is an ongoing challenge for the educators that lies within teaching philosophy and teacher professionalism.
Stakeholders and participants
The stakeholders and participants in the design process of professional change development are teachers, students, organization and committee members. While taking any decisions regarding the change in the system or pedagogy, the participants need to be informed as it affects most. Participants’ decisions matter because there is a change in the perception of individuals, and this may work towards innovation and creative ideas to be implemented in the design process (Stull & Hegarty, 2016). Thereby discussing with the stakeholders and consulting them for the design process is vital and cannot be mainly ignored. At times, the consultation process may lead to conflicts that tend to have a failure in applying the change in the system. Due to conflicts in considering consultation, change management can lead to a complicated design process. Thereby it is essential to consider the viewpoints of participants but not always recommendable to work on their decisions.
The viewpoints of participants can be recognized if the idea of change is in benefit to both the parties such as teachers and students. Participants’ perceptions can be identified with the knowledge and interest of working on a design process that is beneficial. The competitive viewpoints of participants are reconciled while comparing the importance and benefits of the parties and working on a standard method of acceptance. Stakeholders and participants are the change agents that work towards pedagogy and rich curriculum to be presented in the academic system. When the viewpoints were recognized, the decisions were accordingly made to focus on the two criteria, such as relational teaching and phenomenon-based teaching. However, the critical process was consultative and design process, which includes the type of leadership and consultation from stakeholders and participants.
Digital technologies and networks- Consultative and Design Process
Deployment of digital technologies and networks in the consultative and design process is primarily addressed. This ensures considering ways of deploying ICT, working on social media and working on progressive adjustments.
ICT
Information and communication technologies are used for gathering information related to teaching and considering viewpoints from stakeholders. This will help to focus on development in teaching methods. The use of ICT and its interpretation is a complex process while it is a multiple dimension framework that allows interaction between stakeholders (Hall & Stevens, 2015). ICT’s are deployed to find the problem and work on a solution to be addressed in the system. The information problem is considered, and it helps to understand the problem while it tends to help with the desired flow. ICT will even help in accessibility and connectivity among stakeholders to address the problem and to find out relevant solutions that help in decision making. ICT can also ensure the decision-making process that helps to enable the demand and participate in knowledge integration. Information and communication technology help in further research of the design process.
Professional learning community
Working on the Professional Learning Community is a long-term goal for a change system. The reason why PLC is used is to increase student learning aspects and work on a better pedagogy. This will have an improvement in teaching style and work towards improvement in students’ results. PLC thereby consists of teachers that meet regularly and collaborate to improve the academic performance of children and improve the teaching skills of teachers. Thus there is an overall improvement that is based on teaching and learning. Acting on the learning process and improving academic performance will lead to a useful increase in teaching and learning. There were struggles and hindrances while applying Plc. As it has a limited inflow of ideas, real conversations are limited, and there is the unwillingness of accepting new ideas. However, PLC’s are beneficial while considering change management in professional teaching.
Social media
Social media has drastically played an essential role in gathering the information that is relevant to the planning and consultation process. With the help of Facebook and Twitter, the change management process was observed, and the teaching styles were seen (Silander, 2015). This led to the conclusion that change is necessary with the new trends that were observed in the real-life situation. Pedagogy, curriculum change and several aspects of teaching styles were observed with the help of social media.
Design process
ICT’s assist in facilitating improvements because the design process was iterative and considered progressive adjustments. Information communication and technology play a vital role in researching the 21st teaching skills and working on amendments as and where necessary.
Variety and types of evidence
The evidence that is collected is basically for the audience and stakeholders. Teachers and committee members should be most aware of the changes that have been constructed in the learning process. This ensures different kinds of accountability, such as intelligent accountability. The consultative and design process is based on several aspects of the dimensions of learning and 21st-century skills and capabilities. The method of consultation and design was managed while working on several issues and finding improvement in work practices. The design process was based on 21st-century skills and dimensions of learning that include self-reports, standardized assessment and global rating scales.
21st-century skills
The consultative and design process was addressed while focusing on four classes of skills that include ways of thinking, ways of working, living in the world and tools for working. These are the classes of skills that were addressed with critical dimensions while referring to the KSAVE model. The KSAVE model represents Knowledge, skills, and attitudes/values/ethics. The critical thinking approach mostly considers learning and innovation with collaboration to communicating the change to participants and stakeholders (Lai & Viering, 2012). Knowledge and innovation are the significant aspects that were based and were applied in the consultative process. The critical thinking aspect was addressed while working on a change in work practices. The importance of critical thinking skills is touted while education and professional development are ensured with the implementation of an analytical thinking approach. Motivation and encouragement are addressed while going through the change process (Vossoughi & Bevan, 2014). There is a consistent relationship while working on critical thinking learning as it helps to motivate and achieve learning for students. Hence, interventions and conflicts are improved with the help of creative thinking which was even implemented in the process. This led to a successful design process and an increasingly high level of student academic achievement.
The design process was carried on while working on the philosophies of participants and recognizing the ideas. The approach of cognitive psychological was even depicted with a critical thinking aspect. Analyzing arguments, making inferences, selecting actions to be taken, judging, evaluating, solving problems and making decisions are the major aspects that were considered in the design process.
Dimensions of learning
The concept of learning was addressed which emphasized the importance of learning that is provided by teachers and is something different from the purpose and Knowledge of the idea. The importance of Education is towards working on the content, use of learning and working on the teacher-student relationships (Biesta, 2009). This considers the discursive shift that occurs in learning and teaching. The different learning processes were addressed such as the impact of constructivism that deals with a significant paradigm shift. The linguistic perspective learning is focused and learning itself that is self-evaluation is one such as educational language that is adequate in forming a relationship with students. The language of learning is characterized while the decision-making process is taken while considering the educational efforts and working on the learning process. This depicts the real nature of teaching and learning that is applied in the consultative and design process.
The process of consultation and design was managed well as the concepts of 21st-century learning skills were addressed adequately. The dimensions of learning and teaching were introduced in the consultative design process as it led to a positive impact of teaching and learning. Students were focused while ensuring the four types of change that were addressed in work practices such as relational teaching, project-based learning, productive learning and makers-space (Sheridan, 2014). These changes were identified and successfully ensured in the education and learning strategy. The concept of teaching was the primary base, as teachers’ actions were the major learning criteria for students. Thereby, students learning process increased with the help of self-observation and observing teachers in the class. The change that has been introduced brought positive outcomes after evaluating the results. However, the overall results were positive as relational teaching, maker-space, phenomenal teaching, and project-based learning created a change in the organization. Teachers are truly leaders and innovators. With the information that was derived to change the work practices were truly appreciated and were addressed effectively in the organization.
Conclusion
Teachers are leaders and innovators in an organization. Innovators make a change in the business while analyzing the current situation and work on the solutions that ensure positive results. The four changes that are addressed are provided in detail. The assignment focuses on addressing change in the organization by teachers and educators to consider effective results and improvement in students’ results. The four changes that have been addressed in the work practices are phenomenal teaching, rational teaching, maker-space and project-based learning. The outcomes are depicted as assumed while implementing the change.
References
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