Tuesday, October 10, 2009 1:00 – 4:00 Please discuss with your tablemates the question or statement on your table tent. Be ready to share out.

Tuesday, October 10, 20091:00 – 4:00

Please discuss with your tablemates the question or statement on your table tent. Be ready to share out

Please tell us: Your name Your school What you teach Grade level(s) Your input to the question or

statement on your table tent

At one time, LENS was only for teachers in their fourth year in the district.

Because of budget cuts, we were no longer able to accept all 4th year teachers. As a result, administrators were asked to consider one or two teachers in the building whom they feel are ready for some foundational work in leadership and who are ready to widen their lens and see the larger system of education.  Very often, we see teachers who might consider someday serving as department chairs, curriculum writers, curriculum leaders, mentors, team leaders etc.

Quiet Write: Why do you feel your

administrator(s) selected you for LENS?

Stage 1—Desired Results

Established Goals:LENS participants will:develop a clear understanding of teacher leadership skills and dispositions and how their individual strengths reinforce their roleunderstand different types of leadershipwiden their LENS as they see how leadership plays into “the bigger picture” of the Parkway School District

Enduring Understandings: Teacher leaders exhibit skills and dispositions that separate them from the status quoTeacher leadership may look different depending on the setting, intent, and audienceTeacher leadership extends beyond the classroom

Essential Questions: What role do teacher leaders play? What skills and dispositions do teacher leaders display that help them in their role?In Parkway, where and how is leadership demonstrated?

Teacher Leaders will know:

The skills and dispositions needed in teacher leadership rolesHow teacher’s individual strengths can reinforce their roleExamples and opportunities of leadership in the Parkway School District

Teacher Leaders will be able to… Identify the skills and dispositions teacher leaders exhibitIdentify, explain, and determine how their strengths play into their role Distinguish between various leadership styles, roles, and responsibilitiesArticulate their role as a teacher leader in Parkway

Stage 2—Assessment EvidencePerformance Tasks:Strength Based Leadership SurveyInvestigation Day Question(s) and Results (Sessions 3 and 4)

Other Evidence:

•Active participation in all sessions•Journal Reflections•Budget Expense

Location Time Topic

November 10 Southwest Middle

1:00 – 4:00 •Strengths, Skills, and Dispositions

December 2 ISC - Room A 1:00 – 4:00 •Foundations in Leadership

January 19 ISC - Room 1301 8:30 – 3:30 •Leadership in Action (Parkway Tour)

March 4 ISC - Room A 8:00 – 3:30 •½ day Investigation•½ day Roundtable Discussion

Participants will be provided with a $200 professional budget to spend on materials to facilitate their leadership growth. Details to follow.

Clock hours (20) for Professional Development that the state requires

30 hours for years 1-4 15 hours for 4+years

Sarah’s story – pg. 7

“… the one leader that Bob know the least about is himself.”

As a leader, we want you to know the most about youself… hence, your Strengths

“The best leaders have an acute awareness of their natural strenghts – and their limitations. They understand where to invest their time to get the greatest return on their strengths. And they know the areas where they lack natural talent and need to reach out to others.”

2009-10 2008-09 2007-08

Responsibility Responsibility Responsibility

Focus Achiever PositivityAchiever Futuristic

FocusFuturistic Strategic

AchieverRelator Focus Maximizer

Now plot your Strengths

Please explain to the group a little bit about your theme.

Activity : Beware of the Isolationist View: Theme Dynamics

Balcony descriptors – words that sound like compliments

Basement (barrier) descriptors – words used when talent is mistakenly devalued and dismissed as a weakness

Quiet Write:

What could you do/be aware of to ensure that others know the balcony impact of your talents versus the basementmoments?

Are there times when the basement descriptor might be accurate? How could that be managed so it is not seen as a weakness?

Skill –

Disposition –

Card Sort

Skills Dispositions

Use evidence and data in decision making Deep commitment to student learning

Recognize an opportunity and take initiative

Optimistic and enthusiastic

Mobilize people around a common purpose Open minded and have a sense of humility

Marshal resources and take action Courageous and willing to take risks

Monitor progress and adjust their approach as conditions change

Confident and decisive

Sustain the commitment of other and anticipate negativity

Tolerant for ambiguity

Contribute to a learning organization Creative and flexible

Persevere

Willingness to work hard

Use evidence and data in decision making

Recognize an opportunity and take initiative

Mobilize people around a common purpose

Marshal resources and take action

Monitor progress and adjust their approach as conditions change

Sustain the commitment of other and anticipate negativity

Contribute to a learning organization

Deep commitment to student learning

Optimistic and enthusiastic

Open minded and have a sense of humility

Courageous and willing to take risks

Confident and decisive

Tolerant for ambiguity

Creative and flexible

Persevere

Willingness to work hard

Reflections

Next Meeting: Thursday, Nov. 20 at SWM House Commons