Szabo, M. A., Gonzales, S., Hoagland, G., Hopkins, P., Kass, M., Lopez, J., Rodriguez, G., & Storms, B. (2002). Teaching bold, favorablely responsible for(p) leadinghip. A paper presented at the 2002 AERA Annual Meeting, Seattle, WA. Retrieved August 21, 2004, from http://edschool.csuhayward.edu/departments/edld/pdf/aera2002paper.pdf
Within the teaching profession, teachers often confront conflicting demands from dissimilar quarters, which impose tremendous pressure on their ability to fulfil their functions effectively. One of the stabilizing forces in their lives is core value. These core values serve as an invaluable guide for teachers to deal with alone(predicate) challenging situations that vary from one another (Costa et al., 2001; Costa & Garmston, 1998).
In my case, the core values that take played an instrumental division in leading me to the teaching profession atomic number 18: a) committal and observe for my work and the people in my life; b) mention and celebration of individuality and diversity; and c) valuation of creativity and innovation. The educational setting offers me (as a teacher) the opportunity to cultivate, celebrate and promote the queer qualities and characteristics of students, colleagues and administrators. To be able to nurture each of my students and help them to effect their true potential
What has prompted me to take on the role as a teacher leader stems from the inadequacies of the authentic education system in enabling all the stakeholders of the school community to fulfill their potential. In conformity to some of the mindscapes that are considered to be central to constructivist leadership, I believe that teacher leaders need to play critical roles in enhancing the achievement and justice of students (Mindscape 1); develop a strong learning community at bottom the school setting (Mindscape 2); and create an "ethical, caring and reflective approach pattern" (Mindscape 4) (Szabo et al., 2002, p. 5).
Similarly, my core values are also shown in my violence on forging strong collaborative relationships with my colleagues and the administrative staff.
by means of my commitment to the other stakeholders within the school community and my respect for their uniqueness, I can inspire and motivate each of us to improve the quality of the school environment. In this endeavor, I prevail fought hard to create and maintain social networks with my fellow teachers. These social networks enable the teachers to come together to discuss problems and identify ship canal for overcoming them. I have also been privileged to serve as a mentor to novice teachers, as well as receive invaluable advice from other teachers who have observed my schoolroom teaching methods.
In my challenging role as a teacher leader, my core values have served to sustain my genius during various types of challenging circumstances. Because of my commitment to and respect for the students, colleagues and administrators in my life, as well as for my profession, I have been able to have the best my feelings of frustration when I fail to connect with them. For example, in the classroom, my efforts to utilise new teaching strategies with legitimate students with special needs whitethorn not yield the desired response. Similarly, I may have experienced conflicts with my colleagues because we do not agree on certain approac
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