Teacher Leadership – The Impact of Clinical Experiences (66216)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Heather Dean

Friday, January 6, 2023 (16:15)
Session: Session 5
Room: 322A
Presentation Type:Oral Presentation

All presentation times are UTC-10 (Pacific/Honolulu)

Successful schools are collaborative and complex institutions in which professional teachers create professional learning communities which have the responsibility of educating all students at the highest levels. These highly skilled school teacher leaders determine whether a school becomes a dynamic learning organization or a mediocre holding environment for students. These teachers must be rigorously prepared and deliberately mentored in well-designed programs that immerses them in real-world teacher leadership experiences. Participating in clinical experiences is part of a teacher leadership preparation program and requires joint ownership and shared accountability from two systems- K-12 and higher education. In the John H. Lounsbury School of Education at Georgia College and State University, the Department of Professional Learning and Innovation provides a yearlong clinical program that creates success for these aspiring teacher leaders. This presentation highlights the importance of mentoring in our Teacher Leadership Program which provides 1) High Standards and Expectations for Performance; 2) Commitment of University and District Partners; 3) Problem- focused Learning; 3)Clearly Defined Responsibilities for K-12 Supervisors and University Internship Supervisors; and 4) Meaningful Performance Evaluations. By providing quality supervision and internship experiences, university and districts can increase the ability of new teachers to address real school problems before they begin their first formal teacher-leadership positions. Fifty teacher candidates complete a survey that indicates the value of their experiences. Formal separate focus groups are conducted with the supervisors and with the teacher leadership candidates. The completion of the project provides both quantitative and qualitative data from supervisors and teacher-leaders.

Authors:
Barbara Roquemore, Georgia College and State University, United States
Marcia Roquemore, Georgia College and State University, United States
Paulette Cross, Georgia College and State University, United States


About the Presenter(s)
Dr. Barbara Roquemore is a professor at Georgia College & State University. She has served as a teacher in K-12/higher education, Principal, Curriculum Director, and Assistant Superintendent. Her areas of expertise include leadership, and diversity.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00