Second in the series, this course examines the need for a teachers to be an adaptive leader in order to create a contextualized vision for students. It introduces the terms ‘adaptive challenges’ and ‘adaptive leadership’ to further examine how a teacher carries out the process of being an adaptive leader. The course examines the criteria and components of a collective contextual vision in depth.
Thank you for embarking on this journey. For an effective learning experience, please switch off any notifications, use a notebook to write down your learning and questions as you take the course. This course will act as a guide for teachers to start drafting their collective contextual vision. Now that the teachers have studied their collective and its context, after having taken part I of Creating A Collective Contextual Vision, the next step is to process this information. Through this course, teachers will be equipped with tools and techniques to draft a holistic vision for their students.
Standards
This course meets the following standards:
Teaching As Leadership
N/A
CENTA
N/A
The course talks about the need for having a contextualized vision for our students that is informed by the voices of the collective. It introduces teachers to the concept of systems thinking and outlines the process of collecting and organizing information to study about the collective and context.
Thank you for embarking on this journey. For an effective learning experience, please switch off any notifications, use a notebook to write down your learning and questions as you take the course. This course initiates the process of designing a vision for students that is contextual and informed by the voices of the collective. Students lead a life that is influenced by decades of cultural, socio-economic and political dynamics. This course acknowledges these dynamics and enables the teacher to work with students beyond academic goals by equipping them with tools and strategies to learn about the ‘collective’ and ‘context’.
Standards
This course meets the following standards:
Teaching As Leadership
I-6 Respectfully mobilize students' influencers (e.g., family, peers, coach, pastor) using techniques such as direct explanation, role models, modeling, constant reinforcement and marketing, etc., so that they actively invest students in working hard toward the big goals
CENTA
NA
As a result of completing this course, you will be able to empower parents and guardians towards achieving the collective contextual vision (CCV). This will help you have a sustainable impact on the community your students belong to – by empowering parents to achieve the collective contextual vision, you give the community a say in what and how their children grow up learning.
Thank you for embarking on this journey. This course, Empowering parents and guardians towards achieving the collective contextual vision, takes us through 2 frameworks. 1. The Spectrum of Public Participation – a framework used to reflect on your current practice, and guidance on how to take your engagement with individual parents to the next level. 2. The Collective Parent Engagement – This pilot study was done by two professors who showed us the concept and process of how to empower parents as groups instead of as individuals to increase impact.
This course is about innovative practices to empower parents to achieve the collective contextual vision. Being able to do so is the cornerstone of the partnership between parents and educators, it is a vital skill every teacher should have in their repertoire.
This course pushes the teacher to identify and understand the influence of factors that affect student learning outside the four walls of the school and home. Teachers will explore the concept of 'school community' as a result of taking this course.
Thank you for embarking on this journey. For an effective learning experience, please switch off any notifications, use a notebook to write down your learning and questions as you take the course. A student sitting in class spends around 18 hours of the day at home and with the community. When he/she goes to school, their experiences in the community enter the class with them. This course highlights the importance of understanding the school community and equips the teacher with tools to build an understanding of ‘my’ school community.
Take this course to deepen your understanding of how you can support the parents and guardians of your students to play the crucial roles of supporting, monitoring and advocating for their child, and thereby engaging effectively in their child’s learning. Learn different strategies to help you support parents to play those crucial roles and find out what factors influence parental engagement so you can plan your parent engagement strategy effectively!
Thank you for embarking on this journey. Through this course, teachers will learn why it is crucial to partner and engage with the parents/guardians of their students and how to effectively do so.
This course consists of 5 sections:
- Section 1: Feel: In this section, you will revise what parental engagement is, why it is important and what role a teacher can play to engage parents/guardians of the students they teach (from course I).
- Section 2: Imagine: In this section, you will examine 3 roles parents can play to effectively engage in their children’s learning.
You will also examine some factors (barriers and enablers) that influence parental engagement.
- Section 3: Do: In this section, you will explore strategies to support parents so that they can effectively engage with (and in) their child’s learning, development and well-being.
- Section 4: Share: In this section, you’ll share your take on what you learnt and identify prompts you would like to explore and discuss with other teachers.
- Section 5: Assessment: In this section you will take a test to check your learning through this course.
Standards:
This course meets the following standards:
CENTA:
- RP.1.1b: Understanding of the importance of parental and community engagement in a child's development and common approaches used to engage them.
- RP.1.3b: Ability to develop and lead parent and community engagement activities at an overall school level.
Students are more likely to achieve if they understand how it adds up to success. Investing students in the vision and big goals of the classroom is a great way to get student to see success in their work and how it adds up to greater success in the long term.
Thank you for embarking on this journey. This course falls under the category Classroom Culture. Students do better in the long run when they are invested in their own success. This course shows you how you can get their students to see success in your classrooms and why it is important to see success at all. It also shows you how you can build intrinsic motivation (the desire to succeed that will outlast your tenure as their teacher and the students’ time in school) in your students.
Standards
This course meets the following standards:
- Teaching As Leadership Standards
a. I-1 Develop students' rational understanding that they can achieve by working hard ("I can") through evidence of students' own progress, statistics, explicit discussions of malleable intelligence, creative marketing, leveraging the big goals, etc
b. I-2 Develop students' rational understanding that they will benefit from achievement ("I want") through connections between class achievement and their lives and aspirations, statistics, creative marketing, leveraging the big goals, etc
c. I-3 Employ appropriate role models so that students identify with people who work hard toward achievement ("I can") and value academic achievement ("I want")
d. I-6 Respectfully mobilize students' influencers (e.g., family, peers, coach, pastor) using techniques such as direct explanation, role models, modeling, constant reinforcement and marketing, etc., so that they actively invest students in working hard toward the big goals
- CENTA Standards:
a. MS1. Holistic Development
b. MS2. Striving for Excellence
Thank you for embarking on this journey. Through this course, teachers will learn why it is crucial to partner and engage with the parents/guardians of their students and how to effectively do so.
This course consists of 5 sections:
- Section 1: Feel: In this section, you will examine your current approach towards engaging parents and guardians
- Section 2: Imagine: In this section, you will examine what parental engagement is, why it is important and see what an engaged parent looks like.
- Section 3: Do: In this section, you will explore strategies to engage parents and guardians and support them in engaging with their child’s learning and development
- Section 4: Share: In this section, you’ll look at ways to share your learning to encourage your colleagues to effectively engage the parents and guardians of their students
- Section 5: Assessment: In this section, you will test what you have learned about engaging parents and guardians
Standards: This course meets the following standards:
1. Teaching as Leadership: I-6 Respectfully mobilize students' influencers (e.g., family, peers, coach, pastor) using techniques such as direct explanation, role models, modeling, constant reinforcement and marketing, etc., so that they actively invest students in working hard toward the big goals.
2. CENTA:
RP.1.1a: Ability to convey status, trajectory and progress of the student appropriately to his/her parents.
RP.1.1b: Understanding of the importance of parental and community engagement in a child's development and common approaches used to engage them.
The purpose of this course is to equip teachers with strategies to work along with other members of the school staff effectively by exploring concepts of an effective team.
Thank you for embarking on this journey. For an effective learning experience, please switch off any notifications, use a notebook to write down your learning and questions as you take the course. The ecosystem in which the teacher operates in, the people around him/her also have a profound effect on how the teacher is able to impact students. An ecosystem of support, resourcefulness and alignment helps the teacher achieve their vision of excellence. An engaged school staff is the headstart a teacher needs to face the hurdles they face. This course explores what an engaged staff is and equips teachers with strategies to engage members of the school staff.
Standards
This course meets the following standards:
Teaching As Leadership
I-6 Respectfully mobilize students' influencers using techniques such as direct explanation, role models, modeling, constant reinforcement and marketing, etc., so that they actively invest students in working hard toward the big goals
1. Uses multiple methods and occasions to mobilize students' key influencers
2. Shares knowledge and skills on how the influencers and the teacher can accelerate students' progress
3. Shares positive news of student performance on a relative scale
4. Successfully involves students' key influencers
CENTA
TL.1.1a Ability to work in teams including interacting constructively with peers and following relevant team decisions and norms.
