Standard #10: Leadership and Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

 

 

  

 Artifact: " Qualitative Analysis of Six white Unknown LAB (Inquiry- based Lab work)

 

                  "Inspire Data Statistical Analysis Lesson Plan"(with the clooaboration with my partner mentor in GO-                             GIRLS program 

 

 

 

 

Description:

The power to shift to better teaching practices and boost students’ achievement is in teachers’ hands where he/ she should take the responsibility of transforming their classrooms, schools, as well as the communities. Inquiry- based practices is a valuable  school wide approach employed in the DCMST High School where I student taught. I was fortunate to hold responsibility for my students learning, collaborate with my cooperative teacher and other chemistry department staff to come up with lesson plans that ensure my students’ growth and success. In the: " Qualitative Analysis of Six white Unknown LAB, I prepared the required materials for this lab, Ms. Khanate (chemistry teacher arrange the layout of the lab, Ms. Hahn (my cooperative teacher) make some modifications to the lab procedures, and Ms. Ballot (another Chemistry teacher was willing to take the Disposal of the Lab Chemicals We ALL collaborated and explored issues, reflections, and dialogue regarding the students’ outcomes. 

 

 

 

Reflection

Teachers are in the position to tailor students’ achievement and make actual change happen. Hence, promoting teacher leadership is a necessity for students and school improvement. Collaborative inquiry is a significant approach for professional learning that fosters the perception of teacher leadership as it admits the teachers’ viable role in the school improvement. Inquiry- based design gives the teachers the authority to investigate students’ weaknesses and strengths and  identify the  upshots   by letting the students’ actively engaged in their learning and giving them the accountability of their work. Rather than being only transmitter of knowledge, teachers engaging in collaborative inquiry hold the facilitator and guide power. Students’ achievement will for sure enhance by employing inquiry or “Learning by Doing”  in the classroom because they will feel the sense of responsibility of their learning  and have the “passion to learn”.

 

 

 

 

 

 

 

 

 

 

 

 

 

 "In collaborative cultures, failure and uncertainty are not protected but shared and discussed to gain  support."~~Andy Hargreaves