Reflect On, Discuss and Review Your Development to Date Of Teaching and Leadership Skills

Reflect On, Discuss and Review Your Development to Date Of Teaching and Leadership Skills
Introduction to the Self-evaluation
The concept of teacher leadership has significantly developed over the last decade. Many aspects have been introduced into the concept to help improve the teaching outcomes in schools. The new approach to the concept of teacher leadership looks at classroom as a learning community where both students and teachers adopt an interactive learning process. New developments have created significant implications for the roles of teachers in learning institutions by considering the social relations as well as attitudes, knowledge, and the learning process. This paper reflects, reviews, and discusses various recent developments in the teacher leadership skills in schools. In particular, the reflection is about recent development in the concept of teacher leadership in school. This is very important because it provides an assessment tool for determining the success of the approach and various areas that need improvements to enhance the learning outcome. The relationship between teaching and leadership involved working together to develop a shared meaning of education or learning concepts and methodologies (Williams and Grudnoff 98).

The Self-evaluation
Leadership vision questionnaire – Survey questionnaire is one of the most essential tools of determining recent developments in the teacher leadership approach. By answering items on the questionnaire and subjecting to insightful analysis, it is easy to determine how the concept of teacher leadership has developed to date. The first questionnaire was developed to determine receipt development in leadership visions in school. Items on this questionnaire were developed to achieve to main purposes; first, to assess ability of the individual (teacher) to create a visions for the organization or school he/she teachers, and second, to create platform for understanding the process of forming of the vision. I answered all the ten items on the questionnaire by showing my own awareness of teacher leadership skills. Having a mental picture of what would make an institution better is an essential part of the process of forming teacher leadership vision. Without having a clear mental picture, it becomes pretty difficult to form a vision for the learning institution or school. In the mental picture, it is essential to imagine several changes that would improve the institution. These changes are what form part of the vision formation (Boud 67). The vision formation start by recognizing how to change the status quo of the identified changes that if implemented would improve learning process and outcome in the school. This process should proceed by identifying clear steps that need to be taken in order to form vision for the school. Other factors that I consider very essential in vision formation for the school is the identification of clear core values that would significantly improve the institution. Having been part of the school organization for more than five years, I can confidently start that I know core values that if implemented would significantly improve the implementation and outcome teacher leadership concept. Vision formation also requires the ability to identify challenging goals that the organization should emphasize on to improve the outcome of teacher leadership concept. Other factors such as having a vision for what would make the organization stronger and having a clear picture of what the organization should do are essential in the vision formation process. Others are having a clear picture of what the organizations should look like in the future, as well as imagining several things that would inspire the organization (English and Marie 45). My overall score for the visioning ability skill is 36, which is within a high range indicating that I am able to identify and form vision for my school and that i have adequate awareness of the teacher leadership concept.
Leadership traits questionnaire – The second questionnaire reflects on, discusses, and reviews my leadership traits. This is done with a primary purpose of evaluating how I can use my leadership traits to improve my teacher leadership skills. Leadership traits are basically characteristics or behaviors that enhance ability of an individual to lead others in an organization, institution or group setting. Identifying my leadership traits is essential practicing teacher leadership at the school where I am employed. It is helpful for development of the plan of action in implementing teacher leadership concept in a learning institution as well as improves the interaction between teachers and learners to enhance the learning outcome (Stoll 102). There were five copies of the questionnaire; one answered by me while the others answered by my classmates. This questionnaire was guided by the primary purpose of understanding how traits can be used in leadership assessment as well as to obtain accurate assessment for my own leadership traits. Answers on the questionnaire item indicate that I am an effective communicator, which is an essential trait for teacher leadership. It also indicates that I am perceptive, which is also a positive trait for teacher leadership because it allows me to give discerning and insightful analysis of the situation at hand. Other areas where I have scored fairly well include being self-assured, persistent on goals despite interference, determined, as well as trustworthy (Crowther, Margaret and Leonne 212). These traits are essential for an effective leader especially in school setting. With these traits, students can trust in my leadership as a stay fixed on the school’s educational goals. My other strong traits include being friendly to both teachers and students, outgoing, conscientious, as well as diligent. Even though they are not my strongest traits, I can develop them further to enhance my teacher leadership skills. By being outgoing and friendly, I am able to improve the interactive connection between my students and I, which is essential in improving the learning process. This questionnaire has also helped me identify some of my weakest traits that I need to work on to improve my leadership skills. I am not highly confident about myself, which could potentially limit my ability to lead others in the organization. I need to improve my self-confident in order to improve enhance my teacher leadership skills. I discovered my strongest traits to dependability, sensitivity, and empathy. These three traits have played significant roles in improving my teacher leadership skills. Both fellow teachers and students can depend on my guidance. Being sensitive has helped me immediately identify and solve many issues arising in the institutions especially student dissatisfaction and causes of poor performance. I will continue using these straits to improve my teacher leadership skills by being dependable, trustworthy, sensitive, empathetic, articulate, friendly, and determined (Duncombe and Kathleen 56).
Task and relationship questionnaire – The third questionnaire is about identifying and exploring task-oriented and relationship-oriented leadership behaviors. Items on the questionnaire were developed to give the scale by which I engage in the identified tasks. The questionnaire was developed to achieve tow primary purposes namely (1) to determine my level of emphasis on task and relationship behavior, and (2) to explore how it relates to my personal life. It is useful in determining which style is more dominant in my leadership behavior. Results of the questionnaire indicate that I take more serious helping group members get along well. I also take more serious listening to special needs of each group member. Lastly, I always emphasize on the uniqueness of every group member’s contributions. These three are vivid indication that I focus more on relationship-oriented leadership behavior (Quinlan 23). This coincides with my assumption about teacher leadership concept that is more about establishing personal relationship with learners. By relating well with learners as well as fellow teachers, I am able to improve my teacher leadership skill thus effectively enhancing the learning process as well as outcome. Other practices such as showing concern for the personal wellbeing of other people, acting friendly towards group members, as well as supporting other group member’s ideas also indicates that I have strong preference for relationship-oriented leadership behavior. The results indicate that I also have some significant task oriented behaviors. This is indicated by my often engagement in various task-oriented behaviors such as making a list of what should be done, clarifying job responsibilities for each group member, pay close attention to project deadline, spending time exploring other people’s ideas, as well as keeping group members focused on goals (Murphy 99). These activities indicate that I also have some significant task-oriented leadership behaviors. However, I am poor at keeping a checklist of what has been accomplished which is an indication of limited task-oriented leadership behavior. My total task score is 31 while total relationship score is 42. This indicates that my relationship leadership behavior is high range while task leadership behavior is moderate. As a result, I focus more on establishing relationship that focusing on tasks, which is essential for enhancement of teacher leadership skills (Hanania 69).
Leadership skills questionnaire – This questionnaire was designed to help identify my leadership skills as well as provide a profile that shows my leadership weaknesses and strengths. Specifically, it was designed to measure various leadership skills such as interpersonal, administrative, as well as conceptual (Northouse 54). By comparing the test score, I am able to determine my leadership skills that are essential for teacher leadership approach. The result indicates that my effective skills include ability to understand the social fabric of an organization, ability to see the big picture, passion in responding to people’s requests and concerns, ability to obtain resources that support the programs, as well as ability to find consensus in a conflicting situation. All these are essential elements in effective teacher leadership skills. As a result, my greatest strengths are in the ability to obtain resources, find concuss in conflicting situation, understand social fabric, as well as respond effectively to peoples’ requests and concerns. These are closely followed by the ability to provide accurate detail of the work, ability to determine ahead of time how people will respond to new ideas, and ability to work with details. Other important ones are the ability to identify and immediately solve rising problems, ability to sense emotional undercurrents in a group, and ability to make strategic plans as well as flexibility about making new change (Katzenmeyer and Gayle 33). My weaknesses concern with the inability to enjoy discussing organizational values and philosophy with group members, which actually limits y leadership skills. Other areas where is show weaknesses is in the ability to solve problem effectively as well as ability to locate and allocate resources in a challenging job environment. This is because in a challenging job environment, I tend to focus on my personal development and wellbeing rather than the organization and other people surrounding involved. This is great weakness because it limits my ability and potential to enhance my teacher leadership skills (Spillane, Richard, and John 52).

The Learning Plan and Future Plan
Despite achieving better results, the four questionnaires can be used to identify some areas where I need to improve in order to enhance my teacher leadership skills and abilities. First, I need to develop and improve my ability to have a clear picture of what needs to be done in an organization in order to achieve highest standards of excellence. This is essential for improving my leadership visioning without which I cannot effectively develop vision for the organization. Secondly, I need to develop and improve my effectiveness in solving problems, which is essential in enhancing my leadership skills. This is because effective leadership is about ability to solve problems (Fenwick 87). In school, various problems arise, which a teacher leader needs to solve in order to remain relevant and effective. I also need to develop and improve my ability to discuss organizational values and philosophy with others. This is my greatest weakness in leadership skills. In addition, I need to develop and improve my self-confidence. Without being self-confident, I can execute my roles effectively as a teacher leads in any organization. Self-confidence is essential for improving by belief in my own ability, self-worth, and decision-making (Chance 116).
The Conclusion
The result of the self-evaluation indicates so many interesting facts about my teacher leadership skills, ability, and potential. First, I am very articulate about teacher leadership visioning. My visioning ability skill score is 36, which is highly ranged. With my current skill sets, I am able to effectively cerate vision for my organization and create an accurate mental picture of what would make it better especially for enhancing teacher leadership approach (Coles and Geoff 65). In addition, I can identify challenging goals for the organization and use it articulately to create vision for its future development. Concerning my leadership skills, I have very high administrative, conceptual, and interpersonal skills that are all essential for teacher leadership approach. Some of my greatest strengths include ability to find resources to support programs, find consensus in conflicting situations, ability to understand social fabric of the organization, as well as ability to respond to people’s requests and concerns. Lastly, my leadership trait is highly relationship-oriented which is very essential in development of teacher leadership approach by improving interaction between teachers and learners (York-Barr and Karen 90).

Works Cited
Boud, David. “Using journal writing to enhance reflective practice.” New directions for adult and continuing education 2001.90 (2001): 9-18.
Chance, Patti L. Introduction to educational leadership and organizational behavior: Theory into practice. Eye On Education, 2009.
Coles, Martin, and Geoff Southworth. Developing Leadership: Creating The Schools Of Tomorrow: Creating the Schools of Tomorrow. McGraw-Hill Education (UK), 2004.
Crowther, Frank, Margaret Ferguson, and Leonne Hann. Developing teacher leaders: How teacher leadership enhances school success. Corwin Press, 2009.
Duncombe, Rebecca, and Kathleen M. Armour. “Collaborative professional learning: From theory to practice.” Journal of in-service education 30.1 (2004): 141-166.
English, Leona M., and Marie A. Gillen. Promoting journal writing in adult education. Jossey-Bass, 2001.
Fenwick W., ed. The Sage handbook of educational leadership: Advances in theory, research, and practice. Sage, 2011.
Hanania, Nur al Din. “Introduction to Leadership: Concepts and Practice.” (2014).
Katzenmeyer, Marilyn, and Gayle Moller. Awakening the sleeping giant: Helping teachers develop as leaders. Corwin Press, 2009.
Murphy, Joseph, ed. Connecting teacher leadership and school improvement. Corwin Press, 2005.
Northouse, Peter G. Introduction to leadership: Concepts and practice. Sage Publications, 2014.
Quinlan, A. “Teacherpreneurs: A more powerful vision for the teaching profession.” Phi Delta Kappan 92.4 (2011): 28-33.
Spillane, James P., Richard Halverson, and John B. Diamond. “Towards a theory of leadership practice: A distributed perspective.” Journal of curriculum studies 36.1 (2004): 3-34.
Stoll, Louise. “Leading professional learning communities.” Leadership and learning (2011): 103-117.
Williams, Ruth, and Lexie Grudnoff. “Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice.” Reflective Practice 12.3 (2011): 281-291.
York-Barr, Jennifer, and Karen Duke. “What do we know about teacher leadership? Findings from two decades of scholarship.” Review of educational research 74.3 (2004): 255-316.

Appendices
Appendix 1: Leadership Vision Questionnaire
Statements Strongly disagree Disagree Neutral Agree Strongly agree
1 I have a mental picture of what would make our group better 1 2 3 4 5
2 I can imagine several changes that would improve our group 1 2 3 4 5
3 I have a vision for what would make our organization stronger 1 2 3 4 5
4 I know how we could change the status quo to make things better 1 2 3 4 5
5 It is clear to me what step we need to take to improve our organization 1 2 3 4 5
6 I have a clear picture of what needs to be done in our organization to achieve a higher standard of excellence 1 2 3 4 5
7 I have a clear picture in my mind of what this organization should look like in the future 1 2 3 4 5
8 It is clear to me what core values, if emphasized, would improve our organization 1 2 3 4 5
9 I can identify challenging goals that should be emphasized in my group 1 2 3 4 5
10 I can imagine several things that would inspire my group to perform better 1 2 3 4 5
Total visioning ability score is 36
Appendix 2: Leadership Traits Questionnaire
Statements Strongly disagree Disagree Neutral Agree Strongly agree
1 Articulate: communicates effectively with others 1 2 3 4 5
2 Perceptive: discerning and insightful 1 2 3 4 5
3 Self-confident: believes in oneself and one’s ability 1 2 3 4 5
4 Self-assured: secure with self, free of doubts 1 2 3 4 5
5 Persistent: stays fixed on the goals, despite interference 1 2 3 4 5
6 Determined: takes a firm stand, acts with certainly 1 2 3 4 5
7 Trustworthy: is authentic, inspires confidence 1 2 3 4 5
8 Dependable: is consistent and reliable 1 2 3 4 5
9 Friendly: shows kindness and warmth 1 2 3 4 5
10 Outgoing: talks freely, gets along well with others 1 2 3 4 5
11 Conscientious: is thorough, organized, and controlled 1 2 3 4 5
12 Diligent: is persistent, hardworking 1 2 3 4 5
13 Sensitive: shows tolerance; is tactful and sympathetic 1 2 3 4 5
14 Empathic: understands others, identifies with others 1 2 3 4 5

Appendix 3: Leadership Traits Questionnaire Chart
Rater 1 Rater 2 Rater 3 Rater 4 Rater 5 Average rating Self-rating
1 Articulate 4 3 5 5 4 4.2 4
2 Perceptive 4 3 4 3 3 3.4 4
3 Self-confident 5 4 5 4 5 4.6 3
4 Self-assured 3 3 4 4 4 3.6 4
5 Persistent 4 4 4 5 5 4.4 4
6 Determined 4 3 4 5 3 3.8 4
7 Trustworthy 5 4 5 5 3 4.4 4
8 Dependable 4 4 5 4 4 4.2 5
9 Friendly 5 5 5 5 5 5 4
10 Outgoing 4 4 4 5 5 4.4 4
11 Conscientious 3 3 4 4 4 3.6 4
12 Diligent 4 3 3 4 4 3.6 4
13 Sensitive 3 3 4 3 3 3.2 5
14 Empathic 4 4 4 4 3 3.8 5

Appendix 4: Task and Relationship Questionnaire
Statements Never Rarely Sometimes Often Always
1 Make a ‘to do’ list of the things that need to be done 1 2 3 4 5
2 Try to make the work fun for others 1 2 3 4 5
3 Urge others to concentrate on the work 1 2 3 4 5
4 Show concern for the personal wellbeing of others 1 2 3 4 5
5 Set timelines for when the job needs to be done 1 2 3 4 5
6 Help group members get along 1 2 3 4 5
7 Keep a checklist of what has been accomplished 1 2 3 4 5
8 Listen to the special needs of each group members 1 2 3 4 5
9 Stress to others the rules and requirements for the project 1 2 3 4 5
10 Spend time exploring other people’s ideas for the project 1 2 3 4 5
11 Pay close attention to project deadlines 1 2 3 4 5
12 Act friendly towards other group members 1 2 3 4 5
13 Clarify each group member’s ideas 1 2 3 4 5
14 Express support for other group member’s ideas 1 2 3 4 5
15 Emphasize performance standards for the group 1 2 3 4 5
16 Talk with other group members about their personal concerns 1 2 3 4 5
17 Keep other group members focused on goals 1 2 3 4 5
18 Emphasize everyone’s unique contributions to the group 1 2 3 4 5
19 Follow rules and regulations closely 1 2 3 4 5
20 Express positive feelings towards others in the group 1 2 3 4 5

Appendix 5: Task and Relationship Questionnaire
Statements Not true Seldom true Occassionally true Somewhat true Very true
1 I am effective with the detailed aspects ofmy work 1 2 3 4 5
2 I usually know ahead of time how peoepl will respond to a new idea or prodosal 1 2 3 4 5
3 I am effective at problem solving 1 2 3 4 5
4 Filling out forms and working with details comes easily for me 1 2 3 4 5
5 Understanding the social fabric of the organization is improtant to me 1 2 3 4 5
6 When problems arise, I immediately address them 1 2 3 4 5
7 Managing peoepl and resources is one of my strenghts 1 2 3 4 5
8 I am able to sense the emotional undercurrents in my group 1 2 3 4 5
9 Seeing the big picture comes easily for me 1 2 3 4 5
10 In my work, I enjoy responding to people’s requests and concerns 1 2 3 4 5
11 I use my emotional energy to motivate others 1 2 3 4 5
12 Making strategic plans for my company apeals to me 1 2 3 4 5
13 Obtaining and allocating resources is a challenging aspect of my job 1 2 3 4 5
14 The key to successful conflict resolution is respecting my opponent 1 2 3 4 5
15 I enjoy discussing organizational values and philosophy 1 2 3 4 5
16 I am effective at obtaining resources to support our programs 1 2 3 4 5
17 I work hard to find consensus in conflict situations 1 2 3 4 5
18 I am flexible about making changes in our organization 1 2 3 4 5