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Teacher leadership is a term used in K-12 schools for classroom educators who simultaneously take on administrative roles outside of their classrooms to assist in functions of the larger school system. Teacher leadership tasks may include but are not limited to: managing teaching, learning, and resource allocation.
Instructional leadership is generally defined as the management of curriculum and instruction by a school principal.This term appeared as a result of research associated with the effective school movement of the 1980s, which revealed that the key to running successful schools lies in the principals' role.
Leader development is described as one aspect of the broader process of leadership development (McCauley et al., 2010). Leadership development is defined as the expansion of a group's capacity to produce direction, alignment, and commitment (McCauley et al.), in contrast to leader development which is the expansion of a one's ability to be effective in leadership roles and processes.
In order to guide student leaders to success and efficiency, they benefit from individualized mentoring as opposed to a broad leadership development approach. [2] Students who engage in more leadership development and engagement have greater social awareness, self-control, and have greater chances of pursuing higher education. [3]
Peer-leaders are trained in leadership skills. Faculty are involved. Materials for workshops are challenging and promote collaborative effort. Space and noise level acceptable for group discussion and work. PLTL is integrated into the institutional structure.
[1] [2] Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem [citation needed] of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political ...
Educational leadership is the process of enlisting and guiding the talents and energies of teachers, students, and parents toward achieving common educational aims. This term is often used synonymously with school leadership in the United States and has supplanted educational management in the United Kingdom.
Edmonds outlined six characteristics essential to effective schools, including: Strong administrative leadership. High expectations. An orderly atmosphere. Basic skills acquisition as the school’s primary purpose. Capacity to divert school energy and resources from other activities to advance the school’s basic purpose.