Arronda Hudson, teacher leader certification academy
letha raney intermediate school
Students who participate in community service and meet the minimum program requirements demonstrate increased student achievement in the classroom. Community service allows students to develop self-efficacy and increases critical thinking. The freedom of choice involved in community service personalizes the learning experience creating relevance and improved higher order thinking.
How this Project Connects to the Teacher Leader model standards
THE TEACHER LEADER MODEL STANDARDS HELP TO DEFINE HOW TEACHER LEADERSHIP CAN BE DISTINGUISHED FROM, BUT WORK IN TANDEM WITH, ADMINISTRATIVE LEADERSHIP ROLES TO SUPPORT EFFECTIVE TEACHING AND PROMOTE STUDENT LEARNING. THIS PROJECT relates to these standards IN THAT COMMUNITY SERVICE ALLOWS STUDENTS TO authentically experience the world outside of the school building. The Community Service component is COLLABORATIVE in that all stakeholders work together to ensure the implementation and monitoring of the program goals. The drive for Community service has its roots in research, includes a consistent policy supported by the International Baccalaureate Organization (IBO), is integrated into classroom instruction and serves as one leg of the three-legged stool of the INTERNATIONAL baccalaureate middle years program (ibmyp) philosophy: reflection, action, service. Finally, Community Service has been linked DEMONSTRATIVELY to student achievement in the classroom and also to developing the social and emotional aspects of student performance often missed in academic exclusive school settings. The increase in student learning as well as how the teacher leader must foster, lead, and directly interact with each of the IBMYP stakeholders links this project to the teacher leader model standards.
How the PROJECT connects to the teacher leader certification academy (TLCA)
This project connects to the academy because in my POSITION as coordinator of IBMYP and the community service program i lead without positional authority but must use influence and strong collaborative and communication skills to effectively carry out my coordinator responsibilities. the leadership skills i have explored and developed over the course of the academy have prepared me to function in this role successfully and to continue to grow in my application and PRACTICE as a classroom teacher. As I have developed , practiced and reflected upon the five practices of EXEMPLARY leadership, i have seen my confidence and skill level increase which supports the belief that leadership skills can be developed. i have Not always had an interest in authoritative leadership and saw it as incongruous with classroom teaching; however the TLCA course of study has allowed me to reflect on my practice in light of the five practices. the Continuous feedback, discussion, and reflection embedded in the program has brought to the forefront the power of influence in driving school culture. I have gained a deeper and more clear understanding of my leadership philosophy which has STRENGTHENED and elevated my teaching practice, brought definition to my leadership capability, and enhanced my PERSONAL and work relationships.