Artefact #4

Practical Strategies in the Teaching and Learning Environment

Ryan (2006a) points out that “teacher leadership can be formal or informal” (p. 67) in that leadership by teachers who work at the school can either be exemplified within formal positions and roles, or within more informal capacities.  Examples of informal leadership would include volunteer work, activities outside of the normal work day hours or developing improvements in the workplace without being asked.  Formal leadership would be leadership within orchestrated roles and during work-related activities.   Both categories of leadership can be seen essential within the broader umbrella of teacher leadership.

At GHMS, teachers and EAs should be encouraged to pursue informal leadership activities, and be actively praised when they do so.  Without the pressure of being “forced” into doing extra work, an inclusive working and teaching environment can be created which builds on teachers’ own interests.  As a result, students at GHMS would feel the genuine involvement of their teachers because they would be choosing the activities with which they would get involved with.  It is quite easy for students to note the differences between the teachers that “punch the clock” versus the ones that open up and dedicate themselves to the school, especially towards areas that they are passionate about.  “Teachers are not always keen to participate in decisions that do not directly concern them” (Ryan, 2006a, p. 68), so by involving teachers in areas that are already of interest to them, their efforts will be sustained.  This is where many solutions will come from, so soliciting all stakeholders is important.  Empowering the EAs in particular, to speak up and be part of working groups to develop solutions will lead to an environment where everyone feels validated and worthwhile.

Ryan (2006a) cautions us that “for teacher leadership to succeed, teachers and administrators need to approach changes with certain kinds of attitudes, or it will be difficult, if not impossible, for them to cope with substantial change” (p. 71).  In the case of GHMS, the mindset and mandate of both teachers and administration must be towards inclusive practices that benefit all students, and not just those that have necessary accommodations.  The segregation practice of taking students aside for additional help can actually work against those with disabilities by ostracizing them from their peers.  Lowering the bar in some cases so that students can succeed, has the potential to further complicate their social interactions and worsen the inauthenticity of their experiences.  The focus from both teachers and administration must be on levelling the playing field, rather than making changes to manage those with challenges; only then can an inclusive teaching and learning environment be created.

Professional development also plays a central role in bringing awareness and instituting positive change.  Ryan (2006a) states that professional development courses “that are locally run and directly relevant to real situations seem to offer teachers and administrators the most useful knowledge” (p. 73) so ideally, these courses should be created at the local level.  Specific in-services involving administration, EAs and teachers can see a huge impact for the students at GHMS.   

Moreover, the modelling of leadership behaviours is important within the school environment, but student leadership is also extremely important.  Ryan (2006a) points out that “students are having more say in the actual running of schools and in the curriculum and how it is taught” (p. 78).  It is important to not forget the student body when making decisions, as they can be consulted both in identifying issues but also in creating solutions.  This necessitates a humble and patient administration, to listen to those students who feel they are being disadvantaged but also leadership who are open to student suggestions for solutions.  “Students have valuable knowledge of classrooms and school processes that can be used to make schools better places” (Ryan, 2006a, p. 79) and at GHMS, if the student body can be mobilized to contribute to the process of change, unbelievable things can take place.

References

Ryan, J. (2006a). Inclusive Leadership. San Francisco, CA: Jossey-Bass.

Ryan, J. (2006b). Inclusive leadership and social justice for schools. Leadership and Policy in

              Schools, 5(1), 3-17.

One tangible lesson I learned was to not diminish the potential of doing group work.  That with the right approach, based on respect and maximizing individual output by leveraging the things they are good at, a positive learning experience can be had. (3.1, 6.5) The lessons I drew from the assignment itself centered around the definition of disability and its impact in education on all levels.  I also learned that inclusivity was broader than I had originally thought, and through the scenario-based assignment I appreciated the importance of all stakeholders in providing an equitable educational environment for everyone. (5.7)

The most important lesson that I learned was that I discovered my love for leadership, and more specifically my love of the study of leadership.  During this course I also read a few books on leadership, and this course motivated me to take an additional elective and achieve my focus area in leadership.  I also created a BLOG on leadership which can be accessed HERE