(CORE MODULE to earn the ECIS Middle Leaders Certificate)

This core module focuses on the unique and crucial aspect of effective operation of international teacher leadership at the middle level. During the course, participants explore critical aspects of the middle leader role, enhancing understandings, developing knowledge and building and practising skills aimed at strengthening their effectiveness as middle leaders. Participants leave the course with clear plans to assist them in the practical and effective application of their learning. The course will address the following questions:

• What does research claim about effective teacher leadership?
• To what extent is leadership context driven? How does culture impact leadership?
• How can a teacher leader develop the ability to lead effectively in different contexts?
• What are beliefs and values about leadership and how does this impact leadership practices?

In this two-day course, these questions are explored:

• What are some characteristics of a highly functioning team?
• How can I facilitate the creation of a team focused on student learning?
• How can protocols, structures and norms facilitate thinking and a focus on student learning?
• What types of conversations are critical, and when are they likely to occur?
• What processes and behaviours can be prepared in advance to enable difficult situations and conversations to be well managed?

From the extensive body of literature and research, and from the wide array of experiences in leadership, how do we tease out what is most useful, practical and productive in leading teams?

Teachers and administrators are by definition expected to be leaders. How do we use that authority thoughtfully, sensitively, and productively? Should we find ourselves in the role of a leader without perceived authority – a more informal position, it is a different dynamic.

Regardless of the role, a teacher-leader helps to shape the culture of a school, improves student learning, and influences practice among peers.

In this two-day course, these questions are explored:

• Why is a guaranteed and viable curriculum fundamental and how as a leader, can you ensure its central role with your team?
• What role do middle leaders play in supporting the curricular vision of the school and ensuring curricular alignment?
• What strategies and tools can middle leaders practice to facilitate curriculum development and review?

At the centre of teacher leadership is a commitment and desire to improve student learning. We know there are several factors that impact student learning and at the top of the list of school-related factors is a guaranteed and viable curriculum. What role do teacher leaders play in supporting the curricular vision of the school? In this course, we explore these questions together through structure protocols and discussions to generate new thinking, consolidate new ideas, and promote connections to prior knowledge.

Participants come away with direct experiences to understand the importance of a guaranteed and viable curriculum, the language of curricular design, the alignment of a course/grade level curriculum with department/team philosophy and the school’s mission and vision, and strategies to help make standards meaningful to their team.

What role do teacher leaders play in ensuring teachers are engaged in current, best practice around assessment?

In this course we will cover key areas to deepen the understanding and best practices that should be at the heart of student learning. Explore how you can influence and support the use of internal assessment data to inform teaching and learning. Walk away equipped with practical knowledge, powerful strategies, and with protocols and tools for assessment leadership.

In this two-day course, these questions are explored:

• What are current, research-based best practices that should be at the heart of student learning and embedded into the assessment procedures?
• How can leaders influence less experienced teachers to implement a variety of formative and summative forms of assessment?
• How can a leader support the use of internal assessment data to inform teaching and learning?
• What impact/influence should external assessment measures (i.e. PISA) have on the development of teaching learning and assessment?

This two-day course focuses on the vital work leaders must do to manage and embrace conflict in their professional lives.

During the course, participants learn to identify when they are in a conflict and what their roles and responsibilities are within such a situation; strategies and protocols to draw on for further conversations / dialogue / discussion to prepare for, engage in, and manage conflicts; and to explore ways to recognise and avoid conflicts.

The course will address the following questions:

• What are the different types of conflict?
• Why are conversations important in conflict?
• What are strategies or protocols that we can draw on to guide us through conflicts?
• How can you be proactive in conflict management?

Through scenarios, reflection, conversation mapping, and structured discussions, individuals will gain tools and strategies in order to manage and embrace conflict.

Designing Adult Learning is a hands-on interactive course that gives teachers effective facilitation tools to lead teacher teams. Whether you are interested in being a subject area leader, department head, grade level team leader (head of year), or are just interested in being an effective team member, join Designing Adult Learning. The course will dive deeply into effective facilitation strategies, adult learning theory, leading dynamic and productive professional learning communities, differentiated professional learning models, and tools for expanding your professional learning network. This course is designed for teachers interested in leading a team, teacher leaders, department heads, and administrators.In this two-day course, these questions are explored:

• What does research indicate about the best practices for the most effective teacher professional development?
• How can a leader implement ongoing reflection, goal setting and action, with a view to personal and group professional development?
• How can teacher leaders model excellent ongoing professional learning and practice?
• How can teacher leaders support the growth of the adults in the building?