Educator considers the perspectives of different stakeholders, and then engages with them in order to gain support and advance his or her leadership plan.
This demonstration of competency can be associated with the implementation of the plan created by the educator in the micro-credential entitled “Teacher-powered: Creating a Plan for Redesigned Learning.”
This study from the U.K. examines the role of teacher advocacy in the system that moves toward a more democratic form of leadership grounded in a dialogic process.
This study explores ways to lead from the classroom.
This report makes a case for teacher leadership and advocates for teachers leading as part of their professional work.
Although not focused exclusively on the individual teacher, this piece explores organizations that are supporting teachers’ voices in policy considerations.
Complete the following template, or one with the same components, to plan your conversations with stakeholders. (To see template, please download the requirement document below)
To earn the micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Proficient” or higher for each component in Part 2.
Activity Description (300-word limit):
Please respond to the following questions:
Activity Description - Your Learning (300-word maximum)
Your artifact submission will be assessed based on the following rubric. You must earn a “Proficient” or higher score on this portion of the total submission in order to earn the micro-credential.
Please respond to the following:
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