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10 Characteristics of a LeadUp Teacher

A LeadUp Teacher undoubtedly possesses many characteristics! Innovative, inspiring, and empowering just to name a few. What would you add to these 10 Defining Characteristics of a LeadUp Teacher?

Continually Curious
A LeadUp Teacher is adept at asking questions. What is…, how does it work, is there another way, what about this, why… and so on. This teacher asks these questions of both others and themselves on a regular basis. Never content with answers that take on a, “This is how it has always been done.” flavor. The LeadUp Teacher knows that questioning the status quo is their responsibility and others actually expect them to push the envelope with their questions. -Heidi
Adds Value to Others
LeadUp Teachers recognize how to relate to colleagues in all positions, and they devote quality time to listening with understanding to their needs and concerns. They are cognizant of what others value and are continually learning about those they work with in order to lead effectively. When we identify the strengths of those around us, we can uplift and encourage our team members to step forward. As we add value to individuals, areas of growth further develop and begin to strengthen due to trusting relationships, support, and encouragement. LeadUp Teachers are aware of the impact they have when they intentionally add value to colleagues. -Lis
Empowers & Celebrates Strengths
When teachers feel celebrated they recognize that their strengths contribute to the greater good and are motivated to make more of an impact. LeadUp Teachers understand that it’s not solely the principal’s role to celebrate the accomplishments of others, but grasp that as a collaborative team we share this responsibility.The LeadUp Teacher empowers colleagues by modeling risk-taking, sharing, and being transparent about both successes and failures. By being willing to take the fall and share about experiences, colleagues feel a sense of security which in turn promotes them to take risks as well. Leadup teachers verbalize their belief in their colleagues and act as a support system that provides genuine encouragement. -Lis
Reflective Practitioner
Deliberate reflection turns experiences into an opportunity for growth. Leadup teachers understand that they need to look back to move forward. They reflect by uncovering both their successes and failures in order to retool their practice. Reflection that is transparent promotes the growth of both individuals and teams as teachers share what they learned, and how they will proceed forward in the future. Leadup Teachers embrace a growth mindset and the idea that every opportunity around us, provides an opportunity to learn. -Lis
Habitual Learner
The LeadUp Teacher doesn’t depend on others to grow or challenge them. They view professional development as a lifestyle, not an event and are always on the lookout for opportunities to learn more, do more, and be more because they know their continual growth is a critical factor to their students’ growth over time. Being a lifelong learner is never cliche for the LeadUp Teacher, but rather is their unyielding mindset, the pervasive culture in their classroom, and encompases a passion not quenched by compliance based professional development. George Couros explained, “To truly integrate new learning, it is critical to carve out time for exploration, collaboration, and reflection to allow educators to apply what they are learning.” This is what a LeadUp Teacher does in all areas of their life. -Heidi
Ignites Innovative Practices & Embraces Shifts
The LeadUp Teacher often serves as a catalysts for innovation as they see a variety of possibilities on how to craft diverse and unique learning opportunities that richly benefit students, and their school community. As connected educators who embrace learning from fellow educators in a variety of positions, the LeadUp Teacher is able to gain a unique perspective on shifts taking place in schools globally. LeadUp Teachers are fearless in the pursuit of what’s best for students and their school community. With a tendency to be visionary, the LeadUp Teacher identifies how they are a key player in fostering systemic change through cultivating shifts that impact school culture, instructional strategy, and ultimately student learning. -Lis
Demonstrates Courage & Voice
Cultivating change and being a risk taker in education requires boldness. The LeadUp Teacher exhibits courage, finesse, and demonstrates a solid voice when it comes to advocating for improved practices and authentic learning opportunities for students. Before making decisions, a LeadUp Teacher always considers the impact on the whole child. When educators collaborate with an all hands on deck approach, they empower one another to demonstrate courage and share their voice. -Lis
Positive Outlook & Impact
The LeadUp Teacher approaches life and their work with a positive outlook. They throw kindness around like confetti and their impact is one of positivity. They believe and expect the best in others, approaching challenges with positive suppositions. They reframe obstacles as opportunities to innovate rather than seeing setbacks as overwhelming defeat. Or as LaVonna Roth explained it in her Ignite Your S.H.I.N.E. presentation at the What Great Educators Do Differently conference, They know “adversities are opportunities in disguise.” -Heidi
Passionate, Committed, & Purposefully Driven
“Purpose is the reason you journey. Passion is the fire that lights your way.” -Unknown
LeadUp Teachers are “fearless in the pursuit of what sets their soul on fire” -Jennifer Lee. They exude passion for their priorities which always center on PEOPLE first! They are committed to inspiring everyone in their sphere of influence, first and foremost their students, colleagues, and families. They see what they do as  both significant and life altering. Their passion to LeadUp is not accidental or random, but a calling that drives an unwavering, unending commitment to excellence! -Heidi
 
100% Student Focused
Doing what’s best for students is the only way a Lead Up Teacher knows how to work. Their purpose is to make the world a better place one student at a time, one day at a time. Students are at the center of their purpose, passion, decisions, and classroom. They put the needs of their students ahead of their own comfort zones, expectations, and even plans. Students are the focus of the classroom and student learning takes center stage, priority #1.
-Heidi
Each day we’re provided a new opportunity to make a difference in the lives of students and within our school community. Embracing the characteristics of a LeadUp Teacher has the potential to inspire passion to ignite within others, which empowers them to put forth their best. In this movement, how will you be an influencer who embraces the characteristics of a Leadup Teacher and sparks the spirit within others?
Elisabeth Bostwick is an innovative elementary educator in Horseheads,NY; Heidi Veal is a passionate Assistant Principal in McKinney, TX. Both ladies lead #Leadupteach, a movement dedicated to innovation and the empowerment of teacher leaders. 
Empower Learning Leadership

Entering a New Frontier

Envision learners jubilantly returning from winter break who are eager to connect with peers, staff, and to be empowered as learners. Excitedly they re-enter the learning space while having conversations and greeting others. It’s possible that many learners were still connected with one another, and their teacher through platforms such as Edmodo over break. Remaining connected maintains that sense of family, and keeps conversations flowing so that when reunited as a team they can readily begin to synergize.

How are you setting the stage for the new year with your students? What are your students anticipating returning to? As we enter the new year, consider one shift that you’ll make to ignite students’ passion to learn. Learning is a natural desire, yet when forced or if not engaging, students can shut down and lose their drive to learn. We need to be creating a sense of wonder within our students to foster deeper questioning which promotes innovative thinking. Who are we to teach today’s students, yesterday’s information? What’s comfortable for both teachers and students isn’t necessarily what’s best. In fact, I find that when I am in a place of struggle or discomfort that it’s a blessing because it signals that I’m in a place of growth. When we enter a new frontier it isn’t meant to feel convenient or safe. However, that’s where we need to be for continual improvement. As I consider the shifts I’ve made, I recognize that they’re some of the main reasons my students eagerly anticipate returning to school.
Project Based Learning
I’m wholeheartedly committed to flipping education to move beyond mandated programs. My goal is to immerse students into authentic, relevant, real-world problem solving, and empower students to own the direction of their learning. I’m incredibly fortunate to have been trained and to be provided with ongoing training in PBL by the Buck Institute for Education. Through my journey I’ve noticed that when students develop their own driving questions it propels their research, and they begin to crave learning including the next steps of their project. What I observed this fall exceeded my expectations. In all transparency, our class also hit rough patches. There were times when my students looked to me in search of direction or answers. Similarly, as educators we experienced moments where we had to go back to our training notes as we collaborated to reconsider our process. As a team we hit several moments of discomfort because it was so different than our classic ELA block. While we always utilize best instructional strategies and structures for learning, PBL definitely took us in a whole new direction. For me, it was refreshing. As for the students, it’s evident that they’re more cognitively engaged within PBL. During this winter break they’ve continued researching and posting links for their peers to respond to around their PBL focus on our Edmodo page. The depth of knowledge, success skills, and vocabulary that they have developed is incredible.
Makerspace
When we started, students required reassurance that what they chose to design was their choice. They had to solve problems that arose along the way, but they knew that I was there to support them. Using inquiry as a driving force students worked through many issues. They’re constantly learning how to appropriately interact and converse with peers during challenging times. As our makerspace grows I am devoted to carving out time for students to wonder, explore, and create. Makerspaces provide opportunities for students to create, build prototypes, explore questions, fail and retry, develop critical thinking and problem solving skills, bounce ideas off one another and collaborate on building together. Innovative thinking blossoms in makerspaces.
Innovation Time
Last school year students had opportunities to explore their passions, and share their projects with peers through a variety of presentation methods. This school year I’ll be integrating innovation time more purposefully within the second half of the school year. Sure, students have a lot of choices in class. Within PBL students have ownership over their driving questions, method of presentation, and community contacts. However, I want to extend learning to be increasingly student centered. During the second half of this school year learners will have opportunities to identify and explore their passions with purpose. As I reflect on the first half of the year I feel that beginning with PBL and makerspace has set the stage for students to continue forward into innovation time. They all share a similar philosophy and compliment one another well.
Culture of a Growth Mindset Embedded in Relationships
Fostering and continuously nurturing a culture of a growth mindset embedded in relationships has been one of the biggest factors in allowing PBL, makerspace, and learning in general to be extremely successful. Growth mindset along with relationships is one of the pivotal components that serves as the foundation for all that I work towards. In our learning space you can visibly see and hear that we have a culture of a growth mindset. It’s developed through experiential learning, debriefing, and modeling as well as practicing how to emote through a variety of structures. We also consciously utilize the Habits of Mind and The Leader in Me. During math class students openly share when they’ve made a mistake in order to help their peers learn from what they’ve done. Their peers celebrate them by clapping and making genuine comments. This practice has encouraged students to share out often. Students also use a variety of talk moves to demonstrate that they were either thinking something similar, have something to add on, or new to contribute. All of these simple strategies not only maintain engagement, but also allow students to receive immediate feedback that others are truly listening to them and making connections. Student conversations have developed to be so purposeful that students clarify by asking their team members, “What do you mean by____?” or rephrase by saying, “In other words what you’re saying is_____.” The freedom to make mistakes, question one another, and clear up any misconceptions in a safe environment promotes deeper student learning as they become unguarded and open to risk taking to explore all areas of learning.
Tech as a Tool
Using tech as a tool to foster the four C’s is new for the students who enter my classroom each year, therefore it takes some time to integrate it. This school year students have been exposed to many different types of tech to enhance learning. The tech we’ve utilized has been scaffolded intentionally. We began using tech as formative assessment. Kahoot, Plickers, and Nearpod have been excellent to engage students while also providing quick and accurate feedback for reflection. At the beginning of the year it was messy. Students were unfamiliar with knowing how to login to websites and how to use basic functions on a keyboard. The experience provided me with a wealth of information, and I realized that I needed to back up the instruction more than I had expected. Taking the time to demonstrate, and allowing students opportunities to explore and ask questions made a difference. After working with formative assessment tools, we then picked up Edmodo as a communication and collaboration platform that also allows me to blend learning. Students are now creating and demonstrating their learning using Explain Everything, Prezi, and ThingLink. Once learners grasp how to use tech as a tool, they quickly find ways to integrate it independently and are prepared to choose the appropriate tool when necessary.Coding
While all students participated in the Hour of Code, we as educators cannot just expose students to an hour of code. We need to examine what the needs are of today’s learners. Today’s learners are required to be literate in different ways than yesterday’s learners were expected to be.  Dr. Ryan B. Jackson proposes that coding is the new literacy. I, too, believe that all schools ought to address coding as a significant need in today’s schools.  It’s inspiring to listen to students problem solve as they code, communicate effectively with peers when they hit an obstacle, and the excitement they experience when they overcome barriers.  If you’re tempted to say that this is just one more thing being added in, we need to step back and look at the current job market and contemplate the fact that we don’t know which direction our future will head. Our students are going into a future where many jobs will be newly developed. As educators we need to reevaluate what the greatest needs in our students are, and how we can reshape schools with flexible scheduling and interdisciplinary learning to promote innovative practices.

Enter a New Frontier
As we move forward into the new year we need to support one another as educators, and be fearless in the pursuit of what’s best for students. Yes, it can be uncomfortable to take on new initiatives, but it’s exhilarating too. By crafting a clear vision with a focus that is student centered, you will surely find your footing. Consider how you will enter this new frontier as an advocate for learners. We are the change, together we make the difference.