How do you lead from the classroom?
I thought it would be good to start this blog with a little more about how the author of this site leads from his classroom in Eastern Kentucky, as well as ask how you personally have had success in leading from the classroom. First, a little more about me from a task that I had to develop for the Innovative Teacher Leader Cohort. Afterward, I would like to see your own examples of positive teacher leadership. :-)
Elevating teacher voice in Eastern Kentucky has certain obstacles. Nonetheless, many teachers are making the effort. While one may easily participate and advocate at the state board of education, the EAARS committee, etc., for the installation of a proficiency-based World Languages Program Review, increasingly tightening budgets at the local and district levels may cause further delays.
Collaborating alongside district administrators, superintendents, and curriculum specialists, Emmanuel Anama-Green has been able to serve the needs of Harlan County’s necessity for augmentation of the World Languages program into a proficiency-based program. Throughout the usage of technology, district administrators have been able to broaden this proficiency-based curriculum to all of the elementary schools through the Microsoft Lync® program wherein the two Spanish teachers at Harlan County High School broadcast a brief lesson each week.
All of these collaborations and negotiations have proved vital in the time of the World Languages Program Review due to the issues of funding. Mr. Anama-Green was one several teachers who advocated in Frankfort on multiple occasions for the Program Review. However, he quickly realized that he also had to be innovative alongside administrators at the local level to maintain the velocity of the voice that had been elevated from a state perspective.
Furthermore, Mr. Anama-Green is highly concerned with the importance of technology and its impact on a globally-competent classroom. For this reason, he has modified and greatly augmented the rigor and relevance of several of his units. In his unit about hotels and travel, Mr. Anama-Green requires that the students make three live, Skype® telephone calls for formative assessments, and one live, Skype® telephone call (without notes) for summative assessments. The students simply have to have an introduction, three questions wherein they inquire about costs, amenities, location, etc., and an effective conclusion statement. Nonetheless, they have to be successful on the call. If they are unsuccessful, they must repeat the call until they are successful. He has a similar assessment setup has been created for the restaurants unit.
Elevating teacher voice in Eastern Kentucky has certain obstacles. Nonetheless, many teachers are making the effort. While one may easily participate and advocate at the state board of education, the EAARS committee, etc., for the installation of a proficiency-based World Languages Program Review, increasingly tightening budgets at the local and district levels may cause further delays.
Collaborating alongside district administrators, superintendents, and curriculum specialists, Emmanuel Anama-Green has been able to serve the needs of Harlan County’s necessity for augmentation of the World Languages program into a proficiency-based program. Throughout the usage of technology, district administrators have been able to broaden this proficiency-based curriculum to all of the elementary schools through the Microsoft Lync® program wherein the two Spanish teachers at Harlan County High School broadcast a brief lesson each week.
All of these collaborations and negotiations have proved vital in the time of the World Languages Program Review due to the issues of funding. Mr. Anama-Green was one several teachers who advocated in Frankfort on multiple occasions for the Program Review. However, he quickly realized that he also had to be innovative alongside administrators at the local level to maintain the velocity of the voice that had been elevated from a state perspective.
Furthermore, Mr. Anama-Green is highly concerned with the importance of technology and its impact on a globally-competent classroom. For this reason, he has modified and greatly augmented the rigor and relevance of several of his units. In his unit about hotels and travel, Mr. Anama-Green requires that the students make three live, Skype® telephone calls for formative assessments, and one live, Skype® telephone call (without notes) for summative assessments. The students simply have to have an introduction, three questions wherein they inquire about costs, amenities, location, etc., and an effective conclusion statement. Nonetheless, they have to be successful on the call. If they are unsuccessful, they must repeat the call until they are successful. He has a similar assessment setup has been created for the restaurants unit.