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College students finishing their academic preparation programs face
the difficult challenge of transitioning into the teaching
profession. In a short period of time, they can no longer function
as a student themselves and must immediately transform into a
professional educator. This can be a difficult challenge for a
young person and they need guidance doing this successfully. The
one opportunity college students have in gaining practical
experience as a teacher is through the student teaching experience.
Unfortunately, many students squander this critical opportunity and
finish their assignment without maximizing their own learning and
without capitalizing on professional opportunities that they will
need to be hired as a teacher. By building a professional brand
name through a thoughtful preservice teaching experience, novice
educators are better able to survive the application and interview
process and secure a teaching position. Capitilizing on the
difficult transition point between the college experience and the
school environment is more important than ever. When this is done
in a systematic and thoughtful manner, educators can be certain
that they are as prepared as possible to enter the demanding
profession of education.
College students finishing their academic preparation programs face
the difficult challenge of transitioning into the teaching
profession. In a short period of time, they can no longer function
as a student themselves and must immediately transform into a
professional educator. This can be a difficult challenge for a
young person and they need guidance doing this successfully. The
one opportunity college students have in gaining practical
experience as a teacher is through the student teaching experience.
Unfortunately, many students squander this critical opportunity and
finish their assignment without maximizing their own learning and
without capitalizing on professional opportunities that they will
need to be hired as a teacher. By building a professional brand
name through a thoughtful preservice teaching experience, novice
educators are better able to survive the application and interview
process and secure a teaching position. Capitilizing on the
difficult transition point between the college experience and the
school environment is more important than ever. When this is done
in a systematic and thoughtful manner, educators can be certain
that they are as prepared as possible to enter the demanding
profession of education.
School leaders know that instructional leadership is a crucial
aspect of education. However, many of those leaders lack the
knowledge and credibility to lead this work. Leaders must be
empowered to enter into and guide instructional conversations while
building leadership capacity of their teachers in the process. It
is easy for administrators to get caught up in the daily managerial
tasks of running a school. Passionate educators become principals,
however, to make a positive impact on the classroom opportunities
and experiences of young people. Because principals may not be
experts in all areas of instruction, they must develop their own
skills to become genuine participants in instructional
conversations. However, the task of a true leader is also to
develop the leadership capacity of those around them to ensure that
best practices are embraced in all classrooms. The most important
and consequential work in schools is happening in the trenches.
Principals must commit to join their teachers in that space. With
these new skills and a renewed commitment to genuine instructional
leadership, administrators can work collaboratively with teachers
to transform the educational experience of all students.
School leaders know that instructional leadership is a crucial
aspect of education. However, many of those leaders lack the
knowledge and credibility to lead this work. Leaders must be
empowered to enter into and guide instructional conversations while
building leadership capacity of their teachers in the process. It
is easy for administrators to get caught up in the daily managerial
tasks of running a school. Passionate educators become principals,
however, to make a positive impact on the classroom opportunities
and experiences of young people. Because principals may not be
experts in all areas of instruction, they must develop their own
skills to become genuine participants in instructional
conversations. However, the task of a true leader is also to
develop the leadership capacity of those around them to ensure that
best practices are embraced in all classrooms. The most important
and consequential work in schools is happening in the trenches.
Principals must commit to join their teachers in that space. With
these new skills and a renewed commitment to genuine instructional
leadership, administrators can work collaboratively with teachers
to transform the educational experience of all students.
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