COD 2017 - P210

Leadership Skills for Primary School Teachers

Primary School Teachers and Coordinators

1 sesiones, inicia: 14-Mar

Ficha del curso

Ciclo: 2017
Nivel: Primaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Ms. Mercedes Perez Berbain MA
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Colegios Afiliados
ARS
Centros de Examen
ARS
No afiliados
ARS 400.00

Sesiones

Sesiones Fechas Inicia Termina
1 14 Marzo 2017 05:30 pm 08:30 pm

Capacitador/es

Mercedes Perez Berbain

Mercedes Pérez Berbain has been involved in teacher education for more than 30 years. At present she is a mentor of leadership for educators. She is a faculty member at Pilgrims Teacher Training (UK) and ESSARP (Argentina). She is a reviewer for several educational journals, such as LACLIL and AJAL. She holds an M.A. in Education with Distinction from Oxford Brookes University, UK. She has written materials for Pearson and OUP, and co-edited for Palgrave Macmillan International Perspectives on Diversity in ELT (2021). She has designed on-line courses for Orient BlackSwan. Her research interests include leadership, inclusion, and young learners.
Primary School Teachers and Coordinators
For participants to:

Explore the principles of leadership and the impact they have in teaching.
Develop reflective skills to evaluate and develop their teaching practice.
Plan and evaluate bearing in mind their leadership skills and an underlying reflective view on their practice.
Implement renewed teaching strategies to increase the learning possibilities of each child.
Leadership skills in the classroom: myths and experience.
What does it mean to lead in the classroom? Travellers, not passengers. Who teaches who? Knowing thyself and knowing others.
Principles and Paradigms. Talent and intelligence. Needs and emotions.
What does a teacher as leader do? The building of knowledge. Goals and skills. Shared vision. Systems. Multimodal communication. Organisation. The Learning Sequence. Resources. Projects. Evaluation.
How is it all done? The classroom as metaphor. Bonds and relationships. Empathy. Moral development. Congruence, contact, connection, construction, conversation and consolidation. Implementing-it-all.
Why do we do what we do? Interdependence, vocation, a sense of purpose, leaving a legacy, making a difference.
Participants will have an active role, analysing, exploring and building educational proposals which interweave previous experience with new ideas. There will be room for different teaching contexts and realities.
- Beere, J. (2014). The Practically Perfect Teacher. Bancyfelin: Independent Thinking Press.
- Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: CUP.
- Claxton, G. (2008). What’s the Point of School? Oxford: Oneworld.
- Donaldson, M. (1978). Children’s Minds. London: Fontana Press.
- Kouzes, J. M., & Posner, B. Z. (1995). The Leadership Challenge. San Francisco: Jossey-Bass.
- Lucas, B. and Claxton, G. (2010). New Kinds of Smart. Buckingham: Open University Press.
- Lucas, B. and Claxton, G. (2015). Educating Ruby. Bancyfelin: Crown House Publishing.
- Mc Carthy, B. (1996). About Learning. Barrington: Excel Inc.
- Palmer, S. (2006). Toxic Childhood. London: Orion Books Ltd.
- Robinson, K. (2015) Creative Schools: Revolutionising Education from the Ground Up. London: Allen Lane.
- Sir Robinson, K. (n.d.). Retrieved from http://sirkenrobinson.com/
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