Any topic (writer’s choice)

1. It is easy to support a charismatic and visionary principal who is in touch with the needs of the teachers and students. It is much more difficult to advocate for a principal who is imperfect, out of touch with the needs of the teachers and students, and has ideas that you may not favor. As a teacher leader, how do you follow an ineffective principal and set a positive example for teachers? What steps do you take to resist negativity and help teachers to focus on teaching and learning? Support your position.

2. A critical part of coaching and mentoring is a regular cycle of feedback and accountability. Should coaches or mentors take the role of holding teachers accountable for improvement? Why or why not? Would taking this role support or hinder the authority of leadership? Support your position.

References:

1. Range, B. G., Pijanowski, J. C., Duncan, H., Scherz, S., & Hvidston, D. (2014). An analysis of instructional facilitators’ relationships with teachers and principals. Journal of School Leadership, 24(2), 253-286.

2. Yager, S., & Yager, R. (2011). Impact of school based leadership teams for implementing a successful professional development initiative. International Journal of Educational Leadership Preparation, 6(1), 1-10.