Using Goal Setting to Help Motivate Student Learning

Developing Confidence and Shared Leadership - 1 -

Developing Shared Leadership

University of New England

Action Research Course

Spring 2010

Dr. Grania Gothard Holman

Blaine Seamone

January 16, 2010

Statement of Academic Honesty: I have read and understand that plagiarism policy as outlined in the “Student Plagiarism and Academic Misconduct” document relating to the Honesty/Cheating Policy. By attaching this statement to the title page of my paper, I certify that the work submitted is my original work developed specifically for this course and to the MSED program. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I acknowledge the possible consequences of the act/s, which could include expulsion from the University of New England. Developing Confidence and Shared Leadership - 2 -

Table of Contents

Abstract 5

Introduction 6

Rationale for the Study 6

Statement of the Problem 8

Research Questions 10

Hypothesis 10

Literature Review 10

Supportive and Shared Leadership 10

Role Model and Mentor 11

Collective Creativity 12

Supportive Conditions 13

School Policies 14

Identifiable Characteristics 15

Methodology 15

Research Design 15

Data Collection Plan 16

Participants 17

Instruments 17

Results 19

Data Presentation 19

Discussion of Findings 26

Limitations of the Study 28 Developing Confidence and Shared Leadership - 3 -

Significance/Implications/Applications 29

Action Plan 30

Further Research 35

References 37

Appendices 40

Appendix A: Pre Survey on Teacher Leadership 40

Appendix B: Graph of Pre Survey Result Question # 1 41

Appendix C: Graph of Pre Survey Result Question # 2 42

Appendix D: Graph of Pre Survey Result Question # 3 43

Appendix E: Graph of Pre Survey Result Question # 4 44

Appendix F: Graph of Pre Survey Result Question # 5 45

Appendix G: Post Survey on Teacher Leadership 46

Appendix H: Graph of Post Survey Result Question # 1 47

Appendix I: Graph of Post Survey Result Question # 2 48

Appendix J: Graph of Post Survey Result Question # 3 49

Appendix K: Graph of Post Survey Result Question # 4 50

Appendix L: Graph of Post Survey Result Question # 5 51

Appendix M: Graph of Field Note Tally 52

Appendix N: Formal Interview Questions for Head of Schools 53

Appendix O: Informal Interview Anecdotal Records Teacher A 54

Appendix P: Informal Interview Anecdotal Records Teacher B 55

Appendix Q: Informal Interview Anecdotal Records Teacher C 56

Appendix R: Informal Interview Anecdotal Records Teacher D 57 Developing Confidence and Shared Leadership - 4 -

Appendix S: Informal Interview Anecdotal Records Teacher E 58

Appendix T: Informal Interview Anecdotal Records Teacher A,B,C,D,E 59

Appendix U: Picture of Students Poster 60

Appendix V: Picture of Display of Students Written Work 61

Appendix W: E-mail from Head of Schools 62

Appendix X: Picture of Collaborative Display Cabinet 63

Appendix Y: Article from TMS Newspaper 64 Developing Confidence and Shared Leadership - 5 -

Abstract

Teacher leadership is being seen as a vital key in school improvement. This article presents findings from a qualitative study of teacher leadership at Toronto Montessori

Schools. It is aimed at exploring the effects of collaborative planning on building shared leadership. The collaborative planning process was seen to empower teachers, share knowledge and contributed to their confidence in their abilities to take on leadership roles. A range of conditions needed to be developed for teacher leadership and confidence to develop which are a culture of trust and support, structures that supported teacher leadership that were well defined and clearly communicated and strong leadership from the administration. The data collected supports that through collaborative planning shared leadership within the group can be created. This allowed them to develop the skills to move forward collaboratively as leaders in the school and have a positive impact on the French program and student learning. Developing Confidence and Shared Leadership - 6 -

Introduction

Rationale for Study

Toronto Montessori Schools have begun the process of Curriculum Mapping that consists of a number of annual steps. They will examine what has been taught, how it has been taught, how it has been assessed, and how well it is being learned in each subject at each age level. These individual records or ‘diaries’ of teaching and learning will be collated and reviewed by all members of faculty to increase a shared awareness of the best Montessori and International Baccalaureate methods and approaches. They will collaborate to identify gaps or overlaps, and opportunities in order to improve all aspects of their overall scope and sequence. The importance of this process on an ongoing basis cannot be overstated. The professional work of teaching partners, teachers at the same grade, and teachers across the grades as they discuss and advance teaching and learning will ensure they share the collective expertise and commitment that exists in TMS and

TMI to advance their effectiveness on behalf of each student. They also expect to leverage feedback from their Montessori and IB accrediting bodies, the educational literature and other schools worldwide to enhance teaching and learning. Finally, the school will continue to intentionally develop their program with regard to activities such as integration between subject areas, the development of critical thinking, leadership, citizenship, and green stewardship (Jacobs, 1997).

The school has developed a strategic plan and by using the tool of curriculum mapping it will give the school a much better chance of creating a culture of learning.

Both the strategic plan and curriculum mapping will encourage and facilitate the further development of the professional learning community they are striving to become. The Developing Confidence and Shared Leadership - 7 - researcher firmly believes that to have a successful school or educational system one must have leaders who are partners with the faculty and involved in a collaborative quest for a shared vision and values. To benefit from these learning opportunities, the leaders must be easily accessible, promote personal growth and development and support the shared vision of the school. Specific standards and criteria need to be in place and adhered to with monitored and evaluated outcomes to ensure that a high standard of education is being delivered. Finally, for life-long learning opportunities to succeed, the primary focus must revolve around the learner and shared leadership, with a learner- centered model of education. It is with these beliefs in mind that Toronto Montessori

Schools has taken on Curriculum Mapping to help ensure TMS reaches its ultimate goal of being a highly functioning professional learning community.

The observation over the past nine years of these teachers it has been obvious that at no point have they had a leadership role on a committee, extra curricular program, or even their own subject area. During a department meeting they were discussing budget and they said they had no idea how the budget process worked, how much they had for a budget or even how their budget was planned for. During the same meeting they said they did not know how to book functions at the school or trip procedures. The other larger issue is they had no idea how curriculum decisions were made. The department had been led by a person who was very controlling and had no teacher education training; therefore the group may not have experienced the opportunity to lead. The teachers involved have all expressed enthusiasm to move forward as a department and evoke change. They have also commented that they like the dynamics that have developed within the group. For the goal of Toronto Montessori Schools to become a highly functioning professional Developing Confidence and Shared Leadership - 8 - learning community, shared leadership must be developed within every department along with an understanding of how to work together collaboratively to enable the school and learning community to reach its full potential.

During the adoption of the school's strategic plan to become a better professional learning community, it is probable that this group in particular will need support and guidance to be able to function positively in this ever developing school model.

The purpose of this study is to describe the effects of collaborative planning on developing shared leadership.

Statement of Problem

Toronto Montessori Schools strategic plan states that their goal is to move toward a highly functioning professional learning community. One of the key aspects of a professional learning community is shared leadership and collaboration. The department at the school being used in this study has not had experience with shared leadership or collaboration. The history of past leadership styles that have lead this department have not fostered the elements of collaboration and shared leadership. Therefore the department is lacking confidence in their leadership abilities and an understanding of how to collaborate together and share leadership. This staff has not been treated as valued professionals in the development of the instructional program. To have a successful school or educational system one must have leaders who are partners with the faculty and involved in a collaborative quest for a shared vision and values. Without shared leadership and collaboration, the school will not reach its full potential. If the teachers cannot collaborate and share leadership, then certainly the students’ success is not being placed first and foremost. Building this capacity in others and allowing them to own Developing Confidence and Shared Leadership - 9 - situations will enable this institution to reach its full potential. To address these needs, adaptability and flexibility in the learning community is required.

Some of the critical factors that could affect the study include teachers’ dispositions about learning and leading and the history of leadership of the group.

Another critical factor that could affect the study is the past history and culture that was established by the previous leaders. The past leadership of the school did not promote or value shared leadership. The previous culture of the school discouraged teachers from asking questions or taking risks. Some teachers may not participate based on their beliefs about learning, their personal insecurities, or their previous experiences with leadership positions or particular leaders.

One of the forms of evidence that this area is a problem comes from observations of the researcher. In the past nine years, this department has not showcased or organized an event that celebrates the learning of the students. These observations were made previous to June 2009 and before the staff members in this department reported directly to there new Head of Curriculum. The problem with shared leadership in this department became more evident with the departure of the former leader in June 2009 and the staff members within this department reporting directly to the Head of Curriculum. Another area that indicates that there is a problem with shared leadership was the lack of knowledge that the department had on school policies and procedures in budgeting, booking buses, trip procedures and booking functions at the school, to name a few. These issues became known to the Head of Curriculum through team meetings in June of last year and September 2009. Through individual conversations with the staff members of this department and they admitted that the previous leader did not allow them to eat lunch Developing Confidence and Shared Leadership - 10 - with whom they wanted, sit with whom they wanted at professional development days, or have a say in the curriculum development of the program. As a result, these staff members did not feel empowered to take on leadership roles.

Being able to identify the effects of the factors that most impact the building of shared leadership and collaborative practices within the department will ultimately optimize the functioning of the learning community within the school.

Research Questions

1. How will the shared leadership affect the team’s overall image in the larger community?

2. What effect will collaborative planning have on the teachers’ confidence to take on more of a leadership role in the future?

3. What effect will building shared leadership have on the teams’ confidence in moving forward to develop the curriculum?

4. What effect will team meetings have on the overall level of functioning of the team?

5. What effect will the development of their leadership have on student learning?

Hypothesis

A relationship exists between the modeling and demonstrating of collaborative planning and the development of shared leadership in an educational department.

Review of Literature

Supportive and Shared Leadership

To have a successful school or educational system you must have leaders who are partners with the faculty and involved in a collaborative quest for a shared vision and values. Senge (2000) reveals that the research indicates that this means involving Developing Confidence and Shared Leadership - 11 - everyone in the system in expressing their aspirations, building their awareness, and developing their capabilities together. Zimmerman (2004) states that “employees who may fear their own potential, the change leader should challenge them to set higher expectations for themselves” (p. 236). The administration engages the teacher leaders in developing a shared vision and they must feel supported and empowered to take risks and make mistakes. Danielson (2006) agrees that to have improvement within the educational program new approaches must be tried and tested in the classrooms which may not be successful in their first usage. Danielson (2006) also identifies that administrators must also convey the sense to all staff that the environment is a safe one in which to take professional risks. Strong leaders will be able to relate to the faculty through approachability, honesty, humor, and trust with ease and fairness. They will create the integrated learning community by modeling behavior that is supportive of the shared vision and common goals of that community. They will see to it that the end vision and core values are adhered to ensuring that all is interconnected and communication is kept open.

Role Model and Mentor

The leaders in the learning environment must involve the faculty in the school’s decision-making process and allow individuals to feel empowered. The research by

Riordan and da Costa (1998) indicates that leaders must take a more “active role in direct leadership activities” (p.11). This allows the leader to be a mentor and role model for the teacher leader and model collaborative practices and shared leadership. Erkens et al.

(2008) indicates that in a professional learning community all staff must understand and develop these leadership characteristics. The other concern a leader must be aware of is Developing Confidence and Shared Leadership - 12 - getting too involved in every project or when not really needed. The staff must feel trusted to complete a project or initiative and not feel that the leader’s involvement is to monitor them. When administration do become involved as doers in a project that they have turned over to another leader or group, their goal should be to demonstrate and model to others how to be a team member while taking direction from others, even if they are in administration. Many times people tend to want to help but do not know how to take direction and give up control. Another goal of administration during these types of situations is to always defer decisions, appropriate ones, to the leader of the project. This again demonstrates their confidence in their leadership ability to complete the project and to lead the group. The larger goal is to show staff that if they are empowered with something, administration will stand behind them, support them and allow them to be empowered to carry out the project.

Collective Creativity

A leader must also have a vision and plan for building capacity in the leaders within the community. De Pree (2003) believes that if a corporation or school is going to become great it must be open to all leaders or giants as he calls them. The giants Depree refers to are the people within an organization who have special talents. Rasberry and

Mahajan’s (2008) research states that it is the responsibility of the principal to realize there is untapped pool of potential in many schools waiting to be allowed to be involved in the learning community. Geijsel and Meijers (2007) say leaders “must be open to suggestions for changes in the direction or pace of the change process, they must be learners themselves” (p. 155). By building this capacity while staying in line with the mission and vision of the school they develop shared ownership of problems - in effect, Developing Confidence and Shared Leadership - 13 - to take possession of a situation that De Pree (2003) refers to as roving leadership.

Having many viewpoints and ideas on a goal or issue provides more information to consider when working on a solution. One of the keys to creating collaboration is posing a question and soliciting input from the team (appropriate size and people) rather than giving them a solution. Margaret Wheatley (1997) believes that people are more likely to support something if they have participation in the creation of it and that groups of people can accomplish more than an individual can alone. By building this capacity in others and allowing those to own situations this will enable an institution to reach its full potential.

Supportive Conditions

The Center for Teaching Quality (2008) and Buffun et al. (2008) explain that to have effective collaboration administration must give teachers regular time during the school day to collaborate and plan instruction, which will demonstrate the commitment and emphasis that administration places on their knowledge and ability to solve collective concerns. With the time given during the day teachers will not view these meetings as just another add-on to duties outside of their contract times, but will value the time and empowerment given to them to share and develop activities that will impact on improving student learning.

Resources are also a major component of the supportive conditions that are needed in order to promote and develop collaborative teams. Along with the collaborative meeting time teachers also need time to observe other classrooms and teachers to see what is going on within their own community of classrooms. Developing Confidence and Shared Leadership - 14 -

School Policies

Through the research it is indentified that fear shuts people down. Danielson

(2007) has found that an “evaluation system that teachers will learn from is one in which they don’t feel threatened” (p. 182). Ongoing support for these goals comes from frequent meetings between administration and their teachers to look at how they see they are helping implement the plan and to identify three or four SMART goals that they would like to work on that relate to the Strategic plan of the school. SMART goals stands for goals that are specific, measurable, attainable, realistic and timely. These goals should be straightforward and emphasize the desired outcome. Once the goals are set weekly meetings occur where the administrator and teachers get updates on how the program is going and discuss how their progress is going in terms of their goals. The SMART goals themselves are usually reviewed in these meetings are closely reviewed every three weeks. As O’Neill et al. (2006) noted the use of SMART goals has shown to have a positive effect on sharing best practices, collaborative inquiry, and problem solving. The effect of this is a building of confidence between the staff and a way of building their common mission even though they may have different instructional approaches.

Identifiable Characteristics

In developing shared leadership one must be able to identify the individual strengths and weaknesses each teacher may bring to the team. Krisko (2001) identifies eight identifiable attributes of teacher leaders, which are “creative, efficacious, flexible, life long learners who can find humor, are willing to take responsible risks, and have good interpersonal sense and strong interpersonal skills” (p. 12). With the knowledge of these attributes the administration can develop a plan for each individual teacher to help Developing Confidence and Shared Leadership - 15 - strengthen and stretch their comfort level with the areas of weakness as well as being able to utilize their strengths.

The research overwhelmingly identifies the areas of building trust, confidence, empowerment, and support as integral parts of developing a community of learners. With these areas identified a leader will be able to create an integrated learning community by modeling behavior that is supportive of the shared vision and common goals of that community. They will see to it that the end vision and core values are adhered to ensuring that all is interconnected and communication is kept open.

The search was completed on ERIC. A basic search using the word collaboration and teacher individually was used initially. Next, an advanced search was used with teacher leader, teacher leadership, Professional Learning Communities and attributes of leaders. The texts used have been mostly textbooks collected from the Masters of Science

Education with at the University of New England (UNE) with an area of focus in

Educational Leadership. They addressed the topic of developing confidence and shared leadership and therefore were very appropriate. Membership in the Association for

Supervision and Curriculum Development also provided two textbooks that were applicable to this study.

Methodology

Research Design

The purpose of this study is to describe the effects of collaborative planning on developing shared leadership. The participants of this study included a staff of five

French teachers who all agreed to participate in this study. None of these teachers has been in a leadership role in the school in the past 18 years. The teachers had no Developing Confidence and Shared Leadership - 16 - confidence or understanding of shared leadership or collaborative planning as evident by field notes from meetings with the individuals of the group. Qualitative data was collected from a variety of sources to examine whether collaborative planning and mentoring will improve confidence and shared leadership within the target group. These sources include the Pre study questionnaire, Field Notes from Semi Formal Interviews,

Field Notes from Informal Interviews and Post Study Questionnaire.

Data Collection Plan

Data will be collected over an eight-week period during which the teachers will have collaboratively planned and led a school wide French week celebration. The teachers came together a total of twelve times during the study. This allowed formal and informal observations to be made of the teachers’ participation in organizing and preparing their sections of the project.

Pre Study Survey

Teachers completed two surveys during the course of this study and they also provided open response feedback to weekly semi-structured interviews. A survey engine called survey monkey was used to help compile and sort all of their survey responses.

Teachers received emails with the survey questions and submitted their answers to www.surveymonkey.com. Throughout the project, informal ethnographic interviews were held while the teachers prepared their sections of the project. To conduct this study, the target group was asked to fill out an introductory survey (Appendix A) to provide background information concerning their comfort level and experience in taking leadership roles in the curricular program. They were asked general questions regarding their attitudes towards leadership and what factors they felt encouraged or discouraged Developing Confidence and Shared Leadership - 17 - their leadership. The target group was also asked to share any additional information they felt might be pertinent to understanding their confidence in taking a leadership role.

Field Notes

A second source of data collection was field notes from semi formal interviews with individuals of the target group. The interview was guided by a set of questions and issues to be explored but led by the respondents and their answers. These interviews were held weekly with the target group individually.

Post Study Questionnaire

Finally a post study survey was conducted to determine the teachers’ confidence and perception of their ability to take a leadership role in the future. This survey was further triangulated with the pre study survey and the field notes as they are compared and contrasted. In order to provide further triangulation when analyzing the data a discussion was held with a colleague with experience from another institution and who has a Master's in Educational Leadership. This individual served as a unique sounding board for ideas and reflections on the analysis of the data collection.

Participants

The participants of this study included a faculty of five French teachers who teach children from three years old to 12 years old.

Instruments

To answer the research questions this study required the collection and analysis of data regarding the effects of collaborative planning and mentorship on creating shared leadership. There were no surveys that were found that were appropriate for the study; therefore the surveys used in the study were created by the researcher. (See Appendix A Developing Confidence and Shared Leadership - 18 -

& B) Three colleagues were consulted about the data collection plan. Two colleagues are professors at the University of Toronto, and the other is a colleague that has a Masters

Degree in research design. All colleagues unanimously agreed that the data collection techniques meet Guba’s criteria for validity, (Mills, 2007). They cited that credibility would be established by the strategies of persistent observations, informal interviews, formal interviews and triangulation of the pre survey, post survey and field notes.

Employing these strategies also helped account for any patterns that develop that are not easily explained and provided stability for the study. The colleagues consulted on the collection techniques used and concurred the transferability of the study due to the survey collecting descriptive data. The experts consulted also noted that the triangulation of field notes, pre survey and post survey would demonstrate the conformability criteria that

Guba requires for validity in qualitative research.

All experts validated the reliability of the data collection techniques agreeing that the same data would be collected over a period of time using the same data collection techniques. Although this study is not focused on generalizability, all experts agreed that the effects of collaborative planning and mentoring could be applied to other departments and areas within the school setting.

During the discussions with the experts they suggested to collect artifacts that could be used to demonstrate that the participants were starting to take leadership roles.

The recommendation was reviewed and implemented in this study. Developing Confidence and Shared Leadership - 19 -

Results

Data Presentation

Results of pre survey on shared leadership. Data about the teachers’ thoughts on shared leadership were gathered by a pre survey (Appendix A). The first question asked the participants to rate the level of satisfaction with their current leadership in the program. The scale ranged from very satisfied, satisfied, partially satisfied or not satisfied at all. When the results were compiled, 100 % of the participants selected not satisfied at all as their response to this question (Appendix B).

The second question asked participants, “Why are your meetings productive or not productive in allowing you to give input into the development of the program?”

(Refer to Appendix C) Three of the participants’ referred to “our ideas were not listened to at all”, another said, “She always says we can’t.” and another said, “Our ideas are never used anyways.”

The third question on the survey asked the participants, “How confident are you to take on a role of leadership within your group?” Out of the five participants in the study there were varying responses to this survey question. Three participants responded that they “Did not feel confident at all to take any leadership role,” while one said they would like to try and the other said “They would but in their own classroom.” (Appendix

The fourth question asked, “How do you see the program developing and improving student learning?” Eighty percent of the participants responded that there had been no changes in the program for years and the other 20% responded that all changes came from the Head and there was little change (Appendix E). Developing Confidence and Shared Leadership - 20 -

The fifth question asked to the participants of the study was “To list one to three things that they felt would help the team function better.” (Appendix F). There were two areas that all five participants agreed on which was wanting to work more as a team to make decisions about program changes and to have and feel supported by the administration in their efforts. Four of the five participants responded that they would like to have meetings to share and try new teaching strategies. One participant responded that she felt that having the Head of Schools attend some meetings would be helpful.

Results of post survey on shared leadership. A post survey was conducted at the end of the study to gather information on the participants’ views toward shared leadership after participating in collaborative planning and role modeling by Head of Curriculum and Specialist Teachers (Appendix G). The first question asked the participants to rate the level of satisfaction with their current leadership in the program. The same scale that was used in the pre survey was also used for this question. That scale ranged from very satisfied, satisfied, partially satisfied or not satisfied at all. Four of the five participants in the study said they were very satisfied with their leadership roles while one of the participants said she was satisfied. This respondent did say that she felt that there was room for more growth, which was why she did not put down very satisfied (Appendix H).

The second question was, “Why are your meetings productive or not productive in allowing you to give input into the development of the program?” The participants were unanimous with five out of five responding yes to the question. The responses to why the meetings became more productive varied a little. There were two reasons for improvement that 100% of the participants identified which were “sharing and building on each others ideas” and “trusting each other.” Three of the participants said that Developing Confidence and Shared Leadership - 21 - support from the Head of Curriculum and Specialist Teachers was another major factor, two participants responded that being given collaborative meeting time on professional development days. One participant responded that the increase in productive meetings was due to a new leader with a new way of doing things. These results have been coded and displayed in a chart (Appendix I).

The third question asked the participants, “Has your confidence to take on more leadership opportunities in the program changed?” All participants answered yes to this question and identified support from the Head of Schools and Head of Curriculum and

Specialist Teachers a reason for improved confidence. Four out of five participants said it was because they felt trust in the team while three out of five said it was due to being more familiar with policies and procedures of the school. One participant said it was due to not being scared to be isolated by the Head of the Department for going against her wishes or decision (Appendix J).

The fourth question asked the participants, “How do you see the program developing and improving student learning? Please explain why.” When the results were compiled, 100% o of the participants said, “collaborative planning allowed the students the opportunity to learn from each other.” (Appendix K). The participants also unanimously agreed that students’ pride in doing well in French increased “through the exposure and support of the program.” There were two other responses which were that

“student interest in speaking French rose” and that through the teachers’ observation that

“the students were more actively engaged in their work.”

The last question to the participants of the post survey was, “What has changed that has helped the team function better? Please explain by listing no more than three Developing Confidence and Shared Leadership - 22 - reasons.” One hundred percent of the participants said that “building trust with the team” and having a “shared understanding of the vision for the event” were key. Four of the five participants responded that “using the time to work together on a common goal made them all want to go the extra mile to make it work.” One participant responded that “We have the all for one and one for all attitudes now.” (Appendix L).

Fieldnotes. During many visits to the participants’ classroom as a passive observer many anecdotal notes were taken which provided an overview of the impact of collaborative planning on the participants and their students. During fifteen observations it was noted thirteen times that there was some form of collective creativity being displayed. During the observations it was also recorded that in ten of these visits there were teachers and students working together to help support each others efforts. It was also noted during eight of the visits that teachers had invited other colleagues and classes in to observe their performances and to provide feedback. Other observations noted were two times when the sharing of the vision of French week with the students occurred. In one visit it was noted that the teacher was teaching collaborative techniques of planning to her students. The last observation that was noted in the last three visits to each classroom was an increased excitement and desire to present and share their knowledge and work that they had created in class (Appendix M).

Results of a formal interview with head of schools. The Head of Schools was interviewed to gather data on his observations of the development of the French department (Appendix N). In question one he was asked, “What changes have you observed in the French department staff this term?” He responded that he had three of the five staff members stop by his office to update him on their plans for French week. He Developing Confidence and Shared Leadership - 23 - then commented that their increased enthusiasm and desire to create a great experience for the students was evident from the passion he could hear in their voices.

The second question he was asked was, “Have you observed any changes in the program this term?” The Head of Schools responded that he has had two classes come by his office to perform for him, the choir sang O’Canada in French at the last assembly. He said when he thanked the music teacher for the efforts with the choir the music teacher commented that it was the French teacher that searched him out and wanted to work with him to teach the choir the song. He also commented on the posters that were developed for advertizing French week (Appendix U) and the display of student work in the show case for French week (Appendix X).

The last question he was asked was, “Is there anything else you wish to share about the French department this term?” The Head of Schools replied that on three separate occasions a different French teacher had stopped by to say how much they enjoyed coming to work this year, how they loved how the team was working and the direction they seemed to be going.

Results of informal interviews with participants. Informal interviews were held twice with each participant. The first one occurred during the first week of the study.

These participants are labeled Teacher A, B, C, D and E on the anecdotal record sheets. A visit was made to Teacher A’s classroom during a walk through. While visiting with

Teacher A it was noted that she were working on cutting out book marks. When questioned on why, Teacher A said “the other teacher needs help and I have some time so I want to help her.” Teacher A also stated that this same teacher was helping her when Developing Confidence and Shared Leadership - 24 - she had free time with the grade one French play. It was noted in the anecdotal records that Teacher A was exhibiting supportive behavior towards the team (Appendix O).

It was noted during the informal interview of Teacher B that she was working on some cloth material. With further questioning it was determined that she was working on creating costumes for another French teacher. When questioned as to why she was working on another teacher’s classes’ costumes, Teacher B responded that the team is in it together and they are all doing what is needed to get the job done. It was noted that the teacher was displaying supportive behavior toward the team and sharing her time and talents for the greater good of the team (Appendix P).

In the informal interview for Teacher C it was noted that the teacher was creating an invitation for the grade 4-6 students to attend the caravan at the other campus of the school. When questioned why she was completing the letter for the classes the teacher responded that she had the most computer skills and she could best help the team if she completed this task. It was noted in the anecdotal records that Teacher C was exhibiting supportive behavior towards the team (Appendix Q).

During a visit to Teacher D’s classroom it was noted that she was working on developing lessons on sentence analysis. When questioned why she was conducting the work the response indicated was that the team had discussed the issue of students’ inability to create sentences. Teacher D had Montessori training and offered to create some lessons using the method that she could teach to the team to use in their classes to address the issue they had discovered. It was noted that collective creativity and shared personal practice were being displayed by Teacher D and the team (Appendix R). Developing Confidence and Shared Leadership - 25 -

The last informal interview was with Teacher E. During the discussion Teacher E indicated that she wanted to place an item on the agenda for the next team meeting. When asked why, she indicated that she wanted to get the team’s feedback and ideas on how to handle a student who was having a hard time with comprehension. It was noted during the conversation that the teacher was open to sharing her personal practice with the team members and administration in order to improve teaching and learning (Appendix S).

The second informal interview was held during the last week of the study.

Teachers A, B, C, D and E were eating lunch together. They were going over the last details for French week. They were discussing each of the areas of responsibility they had, such as booking buses and times for pick up and departure, permission forms and letters home to parents, the schedule of events and communication to parents, preparation of the article for publication in the schools newspaper, HeadLines. They were sharing knowledge and working together to ensure nothing had been missed and taking leadership for the French week event (Appendix T).

Artifacts. Another Data source that was used to collect data was artifacts. The artifacts used were pieces of work students have completed for display in preparation for the national French week celebration. Displays include posters explaining the celebration

(Appendix U), student’s written work (Appendix V) and a large display cabinet created by the students and teachers (Appendix W). These posters were created in collaborative groups in their classes. Another artifact was an e-mail sent by the Head of Schools to the

French Department complimenting them on their efforts to date to improve and develop the program (Appendix X). The last artifact that was collected was an article written by some grade 6 students and pictures of the students working on their class work for French Developing Confidence and Shared Leadership - 26 - week. This article was placed in the school’s newspaper and sent out to all Toronto

Montessori School Community members (Appendix Y).

Discussion of Findings

The pre and post survey of shared leadership showed a great deal of change within the participants’ attitudes towards leadership. The participants were asked to rate their satisfaction with their current level of leadership within the program. There was a drastic increase in satisfaction within the respondent group. The results revealed that

100% of the participants went from not being satisfied at all to 80% being very satisfied; while 20% were satisfied with the current level of leadership they were now given. The last informal interview with the group during a team lunch also provided evidence of the group’s desire and ability to function successfully as a team. The team used their lunch time to coordinate, on their own, a review of the jobs for the event and shared feedback on each one. The response from the participants was overwhelming that the culture and desire to share leadership and develop their program had increased over the course of this study due to the collaborative planning that they have been a part of. This has also been noticed by the Head of Schools in regards to the e-mail sent to the participants commending them on their individual and team efforts this year.

There has been a dramatic increase in the functioning of the team over the course of the study. In the pre survey, five out of five participants said that the teams’ ideas were not listened to or acted upon. In the post survey, 100% of the participants agreed that the meetings were running better and that the team was functioning better overall. The participants indicated that trust and sharing and building on each others ideas were crucial to their development as a team. This was indicated during the interview with the Developing Confidence and Shared Leadership - 27 -

Head of Schools when he indicated that three different French department staff commented on how well the team was working together and how well the year was going under new leadership. The support from the Administration was also a key factor in developing the improved meetings and teamwork. This took the form of mentoring of the participants as well as modeling how to hold collaborative planning sessions. This teamwork was also evident from the field notes when eight of fifteen visits to classrooms had colleagues observing and providing feedback.

After analyzing all the data it was evident that another result from collaborative planning was the increased confidence in the participants to take on more leadership roles within the school and program. Four of the five participants’ were not confident at all in the pre survey compared to five out of five responding in the post survey that they were very confident to take on more leadership roles. Informal interviews demonstrated that teachers were beginning to take on leadership roles in trying to develop the program and also in bringing matters to the team for discussion and feedback. With the feeling of support from the collaborative planning sessions for French week the staff developed confidence and trust within the team to be able to take on a leadership position within the group and productively discuss matters.

While analyzing the data it became very clear that there were improvements within the program and student learning due to the collaborative planning. Participants indicated on the pre survey that there had been no real changes in the program over the years. The results demonstrate that students are being given more opportunities to share and learn from each other. This is a direct response from the participants understanding the value of shared work and feedback from peers. One hundred percent of the Developing Confidence and Shared Leadership - 28 - participants indicated this as a major improvement in the program and for student learning. With increased engagement in their work students have also demonstrated an increased sense of pride in their work and a desire to demonstrate their knowledge. This is also supported by the Fieldnotes and the interview comments by the Head of Schools where in both cases it is documented that students have been observed demonstrating increased excitement and enthusiasm in demonstrating what they have learned about the

French language and culture.

The evidence of the effects of the intervention of collaborative planning and mentoring on building shared leadership within the department has been overwhelmingly favorable in all areas. With this intervention the team has certainly demonstrated supportive and shared leadership, collective creativity, shared values and vision, supportive conditions as well a shared person practice. With the emergence of these traits the team will begin to work on exploring new teaching practices and the learning will become more authentic.

Limitations of the Study

There are limitations to this study that need to be considered. The first limitation that should be considered is the length of the study. The study was conducted over an eight week period. Although the teachers responded very well to the intervention the data would have more validity if the study had been conducted over the entire year.

Significance/Implications/Applications

The results of this study will have a profound impact on the future leadership in educational institutions. This study demonstrates that to change a school’s culture it will require a strong commitment to developing new skills, being willing to take risks, sharing Developing Confidence and Shared Leadership - 29 - respect and openness amongst colleagues and developing a shared leadership between teachers and administration. It is essential that administrators model and encourage staff in the collaborative planning process and continue to nurture all faculties’ leadership abilities. With this also comes a responsibility to help staff develop confidence and grow in all areas of the profession. It is evident from the study that the teacher leaders are essential in the development and implementation of new teaching methods.

Another implication of the results of this study was the significant impact that building shared vision and leadership had on the confidence of the participants and their influence on program improvement. The confidence that the teachers developed from the collaborative planning sessions for the French week celebration quickly had an impact on the students’ engagement in their work and the methods in which the teachers used to teach the students. The teachers displayed increased confidence in their leadership of their classes and in the preparation of their students.

This study will certainly have a significant impact on teaching and learning. It is clear that school improvement can not be developed or led by the Principal or Head of

Schools. With the constantly increasing demands of our society today, effective leaders can not provide all the tasks associated with school leadership by themselves. The evidence from the study shows that teacher leaders have significant influence on school and program improvement and are essential partners in school reform in 21st century schools. Developing Confidence and Shared Leadership - 30 -

Action Plan

Description of Previous Situation

Prior to this intervention the department had been led by a leader who had a very top down leadership style. The department is now under a new leader with a much different style. The staff was not engaged in the decision making process or discussions on problem solving and was not allowed to implement new teaching strategies in their classrooms. This department felt a lack of professional respect and a lack of shared leadership for their department. The teachers became very isolated in their teaching due to the culture within the team. This previous lack of involvement in their department also hindered the advancement of teaching and learning under the new leadership style.

Rationale for Proposal of Intervention

The new leader of this department believed heavily in shared leadership and developing a collaborative and professional learning community. The proposed intervention was directed at developing a sense of shared leadership within the department and developing the culture within the department necessary for it to flourish under its new leadership. It focused on building trust within the team, which also included a trust with administration and a confidence in support from them. The intervention also included the new leader modeling the appropriate way to conduct collaborative planning sessions as well as how a leader in this new environment would also function within this team. One of the anticipated outcomes of this intervention was that the teachers would become engaged in collaborative planning and develops a desire and renewed enthusiasm for taking a leadership role within the department and school.

The second outcome would be that the participants in the study would become energized Developing Confidence and Shared Leadership - 31 - with the new support and opportunity to develop the program. Another anticipated outcome of the intervention was to develop the team’s confidence and image within the school.

Detailed Description of Action Plan

The action plan that was developed and implemented in this intervention centered on collaborative planning sessions for a celebration of National French Week. With building shared leadership as the main goal of this intervention the use of collaborative planning, modeling, trust and positive communication and feedback were all a part of the planning sessions.

The first step in the intervention was to mutually decide on a meeting time for the team. In this step the leader asked the team the question, “What time would work best for you?” The leader attempted to demonstrate that their time was going to be valued and their opinions would be listened to and acted upon. This was the first step in giving some shared leadership and control to the department by having them involved in the discussion and decision about the meeting time.

The second step was to continue to involve the participants in developing the structure for the meetings. In helping build the structure for the meetings for the department they had ownership of the rules and of guiding how our meetings would run.

The leader helped by providing some general guidelines. Two examples of guidelines given to the participants were that the meeting time could not affect class times and the meetings had to have an agenda. The participants developed rules to govern the meetings and to ensure that they had focus. With the continuation of allowing the participants in Developing Confidence and Shared Leadership - 32 - the study to have control they began to feel more empowered and began to speak more freely about their ideas and feedback to one another.

Step three in the action plan was to collaboratively discuss what the goal of the

French celebration should be and what the staff of the department felt it should look like.

In a brain storming session, the leader of the group deferred to the expertise and experience of the members of the department by asking each participant what they felt the goal for the event should be. They wrote all these ideas down, discussed them and then did a multi vote on them to decide what the main goal should be. It was explained to the members of the department that in this decision making process every person had a vote and each vote carried the same weight. This demonstrated to the participants once again that their ideas and opinions were valued and that they had as much leadership in the creation of this event as the Administrator. This step was crucial in demonstrating that the Administrative leader of the department was not going to own the development of the event and that it was the members of the department who needed to take the leadership in this activity.

The fourth step taken was to divide up the work that needed to be completed to organize the activities for the week. The items that needed to be done were listed and the leader asked the members of the team if any of them had a special interest or talent in any of the areas. While dividing up the activities the administrative leader of the department asked what the team wanted him to help with or do. In giving the group the power to assign an activity to him he was demonstrating the shared leadership that he desired in all of them. The only task that they asked him to help with was having some volunteers around to help set tables up for the presentation of materials for one of the events. Developing Confidence and Shared Leadership - 33 -

The fifth step in the process was to continue to support the team’s efforts by meeting with the team members individually and as a group. The meetings were held weekly over the course of the study. The individual update meetings gave the individuals a chance to update the Academic Head on their process and for them to ask questions about their next steps in their jobs. It gave the participants and administrator time to focus on the individual teacher and their ideas and concerns. It developed a feeling of support and understanding between both parties. The group meetings allowed for updates to the entire team on aspects of the planning that concerned everyone such as bus bookings and confirmations. These group meetings also allowed time for the sharing of the knowledge gained in each of the processes. One example of this would be the team member responsible for booking buses; the other would be when the person updated the group on the status of booking the facility for the group presentation. At this time the team member also explained the process and forms that needed to be filled out, were to find them and who to give them to after they were complete. In this activity the team members were sharing and building their collective knowledge of school policies and procedures and working together to ensure they reach a common goal.

The last step in this process was to publicly recognize the French department’s efforts and shared leadership in organizing and implementing a fantastic educational opportunity for students. This took the form of a letter that was published in the weekly staff memo called the “Friday Memo” for the school. This step built the department’s reputation within the larger school community. This also allowed the administrator to thank them for their leadership which also reinforced to the department that the administrator values leadership and risk taking. Developing Confidence and Shared Leadership - 34 -

Outcome of Action

The stake holders in this study were the French department and the students of the school. The effects on the French department were amazing. With each meeting and activity the individual participants in the study displayed increased confidence in their abilities to take on leadership roles and worked together to improve teaching and learning for the students. They continued to develop their communication skills and their comfort in taking risks. This will ultimately generate heightened motivation and lead to a greater sense of goodwill and empowerment within the environment. The leader also created an environment where staff feel safe that data collection, observations and goal setting are seen as tools for improvement, an opportunity for personal growth and not as accountability for determining employment. The staff in the department in this study now sees risk taking and making small mistakes as a learning opportunity and need not be fearful of punishment or reprimand. Mendez-Morse (1992) says, “leaders of change trust the strength of others and value their efforts and contributions in the realization of the organization’s vision” (p. 34). With this safe environment created all members of the department can help drive the school forward together on the road map that was clearly communicated earlier in the shared vision of our event.

The students in this study benefited from the collaborative planning and leadership of the French department in a variety of ways. The students gained exposure to presentation skills, drama, music, song, dance, technology, art and the experience of learning from each other. The students developed and displayed an enthusiasm and love of the French language and culture. The future benefits will be immense as the Developing Confidence and Shared Leadership - 35 - department, with their new found shared leadership, will now focus on the strategies and opportunities they see in their teaching and learning in the program.

Further Research

The results of this study will be shared with the Academic Heads of each division during a management meeting. It is recommended that further research be conducted on the meeting format being conducted by other academic heads and departments within the school. This will give a clear understanding as to what the culture is of each academic group within the school and will allow for an action plan to be developed to meet each group at the level they are at. It is clear from the results of this study that developing shared leadership within each department and the entire faculty will help drive the school and develop the academic program moving forward. It is clear that for a school to develop and grow in the 21st century the staff and administration will need to have a common vision and shared leadership to ensure that the needs of all students are met.

Long Term Action Plan

1. Research the style of meetings and administrative techniques the

Academic Heads use.

2. Develop PD sessions that will help bring the Academic Heads in line

with the Head of Schools thinking and the shared leadership style that

he expects the school to operate in.

3. Use Smart Goals for the 2010-2011 academic year and tie the goals into

professional development for all Academic Head’s goals. Developing Confidence and Shared Leadership - 36 -

4. Use a CD system of The Power of Professional Learning Communities

at Work: Bringing the Big ideas to Life to help introduce and develop

the idea of PLC’s in our school during PD days.

Conclusion

The most recent research on professional learning communities certainly points out the benefits of being able to develop one and how crucial they are in school reform in the 21st century. The benefits are truly reaped by all the stakeholders in the community. In working to establish Professional Learning Communities the school will embark on developing shared leadership, building the trust that must exist between colleagues and administration as well as focus the efforts of the school and staff on what really matters to everyone, doing the best for students.

Developing Confidence and Shared Leadership - 37 -

References

Avolio, B., Gardner, W. (2005). Authentic leadership development: Getting to the

root of positive forms of leadership. [Electronic Version]. The Leadership

Quarterly. 16 (3) 315-338.

Buffman, A., et al. (2008). The Collaborative administrator: Working together as

professional learning community. Solution Tree. Bloomington, Indiana.

Erkens, C. et al. (2008). The Collaborative teacher: Working together as

professional learning community. Solution Tree. Bloomington, Indiana.

Danielson, C. (2006). Teacher leadership: That strengthens professional practice.

Association for Supervision and Curriculum Development. Alexandria, Virginia.

Danielson, C. (2007). Enhancing professional practice: A Framework for teaching 2nd

edition. Association for Supervision and Curriculum Development. Alexandria,

Virginia.

De Pree, M. (2003). Leadership is an art. New York, New York: Doubleday.

Rasberry, M, Mahajan, G. (2008). From isolation to collaboration: Promoting teacher

leadership through PLCs. Center For Teaching Quality. Hillsborough, North

Carolina.

Geijsel, F., Meijers, F., Wardekker, W. (2007). Leading the process of recruting:

roles and actions of school leaders. Australian Educational Researcher, v34 n3

p135-161. ERIC No. EJ787633. Retrieved September 26, 2008 from

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019

b/80/3d/10/89.pdf Developing Confidence and Shared Leadership - 38 -

Glanz, J (2002). Finding your leadership style a guide for educators. Association

for Supervision and Curriculum Development. Alexandria, Virginia.

Hall, P., Simeral, A. (2008). Building teachers’ capacity for success: A collaborative

approach for coaches and school leaders. Alexandria, V.A.: Association for

Supervision and Curriculum Development.

Krisko, M. (2001). Teacher leadership: A profile to identify the potential.

ERIC#:ED459147. Retrieved January 16, 2010 from

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/

19/7c/1b.pdf

Mendez-Morse, S. (1992). Leadership characteristics that facilitate school

change. ERIC#: ED370215. Retrieved September 26, 2008 from

b/80/15/94 /c7.pdf.

O’Neil, J., Conzemius, A., Commodore, C. and Pulsfus, C.(2006). The Power of smart

goals: Using goals to improve student learning. Solution Tree. Bloomington,

Indiana.

Riordan, G., da Costa, J. (1998-04-00). Leadership for effective teacher collaboration:

Suggestions for principals and teacher leaders. ERIC #: ED418964. Retrieved

January 16, 2010 from

15/6d/40.pdf Developing Confidence and Shared Leadership - 39 -

Senge, P. M. (2000). The Fifth discipline: Schools that learn: A fifth discipline

fieldbook for educators, parents, and everyone who cares about

education. New York: Currancy Doubleday.

19/b8/ 4.pdf

Wheatley, M. (1997). Goodbye, command and control. Leader to Leader, No. 5. The

Peter F. Drucker Foundation for Nonprofit Management.

http://www.pfdf.org/leaderbooks/L2L/summer97/wheatley.html.

Zimmerman, J. (2004). Leading organizational change is like climbing a mountain.

Educational Forum, The, v68 n3 p234-242. ERIC No. EJ724870. retrieved

September 26, 2008 from

b/80/2a/3a/da.pdf Developing Confidence and Shared Leadership - 40 -

APPENDICIES

Appendix A

Pre-survey on Teacher Leadership

1. What is your current level of satisfaction with your current level of leadership in your program?

□ Very Satisfied □ Satisfied □ Partially Satisfied □ Not Satisfied at all

2. Why are your meetings productive or not productive in allowing you to give input into the development of your program?

3. How confident are you to take on a leadership role in your group?

4. How do you see the program developing and improving student learning?

5. List one to three things that you feel would help the team function better? Developing Confidence and Shared Leadership - 41 -

Appendix B

Pre Survey Results Question # 1

What is your current level of satisfaction with your current level of leadership in your program?

6 r e h 5 c s a e e 4 s T n f

o 3 o p r s e

e 2 r b

N 0 Very Satisfied Satisfied Partially Satisfied Not satisfied at all

1 2 3 4 Response categories and code Developing Confidence and Shared Leadership - 42 -

Appendix C

Why are your meetings productive or not productive in allowing you to give input into the development of your

program? r e

h 6 c s a 5 e e s

o 3 o p r s 2 e e r b 1 m 0 u

N Leader did not listen to The ideas given were never The leader always said the ideas used idea couldn't be done even without trying them

1 2 3 Response categories and code Developing Confidence and Shared Leadership - 43 -

Appendix D

How confident are you to take on a leadership role in your group and why?

o 3 o p r s e

e 2 r b

N 0 Very confident Confident Somewhat confident Not confident at all

1 2 3 4 Response categoreis and code

How confident are you to take on a leadership role in your group? r e

h 4 c s a e e 3 s T

o 2 o p r s e e 1 r b m 0 u

N Did not feel confident to Hesitant to take on Would like to take on a take on any leadership role leadership role leadership role but within their classroom

1 2 3 Response categories and code Developing Confidence and Shared Leadership - 44 -

Appendix E

How do you see the program developing and improving student learning? r e

h 6 c s a 5 e e s

o 3 o p r s 2 e e r b 1 m 0 u

N There have been no real changes for many The changes have always come from the years Head of the Department and little has changed

1 2 Response categories and code Developing Confidence and Shared Leadership - 45 -

Appendix F

List one to three things that you feel would help the team function better? r e h c 6 s a

e 5 e s

o 3 o p

r 2 s e e 1 r b 0 m u Work More as a Feeling more Meetings to focus Have the Head of N team to make supported by on discussing new Schools attend decisions about the administration in ideas some meetings program their efforts

Appendix G

Post-survey on Teacher Leadership

1. What is your current level of satisfaction with your current level of leadership in your program?

2. Why are your meetings productive or not productive in allowing you to give input into the development of your program?

3. How confident are you to take on a leadership role in your group?

4. How do you see the program developing and improving student learning? Please explain why?

5. What has changed that has helped the team function better? Developing Confidence and Shared Leadership - 47 -

Appendix H

Post Survey Results Question # 1

What is your current level of satisfaction with your current level of leadership in your program?

o 3 o p r s e

e 2 r b

N 0 Very Satisfied Satisfied Partially Satisfied Not satisfied at all

Appendix I

Why are your meetings productive or not productive in allowing you to give input into the development of your r e program? h c s a

p 2 r s

e 1 e r b 0 m Sharing and Trusting the Support from Meeting time New Leader with u

N building on each Team the Head of given on anew way of others ideas Curriculum and professional doing things Specialist development Teachers day to meet

1 2 3 4 5 Response categories and code Developing Confidence and Shared Leadership - 49 -

Appendix J

How confident are you to take on a leadership role in your group? r e 6 h s c 5 e a

s 4 e n

o f 2 p o s 1 r e r e 0 b m Support from Head Increased trust More familiar with Not being scared of u N of Curriculum and within the team schools policies and being isolated for Speacialist procedures trying something Teachers and Head new of Schools

Appendix K

How do you see the program developing and improving student learning? Please explain why. r e

h 6 c s a 5 e e s

o 3 o p r s 2 e e r b 1 m 0 u

N More opportunity to Student pride in Students interest in Studnets were more learn from each doing well in French speaking French actively involved in other incresed increased their work

1 2 3 4 Response categoreis and code Developing Confidence and Shared Leadership - 51 -

Appendix L

What has changed that has helped the team function better? r e h c 6 s a

e 5 e s

T 4 n f

o 3 o p

r 2 s e e 1 r b 0 m u Trust built within the Having a shared Using meeting time We have the all for N team vision of how the to work together one and one for all event would look towards a common attitude. goal

Appendix M

Fieldnote Tallies

Fieldnotes d e v r 14 e

b 12 o 11

s 10 a 9 w

8 y 7 r 6 o

g 5 e 4 t

a 3 c 2

s 1 e 0 m i Collective Studenst and invited other Sharing vision Increased T creativity teachers colleagues of french week excitement being working and classes to celebrations and desire to displayed together to observe with class share support each performances knowledge others efforts and give feedback 1 2 3 4 5 Response categories and code Developing Confidence and Shared Leadership - 53 -

Appendix N

Formal interview with Head of Schools

1. What changes have you observed in the French Department this term?

2. Have you observed any significant changes in the French Program this term?

3. Is there anything else you wish to share about the French Department this term? Developing Confidence and Shared Leadership - 54 -

Appendix O

Informal Interview Anecdotal Record Developing Confidence and Shared Leadership - 55 -

Appendix P

Appendix Q

Appendix R

Appendix S

Appendix T

Appendix U

Students’ Collaborative Poster to celebrate French Week Developing Confidence and Shared Leadership - 61 -

Appendix V

Display of student written work Developing Confidence and Shared Leadership - 62 -

Appendix W

E-mail from Head of Schools to French Department Developing Confidence and Shared Leadership - 63 -

Appendix X

Picture of Display Cabinet created by Students to celebrate French Week Developing Confidence and Shared Leadership - 64 -

Appendix Y

Article from TMS newspaper March 3. 2010 Developing Confidence and Shared Leadership - 65 -