Teaching Leadership Indicators Analysis for Classroom Assistant Role

This report, authored by a student, examines teaching leadership indicators within the context of a classroom assistant's role. The student reflects on their responsibilities, highlighting the importance of expertise in setting up the classroom environment and ensuring teachers can focus on instruction. The report emphasizes the significance of 'frequency' in engaging with students, providing support, and communicating with parents. The author discusses how these two indicators, expertise and frequency, contribute to effective teaching leadership. The report references relevant literature to support its claims, offering insights into the practical application of leadership qualities in an educational setting.

Running head: TEACHING LEADERSHIP INDICATORS
TEACHING LEADERSHIP INDICATORS
Name of the student:
Name of the university:
Author Note:

1TEACHING LEADERSHIP INDICATORS
Table of Contents
Leadership Indicators of a Classroom Assistant........................................................................2
References..................................................................................................................................3

2TEACHING LEADERSHIP INDICATORS
Leadership Indicators of a Classroom Assistant
My role as a Classroom Assistant in my school is to help my tutors perform different
tasks and activities within the classroom while teaching their respective subjects. It is my
duty to set up the physical environment efficiently such that the teachers can concentrate
solely on teaching the students and does not have to bother about anything else. The teaching
leadership indicator that I can relate to mostly is the attribute of ‘expertise’ because I am
confident about setting up the classroom environment with my utmost capability (Bashir,
2016). I make sure that the teachers do not have to find around files or lesson plans during the
starting of a class or search for equipment or tool during the practical sessions to demonstrate
instances for the students.
The other attribute of teaching leadership that I mostly relate is the ‘frequency’ with
which I keep myself engaged in tasks such that everyone else in the classroom are also
engaged in activities (Norman, 2019). For instance, I provide tasks with the top rankers to
complete it within time by themselves, while I help the underperforming students to complete
their tasks on time. In addition, I contact with the parents of the students and make them
aware about the progress of their wards on a daily basis. I also make sure that students are
involved in group-activities that will help them to build communication skills and prove to be
helpful in their upcoming future. Thus, expertise in my skill sets and frequency in my tasks
are the two indicators of teaching leadership that helps me relate to my job profile as a
classroom assistant in my school.

3TEACHING LEADERSHIP INDICATORS
References
Bashir, I. (2016). A Study of Emotional Intelligence Based Instructional Leadership Styles
and related Indicators at University Level in Pakistan. NICE Research Journal, 36-45.
Norman, B. (2019). Faculty Leadership and Institutional Resilience: Indicators, Promising
Practices, and Key Questions. Change: The Magazine of Higher Learning, 51(4), 48-
54.