The Teacher as a Leader of Collaborative Processes
Course code
KAT7062.HR
old course code
Course title in Estonian
Õpetaja kui koostööprotsesside juht
Course title in English
The Teacher as a Leader of Collaborative Processes
ECTS credits
6.0
Assessment form
assessment
lecturer of 2024/2025 Spring semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
lecturer of 2025/2026 Autumn semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
The course aims to support teacher education students' awareness of and readiness for the role of the teacher as a leader of collaborative processes, by developing an understanding of the responsibilities and opportunities of working with different stakeholders. At the same time, skills will be developed to lead effective conversations and complex dialogues to support learners, address educational challenges and promote an inclusive school culture. The course strengthens the teacher's capacity as a homeroom teacher by providing strategies for working collaboratively with students, parents, colleagues and support professionals, and by deepening awareness of the teacher's role in schools and society at large.
Brief description of the course
The subject focuses on the teacher's role as a leader of collaborative processes, developing skills that support collaboration with various stakeholders and promote an inclusive and professional school culture. The focus of the subject is on the following core practices: Establishing respectful relationships.
- conducting conversations with parents that support child development. Leading group discussions and counseling conversations;
- the subject consists of the following thematic blocks.
1. The Teacher as a Leader of Collaborative Processes and Ethical Leader:
- teacher professional ethics, rights, and responsibilities;
- documents regulating teaching (including inclusive education, individual curriculum plans, and support measures);
- teacher cooperation with various stakeholders (students, parents, colleagues, support specialists);
- the teacher as a leader and a role in guiding professional development (teacher networks and collaboration to support professional development).
2. The Class Teacher's Work and Communication Skills:
- the nature of the class teacher's work.
- tommunication and collaboration with parents (written and oral communication, cooperative initiatives);
- tonducting various collaborative conversations;
- structured development, counseling, and problem discussions with parents, colleagues, and the class.
3. Crises, Grief, and Challenging Situations in the School Environment:
- crisis pedagogy and the teacher's role in crisis situations;
- supporting a child's grief and emotional needs;
- practices and simulations for conducting crisis conversations.
4. The Teacher as an Advocate for Education and Creator of Collaborative Networks:
- the teacher as a professional learner and leader in shaping school culture;
- collaboration with support services in schools (including case analyses with special education students);
- the teacher's role in society.
- conducting conversations with parents that support child development. Leading group discussions and counseling conversations;
- the subject consists of the following thematic blocks.
1. The Teacher as a Leader of Collaborative Processes and Ethical Leader:
- teacher professional ethics, rights, and responsibilities;
- documents regulating teaching (including inclusive education, individual curriculum plans, and support measures);
- teacher cooperation with various stakeholders (students, parents, colleagues, support specialists);
- the teacher as a leader and a role in guiding professional development (teacher networks and collaboration to support professional development).
2. The Class Teacher's Work and Communication Skills:
- the nature of the class teacher's work.
- tommunication and collaboration with parents (written and oral communication, cooperative initiatives);
- tonducting various collaborative conversations;
- structured development, counseling, and problem discussions with parents, colleagues, and the class.
3. Crises, Grief, and Challenging Situations in the School Environment:
- crisis pedagogy and the teacher's role in crisis situations;
- supporting a child's grief and emotional needs;
- practices and simulations for conducting crisis conversations.
4. The Teacher as an Advocate for Education and Creator of Collaborative Networks:
- the teacher as a professional learner and leader in shaping school culture;
- collaboration with support services in schools (including case analyses with special education students);
- the teacher's role in society.
Learning outcomes in the course
Upon completing the course the student:
- can analyze the professional ethics, rights and responsibilities of the teacher and is able to use the documents governing the work of the teacher to make informed and responsible decisions;
- is being able to use practices in the work of a homeroom teacher that support the well-being of students and the class as a group, including in crisis situations
- will understand the role of the teacher as a leader in guiding collaboration with different partners and as a spokesperson for education in society; plans forms of professional development and collaboration that support school culture and teachers' continuous learning;
- can analyze effective ways of communicating and collaborating with parents and designs practices that support school-community collaboration to create a supportive environment for child development;
- can conduct structured development or problem discussions with different partners, applying counselling skills and Motivational Interviewing (MI) principles, and analyze the feedback received to develop further skills.
- can analyze the professional ethics, rights and responsibilities of the teacher and is able to use the documents governing the work of the teacher to make informed and responsible decisions;
- is being able to use practices in the work of a homeroom teacher that support the well-being of students and the class as a group, including in crisis situations
- will understand the role of the teacher as a leader in guiding collaboration with different partners and as a spokesperson for education in society; plans forms of professional development and collaboration that support school culture and teachers' continuous learning;
- can analyze effective ways of communicating and collaborating with parents and designs practices that support school-community collaboration to create a supportive environment for child development;
- can conduct structured development or problem discussions with different partners, applying counselling skills and Motivational Interviewing (MI) principles, and analyze the feedback received to develop further skills.
Teacher
Kadi Georg
Study programmes containing that course
Teacher of Computer Science (IFIOM/25.DT)
Science Teacher (MLGLM/25.LT)
Teacher of Mathematics (MLMOM/25.DT)
Teacher of History and Civic (AIAOM/25.HT)
Teacher of Estonian Language and Literature (EKEOM/25.HT)
Art Teacher (KUKAM/25.FK)
Teacher of Physical Education (TSKOM/25.LT)
Teacher of Foreign Languages (GRVOM/25.HT)
Teacher of Technology Education (KUIKM/25-o.LT)
Teacher of Several Subjects (KAMOM/25.HR)
Music Teacher (KUMUM/25.FK)
Science Teacher (MLGLM/25.LT)
Teacher of Mathematics (MLMOM/25.DT)
Teacher of History and Civic (AIAOM/25.HT)
Teacher of Estonian Language and Literature (EKEOM/25.HT)
Art Teacher (KUKAM/25.FK)
Teacher of Physical Education (TSKOM/25.LT)
Teacher of Foreign Languages (GRVOM/25.HT)
Teacher of Technology Education (KUIKM/25-o.LT)
Teacher of Several Subjects (KAMOM/25.HR)
Music Teacher (KUMUM/25.FK)