lausanne learning teacher consultants handbook · Web viewTeaching is a serving profession. ... Sees the job as a vocation. ... In this school, mission is always a discussion seeking

Lausanne Learning Mission

Engaging Students;

Empowering Teachers;

Transforming Schools

Lausanne Learning Consulting Services

Teacher Consultants Handbook

simon jeynes, executive director 1

lausanne learning teacher consultants handbook

ContentsIntroduction...................................................................................................................................3

Becoming a Lausanne Learning Teacher Consultant......................................................................4

Lausanne Learning Consulting.......................................................................................................6

Teacher Consulting Process...........................................................................................................7

Lausanne Learning Consulting Principles.......................................................................................9

Transforming Schools.................................................................................................................. 10

Transforming Cultures.................................................................................................................12

Appendix One: Teacher Consultant Agreement with Lausanne Learning....................................15

Appendix Two: Teacher Consultant Evaluation Form..................................................................16

Appendix Three: Teacher Consultant Self-Reflection Format......................................................18

Appendix Four: Teacher Consultant Business Responsibilities....................................................19

Appendix Five: Teacher Consultant Google Drive Folders...........................................................20

Appendix Six: Recommendation Forms (online)..........................................................................21

Appendix Seven: LL Teacher Consultant Application (online)......................................................24



IntroductionWelcome to this Handbook. If you already are a Lausanne Learning Teacher Consultant (LLTC), this book will remind you of the various supports, procedures, forms that we provide to ensure you are incredibly successful. Our job is to do all the behind the scenes stuff so you can be totally successful in your work with your schools. As a current LLTC, please tell us if there are any ways in which we can get better in supporting you in your very important work helping your colleagues Engage Students; Empower Faculty; Transform Schools.

If you would love to join your peers as a Lausanne Learning Teaching Consultant, or explore what might be involved, this Handbook is a great place to start. It will hopefully answer 95% of your questions and give you clear direction as to what you need to do.

Teacher Consultants are leaders in the field. We know that the word “leader” might sound as if you are putting yourself above your colleagues. Far from the truth! It means that you have, through experience, study, intentional practice, listening, learning from your colleagues, got to a point where students are really engaged in your classroom. And they do really well in whatever way you measure outcomes. And they’re really happy to learn.

Engaged; successful; happy to learn.

You know there are days where that doesn’t happen in your classroom. There’s nothing like teaching to keep us humble! But your students trust you to get through those days and stick in there with you till you get it back together again. The fact that you know what you are doing and can reflect about it means that you also know how it happened, you can fail and pick yourself up again and walk through the door, you can lean on the trust of your students, you enjoy the respect of your colleagues, all these realities in your life mean that you are ready to take a fulfilling leadership step.

Leadership means taking all that you’ve learnt and sharing it with your peers and colleagues so they can do for their students what you do for yours.

The outcome over time is that students will know what it means to be taught in a way that keeps them engaged, empowers them for success, and does that in an environment where they can be happy. They will demand that from all of their teachers. And our schools will transform.

This next step on your professional journey is thus to help transform all schools. This step builds on professional conversations you are already having and takes it to another level. It provides you with the opportunity to help others and grow yourself in amazing ways. Turn the page and begin / continue this call to transformation for you and for all students.



Becoming a Lausanne Learning Teacher ConsultantTeaching is a serving profession. When teachers become extraordinary, that serving includes both children and other teachers. Of course, simple helping of other teachers happens on a daily basis with a word of advice or solace, a helping hand or a covered duty. Consulting offers the extraordinary educator an opportunity to benefit the profession on a larger canvas through serving educators and their children in other schools.

Why is there a process to becoming a consultant? It sounds like a bureaucracy. The reason is straightforward. You are going to impact the lives of teachers who are at the beginning of their careers, who are stalled in their careers, who are maybe as experienced as you and want to continue growing, and you are going to inspire them on behalf of children. That’s an exciting opportunity as well as a significant responsibility. That shouldn’t be taken lightly and Lausanne Learning should exercise due diligence to ensure that students are benefited through your work. Hopefully you want that accountability for yourself, to feel pride in being a Lausanne Learning Teacher Consultant, and to be able to believe in and trust in your fellow LLTCs, whether you know them or not.

So there is a road. We try not to make it bureaucratic or time consuming. We assume that you are willing to put in effort as you model your leadership in taking this road. In order to apply, there are three prerequisites:

1. You are a master teacher in your area/s of expertise*2. You have at least 5 years teaching experience3. You are a currently practicing teacher using the skill/s you will be teaching

* Teachers cannot be brilliant at everything. A master teacher has a wide repertoire of skills. You do not have do not have to have every skill. The school can expect the LLTC to be exceptional in the area required by the consult, not in every area of teaching. This is important for the client school’s teachers to also understand as they grapple with a learning journey where success and failure are both important teachers and where their own growth is a critical outcome.

Typically, the road to becoming a Lausanne Learning Teacher Consultant takes the following path:

1. You apply for Lausanne Learning Teacher Consultant (LLTC) status2. You are recognized and recommended by your own school. No-one knows you as well

as your own school. We send between three and six online recommendation forms to be filled in. They go to:

a. If you teach 7th – 12th grade, at least three studentsb. Two of your teaching peers



c. Either your academic administrator whom you report to or your Head of School3. You present at an LLI Conference. Your presentation will demonstrate your wisdom,

skills and ability to communicate effectively to a varied audience. 4. You carry out two hours of LLTC training: this is carried out as an online conference and

includes some of the habits and practices of professional consultants. It is not related to teaching per se.

5. Being engaged by a school (probationary visit) accompanied by an LL consultant6. Final approval by Lausanne Learning and a positive Feedback Report from the school7. All LLTCs are required to demonstrate the five Lausanne Learning Consulting

Characteristics and abide by the Lausanne Learning Consultant Principles.



Lausanne Learning ConsultingLausanne Learning Consulting has five characteristics:

1. Student-Centered Character: LL Consultants always keep each student at the center of the conversation in imagining what “could be” from “what is”

2. Sustaining Character: LL Consultants are focused on working with the school to implement practices that can be sustained over the long term to support the school’s mission

3. Imaginative Character: LL Consultants are expert and thus can imagine different answers as you interrogate the key question or questions that you are being asked

4. Independent Character: LL Consultants ensure that their clients become independent of them over time, not co-dependent

5. Fearless Character: LL Consultants won’t tell their clients what they want to hear but what, in their professional opinion, should be said



Teacher Consulting ProcessNote: this is an example only and should be adapted to meet the school’s needs and the advice of the Teacher Consultant.

Preparation:

Examine key documents (requested by the Teacher Consultant) Investigate the school’s website Interview the Head of School Interview at least two faculty leaders

Comment: preparation means understanding the school’s mission, the charge the Head of School is giving, and getting an introduction to the school itself. Asking the right questions before the engagement is key to understanding the needs of the school and defining goals and outcomes of the engagement, and managing expectations.

Day One:

Travel in the morning and arrive at the school Spend the afternoon visiting classrooms, talking to students, and observing teachers

Comment: The Teacher Consultant must understand the actual lived culture of the school, get to meet the faculty and students, write some reflections in the evening, and complete preparations for the following day.

Day Two:

Conduct two fishbowls with time for reflection in the morning Begin design time with faculty, faculty teams for next steps in the afternoon

Comment: a fishbowl is an observed class taught by the Teacher Consultant. The engagement of students is key as well as the opportunity for the school’s teachers to observe and reflect. There are no guarantees when working with children and so there is always deep insight in the areas of success and, potentially, of failure. Faculty are inspired to engage deeply themselves in their own design process as they plan for what they are going to do in their own classrooms. It is optimal if the students are not there for the afternoon.

Day Three

Continue design time with faculty, faculty teams



Comment: This design time can also include observation and feedback from the Teacher Consultant, continuing to work in teams, and a final reflection at lunchtime. It is optimal if the day is redesigned to each team can meet with the Teacher Consultant for at least an hour.

Travel out in the afternoon

Comment: There will be two follow-up phone/Skype calls to reflect on progress, report on the direction taken, and gain advice and counsel on next steps.



Lausanne Learning Consulting PrinciplesThe Lausanne Learning Mission is Engage Students; Empower Faculty; Transform Schools

LLTCs endorse the following principles:

1. I know, understand, respect and support the school’s mission2. At the center of every conversation is meeting the child’s needs3. We meet the child where the child is4. I am a servant leader in my approach (see note)5. I am expert in my area of consulting6. I am authoritative in my area of consulting7. I am facilitative in my approach to consulting8. I ask questions 9. I provide solutions fitted to the school I am with10. I am flexible11. I am committed to my own ongoing professional growth12. I am professional in my dress, speech, and actions13. I hold all information entirely confidential

Note: the term servant leader denotes the following ideas:

Do those served grow as persons? Does the school served become better in its mission delivery? Am I a nurturer of joy in the lives of children? Am I self-aware, accepting my gifts and the gifts of others?

Lausanne Learning Consultant: ______________________________

Print Name: ___________________________________

Date: ___________________________________



Transforming SchoolsThe move from the 20th century school to the 21st century school is a difficult change. The reality of college acceptance and the assumptions made at the college level driven by the public school model of testing and grades create an environment where both the private and public school feels that there is little structural room for maneuver. Thus, schools are still organized and structured much as they have been since 1894 when the National Education Association agreed to the standardization of secondary education, and 1906 as the Carnegie Foundation instituted the 120 hour Carnegie Unit. This systemic block to moving forward cripples progress from a student’s point of view since these old-style structures also influence the way in which students experience learning and teaching. The reality is that school structures are far more resistant to change than, at least potentially, school practices. The following table is intended to illustrate some of these tensions:

Structures 20th Century 21st CenturyStudent Recipient PartnerGovernance Adult-centered Student-centeredJob Market Longevity and loyalty Shift and innovationTeaching Teacher is the authority Teacher is one of many authoritiesLeadership Command and Control DistributedLeadership style Authoritative ServantEvaluation Pass / Fail Mastery learning for allSpace Passive InteractiveBuildings Double loaded corridor Learning CommonsAction Doing ReflectingEnvironment Stable AdaptiveOrientation Past FutureAttitude Certainty InquiryAcademics Core Curriculum The Whole ChildFocus College Preparation College, Career, Flourishing

This is not to dispute or impugn the inspirational work done by some educational leaders at the divisional and Head level across North America. It is also not to ignore that visionary work of educators such as Maria Montessori and A.S. Neill. Their accomplishments serve to highlight the intransigence of the system as a whole. But they are too few both historically and in the present. Even current reformers within the system attempting top-down change discover the reality that Heads turn over every five years on average, far too soon to impact real change. Additionally, even visionary Heads and academic leaders find themselves fighting an often losing battle against parents and Boards who are concerned that innovation, risk, and vision are good for every school except theirs. “Proven” track records of SAT, AP, ACT, MAP, ERB, IB scores and the college acceptance list have stymied attempts to change what does not seem to



be “broken”, even as the realities of the career world and social norms continue to be rapidly in flux.

Since changing those structures from the top have largely failed, even where they have been tried, Lausanne Learning intends to change that dynamic by transforming schools from the bottom up. While it may be too difficult either politically or due to lack of will to change structures from the top down, a real revolution can be created in our classrooms such that students demand the kind of teaching that engages them, makes them want to come to school at all ages and grade levels, prepares them for a VUCA (volatile, uncertain, complex, ambiguous) world, and that inspires every student, not just the few who can achieve high test scores and 4.2 averages.



Transforming CulturesStudents demanding such an education and being drawn to the schools that provide it is the catalyst that can provoke systemic change. This can and has happened where the faculty have been challenged and have challenged themselves to truly grow as professionals daily and as a way of being or ontology. Inspirational teachers have always had this characteristic even though they have typically not seen themselves as great. While faculty culture is often seen as the most significant impediment to change, this is simplistic. Too often, faculty culture is relied upon to sustain schools through periods of turmoil, weak leadership, poor direction, and lack of vision. Their work, characterized by school leaders as resistant, should more often be termed exemplary character in service to children. Nonetheless, Lausanne Learning agrees that faculty culture is the key, that faculty cultures can be intransigent, and that the blame can be equally spread between faculty and school leadership. The central issue in faculty culture is the inconsistency demonstrated in student ouLLTComes that represent enormous variation in teacher skill, motivation, and commitment to their profession. This teacher variation is summarized, somewhat stereotypically, in the following table:

The Toxic Teacher The Good Teacher The Inspirational TeacherSees teaching as a secure profession

Sees teaching as a demanding profession

Sees teaching as a rewarding profession

Does what has to be done Tries to do better regularly Is on a never-ending journeySees most students as obstacles Sees students as the reason for

being a teacherIs a student

Enjoys some students Tries to help all students Is a magnet for studentsDislikes being challenged Engages with challenge Invites and seeks out challengeEmbraces influential parents Avoids parents Partners with all parentsSees the job as a pay-check Sees the job as a vocation Sees the job as a way of beingSpeaks behind one’s back Speaks openly Listens firstIs not a team player Is a team player Is a team leader Is self-satisfied Is subject to doubt Is humble and confidentShould be fired but usually isn’t Should be encouraged but is

often ignoredShould be supported but too often leaves for lack of support

Has teaching skills Works to improve teaching skills Has great teaching skills, shares them, and works to improve them

Obviously, these characterizations are more complex in real life. But they are close enough to indicate why it is that faculty cultures routinely fail to push the school in powerful directions from within rather than from the urging of an excellent leader.

It is important to note that excellence of school leadership in improving faculty culture constitutes largely an extrinsic motivation and where such leadership is transitory, it fails to



maintain its effect. One recent research study in the UK found that only one kind of leader had any kind of long-term effect – the leader who ‘slowly’ worked on the entire system and patiently focused on student outcomes.

So what would happen if the faculty had intrinsic motivation to create the right kind of environment / community where students throve equally? And, furthermore, what would happen if that was aligned with excellent administrative leadership that supported such action on behalf of students largely undeterred by political exigencies and with the long view in mind? We believe that would be the kind of transformation students would value and the kind of transformation that would be high achieving.

It is clear that the path to such intrinsic motivation is not simple or everyone would already be doing it. Having said that, it is also true that the route to such motivation is actually known but rarely carried out effectively. Effectively in this context means longevity, courage to act, the ability to listen intently, and the will to succeed. Examples of ways in which faculty cultures are undercut are:

Initiatives that begin with great fanfare but are not supported beyond the roll-out Initiatives that are undercut by new initiatives that take resources and time away from

the original initiative Professional development that is not sustained as an ongoing and constant activity for

years in a row New leaders coming into the school who want to make their own mark and

consequently pay little attention or only lip service to the actions of their predecessors Faculty who are able to wait out the administrator – their commitment to their schools

for good or for bad easily outweighs the influence of an individual administrator who passes through

Administrators who tell faculty what to do rather than engage in a conversation Administrators who fail to dismiss or counsel out faculty who are not getting with the

program

There are many more examples.

In these cultures, the student body is only partially engaged for only part of the time and is convinced that school is an obstacle course set up by adults for students to learn, practice, and play the adult game. There are so many people in schools who feel invisible and first in line are many students.

In the transformed school, on the other hand, an intrinsically motivated faculty are in a deep conversation with their administrator that is founded on mutual respect, deep support, active patience, and a laser-like focus on children. In this school, mission is always a discussion seeking to always delve deeper into meaning and presence. In this school, leadership is distributed, constantly learned, taught, and mentored. Here, all faculty participate in the learning journey



for themselves and with their children. The transformed school is actually a transformed culture where “being” is active, engaged, vital, forward moving, purposeful and with meaning. In that culture each child enjoys success.

Lausanne Learning helps that transformation take place.

The focus – each student will find, enjoy, and experience success; each student will become new, renewed and energized each day, month, and year to become more than before and yet as much as was already within.

School mission – mission is the reason, the driver, the inspiration, and the goad.

Faculty culture – each teacher will grow, share, learn, teach with the student at the center

Teachers teaching teachers – we learn from our peers first, and we are motivated by that learning to try, to risk, to fail, and to succeed with each student; “I” is found wanting although not in individual lives; “we” becomes the new “I” as collaboratively, collectively, pooling wisdom and skills, we are ambitious for each student together.

Leaders teaching leaders – formal leadership assumes that its skills, intuitions, inspirations, knowledge are only the beginning of what is possible in the school and that learning, sharing, giving away are all key to ongoing excellence; informal leadership finds itself in every corner of the school and is surprised to find itself constantly in relationship as a mentor, coach, model, learner.



Each Student Success

Teachers teaching Teachers

School Mission

Leaders teaching Leaders

Faculty Culture

Appendix One: Teacher Consultant Agreement with Lausanne Learning

This agreement is between ________________________ (the Teacher Consultant) and Lausanne Learning (LL).

The Teacher Consultant will provide the following service to _______________________School:

Service: ________________________________________________________________________

_______________________________________________________________________________

Provide phone preparation support Review key documents provided by the school Visit on-site for one or more day/s Carry out two phone / skype follow up calls

The Teacher Consultant will be paid according to the following scale:

1st consultation $750.00

2nd consultation $900.00

3rd consultation $1,050.00

If time required away from the school is greater than three days (including travel), an additional payment of $550.00 will be paid for each additional day.

4th and succeeding consults 60% of the value of the contract

Coach-class travel and lodging expenses for on-site work will be covered by the Client School.

The Teacher Consultant will also be paid a daily allowance of $40.00 for each on-site day and an additional $20 for travel time not included in on-site days to cover food and any incidentals. The Teacher Consultant’s school will be paid for each day’s absence guest teaching (substitute) at a rate of up to $125 per day to ensure professional care of the Teacher Consultant’s own students while absent.

Evaluation

Lausanne Learning will evaluate the work carried out by the Teacher Consultant through a phone call to the Client School six weeks following the last day of the consult. The report will be provided to the Teacher Consultant and placed in the Teacher Consultant’s file.

Other Matters

I have read the Addendum Other Matters and agree with its conditions.



Consultant signature: __________________(print) _________________________(sign)

Date: ______________________

LL Executive Director: __________________(print) _________________________(sign)

Date: ______________________

Addendum Other Matters

Independent Contractor Relationship. The Teacher Consultant's (LLTC) relationship with Lausanne Learning will be that of an independent contractor, and nothing in this Agreement is intended to, or should be construed to, create a partnership, agency, joint venture, or employment relationship. The LLTC will not be entitled under this Agreement to any of the benefits that Lausanne Learning may make available to its employees, including but not limited to group health insurance, life insurance, profit-sharing, retirement benefits, paid vacation, holidays or sick leave, or workers' compensation insurance. No part of the LLTC's compensation will be subject to withholding by Lausanne Learning for the payment of any social security, federal, state or any other employee payroll taxes. Lausanne Learning will regularly report amounts paid to the LLTC by filing a Form 1099-MISC with the Internal Revenue Service as required by law. The LLTC agrees to provide all tools and instrumentalities, if any, required to perform the services under this Agreement unless approved by prior agreement.

Ownership of Property. The LLTC retains ownership of all materials used and produced in the course of a consultation. Lausanne Learning reserves the option of using such materials in original or edited form as items in Lausanne Learning Resources for sale. In such a case, the LLTC will be compensated 60% of the purchase price for any sales.

Confidentiality

The LLTC shall, both during and after the LLTC’s consultation, keep all client school and Lausanne Learning information and proprietary property confidential and shall not use any of it except for the purpose of carrying out authorized activities on behalf of Lausanne Learning.

Changes

Lausanne Learning reserves the right to make changes to this agreement at any time as it sees fit.



Appendix Two: Teacher Consultant Evaluation FormEvaluation Form (6-8 weeks following the consultation)

Thank you for helping us with this evaluation form for Lausanne Learning. We are striving to improve and your input will help us get better and better.

School: XXXXXXX School Consultation Type: XXXXXXXX

Date of Consultation: month / day / year Consultant Name: XXXXXXXXX

Basics

Was the Consultant on time to all meetings Yes No Don’t Know

Dressed appropriately Yes No Don’t Know

Polite Yes No Don’t Know

Socially Aware Yes No Don’t Know

Comments:

XXXXXXXX

Knowledge

The Consultant did her/his homework Yes No Don’t Know

Read the website Yes No Don’t Know

Was clearly aware of the school’s mission Yes No Don’t Know

Respectful of the school’s mission Yes No Don’t Know

Comments:

XXXXXXXXXXX

Consulting

Did the Consultant lead conversations Yes No Don’t Know

Facilitate conversations Yes No Don’t Know

Work collaboratively Yes No Don’t Know

Tell you what you needed to hear Yes No Don’t Know

Comments:

XXXXXXXXX



Effectiveness

Do you know your path better than before Yes No Don’t Know

Are you now able to take better action Yes No Don’t Know

Will you be more successful Yes No Don’t Know

Was the consultation worth the money paid Yes No Don’t Know

Did the consultation answer key questions Yes No Don’t Know

Comments:

XXXXXXXXX

Faculty and Students

Was the Consultant able to engage students? Yes No Don’t Know

Did faculty respond positively to the Consultant? Yes No Don’t Know

After the Consultant left, were students positive? Yes No Don’t Know

After the Consultant left, were faculty positive? Yes No Don’t Know

Commendation

Will you recommend LL to other school leaders Yes No Don’t Know

Will you recommend this consultant Yes No Don’t Know

Any Other Comments:

XXXXXXXXXX

May we quote you Yes No

Interviewer: _____________________________



Appendix Three: Teacher Consultant Self-Reflection Format

Self-Reflection Form (2 weeks following the consultation)

Thank you for filling in this self-reflection form for Lausanne Learning. We are striving to improve and your input will help us get better and better. At the same time, reflecting is also the best way for you to learn from your experience.

School: XXXXXXX School Consultation Type: XXXXXXXX

Date of Consultation: month / day / year Consultant Name: XXXXXXXXX

Consider the following thoughts to help you craft your reflection. This is not intended as a set of questions to answer in sequence but a trigger to help you:

1. Describe what happened – the experience, an event, a learning, a discussion, an interaction, a conversation, the whole

2. Think about what happened from your own several perspectives – a consultant, a teacher and/or administrator, a colleague, a human, a traveler

3. Consider the importance of the consultation for the school in terms of:a. Taking action (what are they going to do?), b. Reconsidering actions taken (is this the best way to go?)c. Talking to someone else (whom else do they trust on this issue?)d. Its impact on their identity (what would this say about them?)e. How do they feel (what emotions do they have around this – why?)f. What trends or patterns did you observe as you responded to their questions?

4. Consider the importance of the consultation for you in terms of:a. How are you making meaning out of your experience?b. How did you grow as a result of the experience?c. What did you offer that was a surprise to you?d. How did the consultation provoke further questions for you?e. What did you learn as a consultant specifically that you will take with you on

your journey?f. What insights were offered to you that were a surprise?g. As you reflect on your professional actions, how can you see incorporating

lessons learned in order to improve your craft as a consultant?

Write here for as long as you wish…..

Name: ____________________________ Date: _____________________________



Print: _____________________________ Position: __________________________



Appendix Four: Teacher Consultant Business ResponsibilitiesBefore the consultation takes part, the consultant:

Approves the service with the school (Lausanne Learning takes care of the official contract)

Communicates with the school to ensure that the service is understood and develops an outline of calendar/timeline and action items

Is given access to a drive accessible to Lausanne Learning to store all school information, consultant presentations and notes, and any reports that are written (note: all contents of the drive belong to Lausanne Learning exclusively)

Develops (if necessary) the initial powerpoint slides using the Lausanne Learning powerpoint template

During the consultation, the consultant:

Adheres to the Lausanne Learning Consulting Principles Is flexible to ensure that the consultation meets the needs of the school Uses the Lausanne Learning Executive Director or other Lausanne Learning consultants

as colleagues to provide advice and counsel when needed Checks periodically with the client to ensure alignment of objectives and progress

After the consultation, the consultant:

Uploads all relevant documents to the drive including final reports, presentations, eLLTC. on completing the visit

Carries out a self-reflection within two weeks of the consult Completes a vidcast or podcast of no more than 4 minutes for upload to the Lausanne

Learning website on an aspect of the consultation that would be of interest to others within four weeks of the consultation (the content can be discussed with the Executive Director, Lausanne Learning)

Discusses the consult with the Executive Director, Lausanne Learning within two weeks of the consult

Receives the 3rd party evaluation approximately 8 weeks after the consult Submits expenses for reimbursement within one week of the consult (reimbursement is

made once the self-reflection and documentation have been completed) Receives payment within 4 weeks of the consultation (payment is made once the self-

reflection and documentation have been completed) Receives a letter of commendation (assuming success) once the 3rd party evaluation has

been carried out



Appendix Five: Teacher Consultant Google Drive FoldersThe folder will have your name on it – this will be the folder for all work you do with Lausanne Learning. This folder is accessible only to you and to Lausanne Learning.

Personal: this folder will have your bio, picture, contract with Lausanne Learning, W9, and any other key information in it. Never share this folder with anyone

Each client school that you work will have its own folder. Please note that the school should have access only to the materials folder within the school folder.

School Name: this folder will have all the folders below organized within it.

Expenses: upload expenses here – receipts for travel (flight, car rental, train); lodging (hotel). You will be paid $40 a day ($20 for travel days) for incidentals and food so no other expenses need be placed here. There will be an expense sheet for you to summarize your travel and lodging costs for reimbursement.

Presentation: in this folder will be a Lausanne Learning powerpoint template for you to use and adapt. There will also be a branded title page for any written reports. All other presentation materials and/or reports should be uploaded here

School: Notes from any conversations with the schools should be uploaded here. Materials: make (only) this folder accessible to the client; create folders within it for the

client to upload materials that will be helpful to you in your consult.

All documents produced by the Teacher Consultant, including but not limited to memoranda, research notes, data, correspondence, emails, presentations, and reports shall be the property of Lausanne Learning, and the Teacher Consultant shall retain no ownership, interest, or rights in them.



Appendix Six: Recommendation Forms (online)Student Recommendation (7th – 12th grade)

You are being asked to write a recommendation for your teacher. This is not a long form but it is a very important one. Your teacher has applied to be a Lausanne Learning Teacher Consultant. Lausanne Learning’s mission is to Engage Students; Empower Teachers; Transform Schools. We are asking you to help your teacher in this application. Please answer the questions honestly and in as much depth as you would like.

Name of Recommended Teacher

My Name

My Grade

Date

What is great about your teacher? Think about knowledge, skills, personality, character.

This teacher would like to go to other schools and advise other teachers on how to help students learn better. In what ways do you think your teacher would be able to do that really well?

How has this teacher helped you learn really well?

Is there anything else that you would like to say in order to recommend your teacher?

Thank you very much for filling out this survey.



Teacher Colleague Recommendation



My Name

My Position

Date

What is great about your colleague? Think about knowledge, skills, personality, character.

Your colleague would like to go to other schools and advise other teachers on how to help students learn better. In what ways do you think your colleague would be able to do that really well? In what ways does your colleague already do that in your school?

Are there ways in which this colleague has helped you? Please tell us more about that.

Is there anything else that you would like to say in order to recommend your colleague?




Academic Administrator or Head of School Recommendation



My Name

My Position

Date

What is great about your teacher? Think about knowledge, skills, personality, character.

Your teacher would like to go to other schools and advise other teachers on how to help students learn better. In what ways do you think this teacher would be able to do that really well? In what ways does this teacher already do that in your school?

What are the ways in which this teacher currently acts as a leader in the faculty?

Is there anything else that you would like to say in order to recommend this teacher?




Appendix Seven: LL Teacher Consultant Application (online)Please fill out this form accurately and honestly.

Name:

Address:

Contact email:

Contact cell:

School:

School address:

Experience: please tell us grades taught, subjects, years

Leadership: please tell us of ways in which you have acted as a leader in your faculty culture whether formal or informal

Students: please tell us the particular area/s of expertise you have in engaging students (pedagogy, methodology, approach, techniques)

Motivation: please tell us what has led you to this point in your journey of wanting to become a Lausanne Learning Teaching Consultant

Recommendations: Please give us the names and email addresses of 3 students (if you teach grades 7-12), two colleagues, and the academic administrator you report to or the Head of School. We will be sending them an online recommendation form to fill in on your behalf.

If you have already presented at one of the Lausanne Learning Institutes, please provide that information here:

If you have presented at any other academic conferences, please provide that information here:

If you have already acted in a consulting capacity, please put that information here, including a contact person to whom we will send an online recommendation form.

Have you read the Lausanne Learning Teacher Consultants Handbook?



Yes No

Do you support the mission of Lausanne Learning – Engage Students; Empower Faculty; Transform Schools?

Yes No

Do you endorse the LLCT Principles as follows?

1. I know, understand, respect and support the school’s mission2. At the center of every conversation is meeting the child’s needs3. We meet the child where the child is4. I am a servant leader in my approach (see note)5. I am expert in my area of consulting6. I am authoritative in my area of consulting7. I am facilitative in my approach to consulting8. I ask questions 9. I provide solutions fitted to the school I am with10. I am flexible11. I am committed to my own ongoing professional growth12. I am professional in my dress, speech, and actions13. I hold all information entirely confidential

Note: the term servant leader denotes the following ideas:

Do those served grow as persons? Does the school served become better in its mission delivery? Am I a nurturer of joy in the lives of children? Am I self-aware, accepting my gifts and the gifts of others?

Type Name: ___________________________________ (you agree that this will have the same force as if you signed it.)

Date: ___________________________________

If approved as a Lausanne Learning Teaching Consultant, do you agree to follow the policies and procedures as laid out in this Handbook?

Yes No

I have filled out this form accurately and honestly.

Type Name: ___________________________________ (you agree that this will have the same force as if you signed it.)

Date: ___________________________________





Documents

lausanne learning teacher consultants handbook · Web viewTeaching is a serving profession. ... Sees the job as a vocation. ... In this school, mission is always a discussion seeking