Paper outlining the conceptual framework of teachers leaders’ professional learning skills developing as a result of being a presenter in profession development for other teachers. The paper explores specific gains in this collaborative method of teacher professional growth, in addition to ways students can take part and develop leadership principles.
As the movement to restructure schools continues, teachers are increasingly being called upon to provide leadership in schools. This article describes what teacher leaders do, stories from the field, and the conditions necessary for teacher leadership to occur.
This article highlights a variety of ways teachers are leading their profession. The National Education Association is leading the charge to give teachers a variety of opportunities to lead their profession.
Leadership by teachers is essential to meeting the needs of students and supporting education professionals. The Teacher Leadership Exploratory Consortium developed these standards to promote and support teachers leadership as a vehicle to transform schools for the 21st century.
This report defines a variety of roles for teachers as leaders and provides a teacher leader job characteristics checklist. Some information is provided about Opportunity Culture Schools and their principles.
This article describes the flaw with the belief that improving teaching is just about accountability when in fact teachers have very little control over their work. If we are to “upgrade teacher quality” then we must allow them to have more control of their work.
This report/case study explores six specific practices that highly effective schools utilize. Practices explored in this report include: collaborative planning, embedded professional development, summer trainings, data analysis, coaching, and peer observation.
As the demands on teachers increase, the question is how to find more time for teachers to be able to meet those demands. This brief looks at possibilities on how we might create more time within the day for teachers to plan, collaborate, and meet student needs.
To supplement our online tools and resources for participants to enhance work on school improvement planning, NTC also built a series of eight 90-minute supplemental training sessions. These are built to introduce school level educators to survey results and help make connections between those results and conditions in schools. With only 90 minutes to provide instruction virtually, these sessions are not intended to solve systemic challenges at the school level, but are a great start to informing your school improvement efforts.
Online 90-minute training: Teacher Empowerment
Participants in this class will:
Review Ohio principal standards addressing teacher empowerment
Discuss strategies leaders can take to promote teacher leadership
Learn how to capture evidence of teacher leadership development
Set a goal for next steps at your school
Interested in participating? For more information, including a sign up, click here.