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Ghamraw, Norma (2013). Teachers Helping Teachers: A Professional Development Model that Promotes Teacher Leadership . International Education Studies. 

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.

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Boyd-Dimock, V. & McGree, K. M. (N.D.)  Leading Change from the Classroom: Teachers as Leaders. SEDL. 

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.

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Teacher Leadership Exploratory Consortium. (N.D.) Teacher Leader Model Standards.

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.

 

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Public Impact. (2014) Teacher-led Professional Learning: To Reach Every Student with Excellent Teachers-Defining Teacher- Leader Roles. Chapel Hill, NC.

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.

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Ingersoll, R. M. (2007) Short on Power, Long on Responsibility. Educational Leadership.

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.

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Kaplan, C., Chan, R., Farbman, D., Novoryta, A. (n.d.) Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers.  The National Center on Time and Learning.

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.

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Meyer, G. (2005) On Time and How to Get More of It. National Institute for Urban School Improvement.

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:

  1. Review Ohio principal  standards addressing teacher empowerment
  2. Discuss strategies leaders can take to promote teacher leadership
  3. Learn how to capture evidence of teacher leadership development
  4. Set a goal for next steps at your school

Interested in participating? For more information, including a sign up, click here.