Transcript Responsible Leadership: Using Teacher Leaders

By Nancy Hopkins
In the Fall of 2007, boosted by new
leadership, making NCLB totals and
wanting to push ahead, the Learning Café
was created.
Its mission was to give all teachers the
opportunity to become teacher leaders,
sharing their expertise with the rest of
the staff.
Stars were born.
 Grouped
by grade levels and then into
WFSG based on teacher needs
 Gave teams time after school (with
refreshments) to learn from each other
 Built efficacy and craftsmanship
 Held to NSDC Standards
 Based on state data
 Co-Demonstrated
looking at student
work protocols
 Investigated Research based strategies
 Checked for alignment with district
policies
 Coached teachers one on one
 Modeled and evaluated lessons
 Increased
use of technology
 Become more aware of conflict
management techniques
 Took on role of risk takers
 Shared
district dialogue and learning
from other schools
 Assisted principal with progress
monitoring
 Developed district school improvement
plan (SIP) with staff
 Provided support to teachers
 Helped in planning PD activities
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NSDC Innovation Configurations, Volume
1, p.59, Learning Communities
Desired Outcome 1.1: Prepares teachers
for skillful collaboration
Desired Outcome 1.2 Creates an
organizational structure that supports
collegial learning
•
Desired Outcome 1.4: Creates and
maintains a learning community to
support teacher and student learning
 Desired
Outcome 1.2: Aligns
collaborative work with school
improvement goals
 Desired
Outcome 1.3: Participates in
learning teams, some of whose
membership extends beyond the school
 Desired
Outcome 2.3 Contributes to the
planning of school-based professional
learning
•
Taking the Lead: New Roles for teachers
and school based coaches by Joellen
Killion and Cindy Harrison
•
Catalyst for change: 7.2: Supports
implementation of new and/or refined
instructional practices that result from in
depth, sustained professional learning
•
Learner: Desired Outcome 2: Applies
knowledge about the change process
when planning and implementing
school-based PD
 Desired
Outcome: 1.1: Initiates structures
for learning communities that support
teacher and student learning.
 Desired
Outcome 1.3: Sustains teacher
collaboration during the school year to
improve teaching and learning.
 Teachers
identified areas of concern
 Criterion 1.10, Inquiry Based Learning
for students and teachers alike
 Three
levels of Inquiry
 Debrief: “Frame” Routine
• In order to get students to inquiry- based
learning scaffolding has to take place
• Teachers need to do their own action research
 Taking
the Lead :New roles for teachers
and school-based coaches by Joellen
Killion and Cindy Harrison, p. 119,
Chapter 15, “Partnership Agreements”
• Teachers, boundaries, support and resources,
expected results, communication, confidentiality