Inspired Teaching and Learning: Creating the Education State - - PowerPoint PPT Presentation

Center for Teacher Leadership

Virginia Commonwealth University

Inspired Teaching and Learning: Creating the Education State REGIONAL FORUMS

Terry rry Dozier, zier, Dir irector ector Center ter for r Teacher cher Leadersh ership ip Virgi irgini nia Comm mmonwe

• nweal

alth th Unive versity sity Sc School hool of Educat ucation ion

Center for Teacher Leadership

Virginia Commonwealth University

Mission: To promote and support teacher leadership in order to improve teaching and learning. CTL works with accomplished teachers to . . .

 advance the concept of teachers as change agents.  provide high-quality professional development to

develop passionate, effective leaders.

 share the knowledge, experience, and insight of

teachers with policymakers and others.

 Standards movement  National Commission on Teaching

and America’s Future

 National Board Certified Teachers  Leadership for Learning: Redefining

the Teacher as Leader

 Teacher Leader Model Standards

3 Reasons school leaders should promote teacher

leadership.

Why Teacher Leadership?

Educational change depends on what teachers do and think. It’s as simple and as complex as that.

• Michael Fullan

Center for Teacher Leadership

Virginia Commonwealth University

 Cultivates a critical resource for change

and improvement in schools.

51% of teachers have a leadership role in their schools, such as department chair, instructional resource, teacher mentor, or leadership team member.

• MetLife Survey of The American Teacher (2013)

Center for Teacher Leadership

Virginia Commonwealth University

 Cultivates a critical resource for change

and improvement in schools.

 Keeps good teachers in the classroom.

29% 83%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

3 Very Ineffective Teachers in a Row 3 Very Effective Teachers in a Row

Student Gains Over 3 Years

Source: Sanders & Rivers, 1996

42% 76%

15% 25% 35% 45% 55% 65% 75% 85% 3 Very Ineffective Teachers in a Row 3 Very Effective Teachers in a Row

Beginning 4th Grade Score (Percentile)

Source: Jordan, Mendro & Weerasinghe, 1997

27% 76%

15% 25% 35% 45% 55% 65% 75% 85% 3 Very Ineffective Teachers in a Row 3 Very Effective Teachers in a Row

Beginning 3rd Grade Score (Percentile)

Average Score on Math Assessment 3 Years Later (in Percentile)

Source: Jordan, Mendro & Weerasinghe, 1997

Center for Teacher Leadership

Virginia Commonwealth University

 Teamwork and support  Professional opportunities that

include leadership opportunities

 Fair pay and a differentiated pay

structure that rewards outstanding performance, acquiring new skills, and assuming new roles and responsibilities.

Source: Susan Moore Johnson, Harvard University

Center for Teacher Leadership

Virginia Commonwealth University

 Cultivates a largely untapped resource for

change and improvement in schools

 Keeps good teachers in the classroom  Teacher tenure in schools is longer than that

• f administrators

 Frees school leaders from unrealistic

expectations

75% of principals feel the job has become too complex.

• MetLife

etLife Surv rvey ey of the e Ameri erican n Teacher her (2013) 13)

Center for Teacher Leadership

Virginia Commonwealth University

 Cultivates a largely untapped resource

for change and improvement in schools

 Keeps good teachers in the classroom  Teacher tenure in schools is longer than

that of administrators

 Frees school leaders from unrealistic

expectations

 Benefits students

Center for Teacher Leadership

Virginia Commonwealth University

“Teacher leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school communities to improve teaching and learning practices with the aim of increased student learning and achievement.”

• From meta-analysis of teacher leadership research by York-Barr and Duke (2004)

Center for Teacher Leadership

Virginia Commonwealth University

 are excellent teachers  who positively

influence others.

 are exce

cellent llent teach chers ers

 who

ho posit sitively ively influence luence others hers.

Center for Teacher Leadership

Virginia Commonwealth University

• Competent
• Credible
• Collaborative

Center for Teacher Leadership

Virginia Commonwealth University

 model

l effectiv ctive e practi actice. ce.

 mento

tor r new w and d strug rugglin gling g teachers chers.

 conduc

duct t profess fessional

• nal dev

evelo elopment pment activi viti ties es.

 raise

se the leve vel of collaborat boration ion in schoo

• ols.

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 lea

ead d school

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mprovem

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ent ef efforts. rts.

 advo

vocate cate for the needs eds of stud udents. ents.

Spreading instructional expertise Getting board- certified Building practice to an accomplished level

National Board for Professional Teaching Standards: A Career Continuum for All Teachers

1 2 3

Pre-service teacher Professional teacher Teacher leader Master teacher School leader Board-certified teacher Novice teacher

Residency Induction

Center for Teacher Leadership

Virginia Commonwealth University

Preservice: Extended clinical experiences Novice teachers: School leadership and mentors Career teachers: Formal learning grounded in practice Teacher leaders: Serving as mentors or coaches

 Insert Screen Shot

• Chief Council of State School Officers

(CCSSO) five state consortium: Alabama, Delaware, Kansas, Kentucky, Ohio developed a teacher leader curriculum/states approving university degree programs in teacher leadership

• States implementing some form of teacher

leadership endorsement or recognition statewide

• States exploring differentiated staffing models,

tiered licensure models, and/or roles for teacher leaders

Center for Teacher Leadership

Virginia Commonwealth University

3 Reasons school leaders should promote teacher

leadership.

2 Challenges school leaders face in promoting/

developing teachers as leaders.

Time Cultural Norms of Schools Lack of Training

Center for Teacher Leadership

Virginia Commonwealth University

 are confident of themselves as leaders. (97%)  are engaged in many leadership roles.

• Professional development for colleagues (93%)
• Department chairs/team leaders (84%)
• Mentor new teachers (84%)
• Curriculum development (83%)

 lack training in the new leadership roles they

are asked to assume. (82%)

Our Charge: Create a Teacher Leader designation with common expectations, regional professional development/training, and opportunities for those who achieve the designation.

 Researched national teacher leadership work

• Model Teacher Leader Standards

Model Teacher Leader Standards

Domain I Fostering a Collaborative Culture to Support Educator Development and Student Learning Domain II Accessing and Using Research to Improve Practice and Student Learning Domain III Promoting Professional Learning for Continuous Improvement Domain IV Facilitating Improvements in Instruction and Student Learning Domain V Promoting the Use of Assessments and Data for School and District Improvements Domain VI Improving Outreach and Collaboration with Families and Community Domain VII Advocating for Student Learning and the Profession

 Conducted focus group with 40+ teacher leaders

(6/27/12)

• What does a teacher leader look like?
• What would make someone identify you or one of your

colleagues as a teacher leader?

• What training/experiences would a teacher need to address a

particular teacher leader standard?

• What evidence would a teacher need to provide to show that

he/she is strong in this area?

• Incentives? Structure? Eligibility for the program?

 Reconvened focus group of teacher leaders

(2/7/13)

• What is the most essential aspect of this domain?
• What do you like about what we have developed for

this domain?

• What concerns do you have about what we have

developed?

• Possible structure of the program?
• Incentives?

 7/7 model was the overwhelming choice

Center for Teacher Leadership

Virginia Commonwealth University

Teachers harbor extraordinary leadership capabilities, and their leadership potential is a major untapped resource for improving

• ur nation’s schools. The world will come to

accept that all teachers can lead, as many now accept that all children can learn. . .if we can overcome the many impediments facing

• teachers. . .that block teachers’ leading and if

we can find conditions under which teachers will exercise that leadership.

• Roland Barth

Center for Teacher Leadership

Virginia Commonwealth University

“If your actions inspire others to dream more, learn more,

do more and become more, you are a leader.”

~ John Quincy Adams Wallpaperup.com

“Leadership is action, not position.”

Plan anning ning fo for r Teac acher her Le Lead ader ership ship

Building Relationships

Facilitating the Distribution of Power and Authority

An Analyze lyze Your

• ur Da

Data ta

• Are a variety of purposes served

through one or two structures?

• Are most, if not all, faculty members

involved in at least one or more structures?

• Do the structures in place advance

the school’s vision for student learning?

• What structures need to be added or

discontinued?

Aligning Teacher Leadership with Professional Learning

 Sustained and intensive professional

learning over time

 Active learning  Professional learning that is coherent,

connected to what I am doing with my students

 Content focused on what I teach

• Dennis Sparks

Acquiring New Skills/Behaviors

Components

• f Training

Concept Understanding Skill Attainment Application (Work Setting) Presentation Modeling Practice and Low-Risk Feedback Coaching

85% 15% 10% 85% 18% 10% 85% 80% 15% 90% 90% 90% 90% 80% 80%

Source: Joyce and Showers, 1982, 2002

Impact on Skills/Practice PPp19 PPp24

School of Education

• Be attentive to relational dynamics in

schools.

• Create structures to promote professional

growth.

• Institutionalize opportunities for teacher

voice and leadership at both the school and district level.

• Support principals.

.

Teacher Morale Study

3 Reasons school leaders should promote teacher

leadership.

2 Challenges school leaders face in promoting/

developing teachers as leaders.

1 Thing that I will do to promote teacher

leadership and develop teacher leaders within my school.

Center for Teacher Leadership

Virginia Commonwealth University

The mark of a true leader is not how many followers one begets, but how many leaders.

• Roland Barth