LEAD: TEACHER LEADERSHIP
- 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 Improvement
- Domain VI: Improving Outreach and Collaboration with Families and Community Domain VII: Advocating for Student Learning and the Profession
"Out of this conversation, several key points came to the forefront:
- Collaborative, shared leadership—between classroom educators and building administrators—is essential to meet increased student achievement expectations and support student success.
- Teacher leadership training must be implemented during teacher’s entrance to the profession; it should also become formalized and funded.
- Teacher leadership is not synonymous with an administrator track; we must create pathways to teacher leadership that keep teachers in the classroom.
- Teacher leadership must be intentional and fully integrated into school culture.
- Teacher leadership is not a threat to the role of the principal; shared, collaborative leadership plays to the strengths of each individual on the team.
- All teachers can and should be expected to cycle in and out of teacher leader roles and responsibilities.
- Frameworks for teacher leadership are needed, but over-standardization must be avoided. Flexibility is an essential component because each school’s leadership needs differ.
- Professional development is equally, but separately, needed for teachers and administrators. Training cannot be the same for each distinct role."