ALIGNMENT TO STANDARDS

This professional learning module aligns to the Teacher Leader Model Standards (ETS, 2008).

"These standards are designed to encourage professional discussion about what constitutes the full range of competencies that teacher leaders possess and how this form of leadership can be distinguished from, but work in tandem with, formal administrative leadership roles to promote good teaching and support student learning" (ETS, 2008, p.3)

Equity-Focused Collaboration

Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning

The teacher leader understands the principles of adult learning and knows how to develop a collaborative culture of collective responsibility at the school.

Evidence-Based Equity Practices

Domain II: Accessing and Using Research to Improve Practice and Student Learning

The teacher leader understands how research creates new knowledge, improves policies and practices, and improves teaching and learning.

Equity-Focused Professional Learning

Domain III: Promoting Professional Learning for Continuous Improvement

The teacher leader understands the evolving nature of teaching and learning, established and emerging technologies, and the school community.

Equity-Focused Teaching and Learning

Domain IV: Facilitating Improvements in Instruction and Student Learning

The teacher leader works collaboratively with colleagues to ensure the instructional practices are aligned to a shared vision, mission and goals.

Equity-Focused Assessment and Data Practices

Domain V: Promoting the Use of Assessments and Data for School and District Improvement

The teacher leader is knowledgeable about current research on classroom- and school-based data and the design and selection of appropriate formative and summative assessment methods.

Equity-Focused Family Engagement Practices

Domain VI: Improving Outreach and Collaboration with Families and Community

The teacher leader understands that families, cultures and communities have a significant impact on educational processes and student learning.

Equity-Focused Policies

Domain VII: Advocating for Student Learning and the Profession

The teacher leader understands how educational policy is made at the local, state, and national level as well as the roles of school leaders, boards of education, legislators, and other stakeholders in formulating those policies.

The module also aligns to Every Student Succeeds Act (ESSA) provisions. "ESSA includes provisions that will help to ensure success for students and schools" (U.S. Department of Education, 2015, para. 2). A few are represented below:

ESSA advances equity by upholding critical protections for America's disadvantaged and high-need students;

requires - for the first time - that all students in America be taught to high academic standards that will prepare them to succeed in college and careers;

ensures that vital information is provided to educators, families, students and communities through annual statewide assessments that measure students' progress towards those high standards;

helps to support and grow local innovations - including evidence-based and place-based interventions developed by local leaders and educators;

sustains and expands this administration's historic investments in increasing access to high- quality pre-school; and

maintains an expectation that there will be accountability and action to effect change in our lowest - performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

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