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Learning needs to be consistent with the principles of adult learning. Learning goals are realistic; learning is relevant to the teacher, and teachers have concrete opportunities to practice the skills being learned. For learning to occur on the job, teachers must be able to trust the process (e.g., peer coaching, videotape analysis), their colleagues, and themselves. Teachers need to know that feedback will be constructive, not personal. Often, new positions must be created and human capital made available to support learning. Outside facilitators are sometimes needed to assist teachers in learning new skills.
Source: How to Facilitate Job-Embedded Professional Development
Sally J. Zepeda, Copyright © 2012 Education World
Teacher leaders can play an important role in school improvement efforts, but require district support to effectively lead their peers. Partnering with outside organizations is one way that districts can deepen their capacity to support and sustain teacher leadership.
Video-based peer coaching offers teachers the rare opportunity to view and reflect on classroom teaching and engage in evidence-based discussions that can lead to improved practice.
The first step in addressing the role of team leader is to collaboratively develop a position description. It is unreasonable to have expectations of team leaders without clarity regarding what the role entails.
The Instructional Coach serves as part of the Leadership Team and be responsible for bringing evidence-based practices into classrooms by working with and supporting teachers and administration with the goal of increasing student engagement, improving student achievement, and building teacher capacity.
When Strength-Based School Improvement is done right, there is a strong and viable collaboration between the school administrator and the instructional coach. Although there are some pretty clear-cut role boundaries each must respect if they hope to create positive change, there are also some significant similarities between the two positions.
The PLC Facilitator will work directly with teachers in a school providing classroom-based demonstrations, collaborative and one-on-one support, and facilitating teacher inquiry and related professional development. The PLC Facilitator will focus on enhancing teachers’ ability to provide instruction that builds students’ sense of engagement in the ownership of learning.
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