NOVEMBER 2002 PROFESSIONAL DEVELOPMENT NEWSLETTER
When we build teacher leadership, and utilize the skills and knowledge of teacher leaders in significant ways, we enhance the capacity of schools to create learning environments in which all students achieve at high levels. This edition of the Professional Development Newsletter presents articles that share approaches for engaging teacher leaders in the important work of improving instructional programs at schools.
1. “A Framework for Shared Leadership”
2. Characteristics of Teacher Leaders
3. “Building a New Structure for School Leadership”
4. Redefining the Teacher as Leader
5. “New Roles Tap Expertise of Teachers”
6. “Coaching Isn't Just for Athletes: The Role of Teacher Leaders”
7. “Teachers Leading Teachers”
8. “Teachers at the Helm”
9. “School Reform, TURN, and Teacher Compensation”
10. Building Teacher Leadership Through National Board Certification
CURRENT EVENTS
11. Conference for TEACHER Leaders
=============================
1. “A FRAMEWORK FOR SHARED LEADERSHIP”
=============================
"Instead of looking to the principal alone for instructional leadership, we need to develop leadership capacity among all members of the school community,” states author Linda Lambert (Educational Leadership, May 2002). Defining “leadership capacity” as “broad-based, skillful participation in the work of leadership,” Lambert describes ways in which schools with high leadership capacity produce sustained school improvement; strategies for building the leadership capacity of schools; and the changing role of the school principal.
http://www.ascd.org/author/el/2002/05may/lambert.html
=============================
2. CHARACTERISTICS OF TEACHER LEADERS
=============================
Who is a teacher leader? Meena Wilson explores the answer to this question in “The Search for Teacher Leaders” (Educational Leadership, March 1993). According to teacher respondents who participated in the study, teacher leaders “seek challenge, change, and growth.” They are “informal, reassuringly dependable, and supportive of colleagues.” They are role models for students, although they do not necessarily lead colleagues. They serve as “coaches and cheerleaders” for others. These characteristics and additional findings from Wilson’s study and related research are discussed in greater length in the article.
http://www.ascd.org/readingroom/edlead/9303/wilson.html
=============================
3. “BUILDING A NEW STRUCTURE FOR SCHOOL LEADERSHIP”
=============================
In “Building a New Structure for School Leadership” (The Albert Shanker Institute, Winter 2000), Richard F. Elmore defines leadership as the “guidance and direction of instructional improvement.” In this article, Elmore examines the fundamental changes that standards- based instructional systems require in our school leadership practices.
http://www.shankerinstitute.org/Downloads/building.pdf
=============================
4. REDEFINING THE TEACHER AS LEADER
=============================
Teachers are an important and valuable leadership resource for schools. The Institute for Educational Leadership’s publication “Leadership for Student Learning: Redefining the Teacher as Leader” (April 2001) is a report of the organization’s Task Force on Teacher Leadership, School Leadership for the 21st Century Initiative. This document examines teacher leadership issues, and ways in which schools and districts can nurture teacher leadership.
http://www.iel.org/programs/21st/reports/teachlearn.pdf
=============================
5. “NEW ROLES TAP EXPERTISE OF TEACHERS”
=============================
Many school districts are creating new roles for teachers in order to support school improvement and to enhance teaching and learning. This article (Education Week, May 30, 2001), which is part of a two- year study of leadership funded by the Carnegie Corporation, examines ways in which teachers working in these new roles provide instructional leadership within school systems.
http://www.edweek.org/ew/ewstory.cfm?slug=24barth.h20
=============================
6. “COACHING ISN'T JUST FOR ATHLETES: THE ROLE OF TEACHER LEADERS”
=============================
In Boston Public Schools (BPS), change coaches and content coaches are a key part of the district strategy to bring about standards- based school reform. Coaches work with teachers in classrooms to study curriculum content, model classroom teaching approaches, examine student work, and link staff with recent research on effective practices. Author Ellen Guiney examines the roles coaches play in BPS in the article “Coaching Isn't Just for Athletes: The Role of Teacher Leaders” (Kappan, June 2001).
http://www.pdkintl.org/kappan/k0106gui.htm
=============================
7. “TEACHERS LEADING TEACHERS”
=============================
In the Grapevine-Colleyville Independent School District in Dallas, teacher reading specialists provide summer reading institutes for teachers along with job-embedded professional development that includes demonstration lessons, classroom coaching, and assistance in examining student work and writing lessons. Author Joan Richards n describes the benefits that accrue from teacher-led professional development in “Teachers Leading Teachers” (Results, April 2000). http://www.nsdc.org/library/results/res4-01rich.html
=============================
8. “TEACHERS AT THE HELM”
=============================
“There is no shortage of opportunities for every teacher to demonstrate professionalism by leading the school, a few tough steps at a time, towards improvement,” states Roland S. Barth in “Teachers at the Helm” (Education Week; February 28, 2001). Schools need to encourage teacher leadership, and tap the knowledge and expertise that teachers have in planning strategies for improving schools.
http://www.edweek.org/ew/ewstory.cfm?slug=38leadteach.h20
=============================
9. “SCHOOL REFORM, TURN, AND TEACHER COMPENSATION”
=============================
In “School Reform, TURN, and Teacher Compensation” (Kappan, January 2000), Adam Urbanski and Roger Erskine examine ways in which Teacher Union Reform Network districts have explored alternatives to current models of compensation for teachers. The article discusses new roles for teachers, along with compensation systems that include school- based performance award programs, knowledge- and skills-based pay systems, and recognition for National Board for Professional Teaching Standards Certification.
http://www.pdkintl.org/kappan/kurb0001.htm
=============================
10. BUILDING TEACHER LEADERSHIP THROUGH NATIONAL BOARD CERTIFICATION
=============================
The WestEd Knowledge Brief “When the Journey is Its Own Reward: Supporting National Board Candidates” discusses National Board (NB) Certification, NB support programs, and ways in which NB Certification can provide immensely rewarding professional growth experiences for candidates.
http://web.WestEd.org/online_pubs/certbrief2.pdf
CURRENT EVENTS
=============================
11. CONFERENCE FOR TEACHER LEADERS
=============================
The 2003 Professional Development Conference for Teacher Leaders (formerly the Mentor Teacher Conference) provides a forum to explore how teachers, in their roles as leaders, contribute to achieving excellence for student groups that have historically been denied excellence by our school system. In-depth sessions offer help in coaching new and veteran teachers to ensure their students achieve excellence. This 3-day conference, "Teachers Lead the Way: Evidence of Excellence Through Equity" will be held March 24-26, 2003, in Palm Springs. Register by December 15 for the lowest conference rates. There are opportunities to network with PAR, BTSA, National Board Certified Teachers, and other teacher leaders. Keynote speakers include Glenn Singleton and Amada Irma Pèrez. For more information contact EduAlliance at 831-457-7991 or by e-mail at http://www.edualliance.org
This electronic newsletter is sponsored by the Region 8 California Professional Development Consortium (CPDC) administered by the Kern County Superintendent of Schools Office. To subscribe or unsubscribe from this newsletter, or to subscribe to our other our free electronic Newsletters for Middle School or High School issues, email call or fax Christina Doyle: email - cdoyle@kern.org, phone (661) 636-4331 or fax (661) 636-4135.
|
