To establish lasting,
effective teacher leadership programs, districts can follow a checklist that addresses «must - dos» and common missteps.
Not exact matches
Barbash's review of Reading First
programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong
leadership,
effective professional development for
teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous
program evaluation.
Projects have included:
teacher career pathway
programs that diversified roles in the teaching force;
teacher career pathways that recognize, develop, and reward excellent
teachers as they advance through various career stages; incentives for
effective teachers who take on instructional
leadership roles within their schools; incentives that attract, support, reward, and retain the most
effective teachers and administrators at high - need schools; rigorous, ongoing
leadership development training for
teacher leaders and principals,
leadership roles for
teachers aimed at school turnaround; and the creation of new salary structures based on effectiveness.
In a study of 5 schools found to be most
effective out of a sample of 741 schools which were part of a study of compensatory reading
programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important instructional goal;
leadership in the reading
program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across
teachers, a process which was typically fostered by the
program leader.
«Among them: partnerships between school districts and colleges to help communities grow their own
teachers and align recruitment to high - need fields; competitive salaries as well as incentives, financial and otherwise, for hard - to - fill positions; the creation of strong mentoring
programs and professional learning communities that make schools places
teachers want to be; and
effective leadership at the school level to maintain a supportive, collaborative school environment.»
A highly
effective school results from a rigorous academic
program in a culture of trust and high expectations, led by a visionary instructional
leadership team and implemented by talented, dedicated
teachers.
She also argued that
leadership programs for
teachers can be both «cost -
effective» and «improve student outcomes.»
Meeting the challenge will require
teacher educators, both faculty and administrators, to systematize integration of technology applications for
effective content area learning across
teacher preparation and
leadership programs.
The Department of Education has promoted
teacher leadership in multiple ways through grants such as Supporting Effective Educator Development (SEED), Teacher Incentive Fund (TIF) and Investing in Innovation (i3), as well as through programs such as the RESPECT Project, which engaged educators in a nationwide dialogue for transforming the teaching profession and resulted in a blu
teacher leadership in multiple ways through grants such as Supporting
Effective Educator Development (SEED),
Teacher Incentive Fund (TIF) and Investing in Innovation (i3), as well as through programs such as the RESPECT Project, which engaged educators in a nationwide dialogue for transforming the teaching profession and resulted in a blu
Teacher Incentive Fund (TIF) and Investing in Innovation (i3), as well as through
programs such as the RESPECT Project, which engaged educators in a nationwide dialogue for transforming the teaching profession and resulted in a blueprint.
The summits will feature Principal Kevin Bennett, Associate Principal Mary Pat Cumming, and
teacher Michael Elston,
teacher, from the FAIR School in Minneapolis, MN, who will lead a
program on
Effective and Successful Models of School
Leadership and will participate in a panel discussion with Chinese principals and school leaders on topics such as parent / community involvement in schools, collaborative
leadership, student and
teacher assessment, project based learning, and student
leadership.
Some experimental studies have found positive effects of specific professional development
programs on
leadership practice — or an association between particular types of professional development and improved student performance, school climate,
teacher collaboration, or principal retention — but there is little expert consensus about the most
effective design for professional development
programs.
The
program focuses on developing «emerging
teacher leaders» -
effective teachers who might not enjoy formal
leadership roles but want to contribute to and learn from a broader conversation about high - level teaching.
Themed training sessions for small or large groups of special education
teachers, general educators, and related support staff that focus on such areas as
leadership development,
program development, group dynamics, essential tools instruction, advancements in special and alternative education practices, and the most
effective methodologies and modalities for working with challenging populations of students.
In this previous role, and in addition to the summer school
leadership development
program, Castenzio served as a resource for aspiring urban
teacher candidates and beginning
teachers by working to ensure that they were equipped with the initial training necessary to be highly
effective in the urban classroom.
First,
programs need
effective leaders who can provide instructional support to
teachers as well as sound business management to the overall
program.32 These multiple
leadership functions are complex and often need to be fulfilled by more than one person.