Their Opportunity Culture initiative helps districts and schools create highly paid, high
impact teacher leader roles that extend the reach of excellent teachers to more students.
Not exact matches
«Lisa brings to the
role the requisite skills, experience and expertise to lead AITSL as it continues to deliver on its key priority of ensuring
teachers and school
leaders have the maximum
impact on student learning in all Australian Schools.»
In her synthesis of research on effective
teacher professional development that has demonstrated a positive
impact on student outcomes, Timperley (2008) identified 10 key principles, including: providing
teachers with opportunities to drive their own professional development, allowing
teachers to work collaboratively to learn and apply evidence based practices, establishing a professional learning culture that provides a safe and authentic environment for professional enquiry and ensuring school
leaders take an active
role in developing professional learning, and maintaining momentum within schools.
Charlotte, N.C.'s Project L.I.F.T.: Designing New Teaching
Roles to Create Culture of Excellence in High - Need Schools and Charlotte, N.C.'s Project L.I.F.T.: One
Teacher's View of Becoming a Paid
Teacher -
Leader were co-authored by Jiye Grace Han and Sharon Kebschull Barrett, with contributions from Public
Impact's Joe Ableidinger, Bryan C. Hassel, and Emily Ayscue Hassel.
And CBP hasn't yet figured out how to measure its
impact — how to calculate the board's
role, separate from the
teachers» or school
leader's, when reading scores rise.
-- December 17, 2015 Digital Learning +
Teacher Leadership: Two New School Models — December 3, 2015 Launching Paid
Teacher Leadership with a Union - District Partnership — November 12, 2015 The Whole Package: 12 Factors of High -
Impact Teacher -
Leader Roles — November 5, 2015 Creating a Statewide Turnaround District: Lessons from Tennessee — October 14, 2015 Start of a
Teacher - Led Revolution?
If school
leaders believe that
teachers» and students» understanding of feedback's
role in instruction and learning can have a high
impact on student achievement, they need to identify how their leadership influences feedback.
Because of the symbiotic relationship between
teachers and principals, elevating teaching — and
teacher leaders — can also bolster principals in their leadership
roles, thereby doubly extending the
impact.
Main findings from the study reveal that while
impact and satisfaction differed by the type of
role among
teacher leaders (peer coaching vs. modeling
roles), principals and
teacher leaders across the city reported high levels of satisfaction with the value added to their school in having
teacher leadership
roles.
Launched in 2011, Project Leadership and Investment for Transformation, or L.I.F.T., is a five - year initiative in nine low - performing schools in Charlotte, North Carolina.35 The project focuses on innovative strategies to provide students with extended learning time and increased access to technology while supporting community engagement and excellent teaching.36 Project L.I.F.T. worked with Public
Impact — a nonprofit organization that works with school districts to create innovative school models — to design hybrid
teacher -
leader roles that «extend the reach» of high - performing
teachers to more students.37 These «multi-classroom
leaders» continue to teach while leading teams of
teachers and assuming responsibility for the learning of all students taught by their team.38 For this advanced
role,
teachers earn supplements of up to $ 23,000 annually, funded sustainably by reallocating funds within current budgets.39
Defining and organizing high -
impact teacher -
leader roles can allow great
teachers to have a far greater effect on vastly more students and teaching peers.
Research has shown above - average effects for
leaders who believe their major
role is to evaluate their
impact, who get everyone in the school working together to understand and evaluate their
impact, who learn in an environment that privileges high -
impact teaching and learning, who are explicit with
teachers and students about what success looks like, and who set appropriate levels of challenge and never retreat to just «do your best.»
In this hybrid
role, I have been able to work alongside policy
leaders making decisions that
impact public education while reflecting on my classroom practice and representing
teachers and students at the state level.
She has led joint efforts to create guiding thought pieces for the field, such as Coaching for
Impact: Six Pillars to Create Coaching
Roles that Achieve their Potential to Improve Teaching and Learning, produced in partnership with Learning Forward and the University of Florida Lastinger Center, and Time for Action: Building the Educator Workforce Our Children Need Now, a call to action produced in partnership with the Center for Great
Teachers and
Leaders and the Council of Chief State School Officers.
There is a push at city, state and federal policy levels to hone
role definitions and clarify the conditions necessary for
teacher leaders to optimally
impact student learning, and we are fully on board with this process.