All of the Department's Teaching Ambassador Fellows have been selected in part based on their deep leadership experience, and most of the 2015 Fellows serve in official
teacher leader roles within their schools and districts.
Not exact matches
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.
Today, however, more and more
teachers are taking on new
roles within their districts as
teacher leaders, curriculum developers, mentors, and coaches.
by Brett Wigdortz, founder and CEO, Teach First; Fair access: Making school choice and admissions work for all by Rebecca Allen, reader in the economics of education at the Institute of Education, University of London; School accountability, performance and pupil attainment by Simon Burgess, professor of economics at the University of Bristol, and director of the Centre for Market and Public Organisation; The importance of teaching by Dylan Wiliam, emeritus professor at the Institute of Education, University of London; Reducing
within - school variation and the
role of middle leadership by James Toop, ceo of Teaching
Leaders; The importance of collaboration: Creating «families of schools» by Tim Brighouse, a former
teacher and chief education officer of Oxfordshire and Birmingham; Testing times: Reforming classroom teaching through assessment by Christine Harrison, senior lecturer in science education at King's College London; Tackling pupil disengagement: Making the curriculum more engaging by David Price, author and educational consultant; Beyond the school gates: Developing children's zones for England by Alan Dyson, professor of education at the University of Manchester and co-director of the Centre for Equity in Education, Kirstin Kerr, lecturer in education at the University of Manchester and Chris Wellings, head of programme policy in Save the Children's UK Programme; After school: Promoting opportunities for all young people in a locality by Ann Hodgson, professor of education and director of the Learning for London @IOE Research Centre, Institute of Education, University of London and Ken Spours, professor or education and co-director of the Centre for Post-14 Research and Innovation at the Institute of Education, University of London.
Academic Gains, Double the # of Schools: Opportunity Culture 2017 — 18 — March 8, 2018 Opportunity Culture Spring 2018 Newsletter: Tools & Info You Need Now — March 1, 2018 Brookings - AIR Study Finds Large Academic Gains in Opportunity Culture — January 11, 2018 Days in the Life: The Work of a Successful Multi-Classroom
Leader — November 30, 2017 Opportunity Culture Newsletter: Tools & Info You Need Now — November 16, 2017 Opportunity Culture Tools for Back to School — Instructional Leadership & Excellence — August 31, 2017 Opportunity Culture + Summit Learning: North Little Rock Pilots Arkansas Plan — July 11, 2017 Advanced Teaching
Roles: Guideposts for Excellence at Scale — June 13, 2017 How to Lead & Achieve Instructional Excellence — June 6, 201 Vance County Becomes 18th Site in National Opportunity Culture Initiative — February 2, 2017 How 2 Pioneering Blended - Learning
Teachers Extended Their Reach — January 24, 2017 Betting on a Brighter Charter School Future for Nevada Students — January 18, 2017 Edgecombe County, NC, Joining Opportunity Culture Initiative to Focus on Great Teaching — January 11, 2017 Start 2017 with Free Tools to Lead Teaching Teams, Turnaround Schools — January 5, 2017 Higher Growth,
Teacher Pay and Support: Opportunity Culture Results 2016 — 17 — December 20, 2016 Phoenix - area Districts to Use Opportunity Culture to Extend Great
Teachers» Reach — October 5, 2016 Doubled Odds of Higher Growth: N.C. Opportunity Culture Schools Beat State Rates — September 14, 2016 Fresh Ideas for ESSA Excellence: Four Opportunities for State
Leaders — July 29, 2016 High - need, San Antonio - area District Joins Opportunity Culture — July 19, 2016 Universal, Paid Residencies for
Teacher & Principal Hopefuls —
Within School Budgets — June 21, 2016 How to Lead Empowered
Teacher -
Leaders: Tools for Principals — June 9, 2016 What 4 Pioneering
Teacher -
Leaders Did to Lead Teaching Teams — June 2, 2016 Speaking Up: a Year's Worth of Opportunity Culture Voices — May 26, 2016 Increase the Success of School Restarts with New Guide — May 17, 2016 Georgia Schools Join Movement to Extend Great
Teachers» Reach — May 13, 2016 Measuring Turnaround Success: New Report Explores Options — May 5, 2016 Every School Can Have a Great Principal: A Fresh Vision For How — April 21, 2016 Learning from Tennessee: Growing High - Quality Charter Schools — April 15, 2016 School Turnarounds: How Successful Principals Use
Teacher Leadership — March 17, 2016 Where Is Teaching Really Different?
Teacher leaders brought to their leadership
roles a thorough understanding of unit content; they knew which lessons
within a unit were most critical, could identify and articulate the important concepts and skills each lesson was intended to develop, and were able to suggest questions that
teachers could use with students to highlight important concepts.
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.
Further, it provides an overview of ways in which classroom
teachers,
teacher leaders, reading specialists, principals, and former instructional coaches can take on
roles to provide professional development, foster
teacher collaboration, and initiate data - based decision making
within schools.
With observed
teachers, the focus was on specific activities during the lessons; general approaches to pedagogy; the
role of the principal as well as other
leaders within the school, district, and state on pedagogy; curricular and pedagogical decision making in the school; professional development; and student learning.
It should be noted that these studies were not designed to investigate the particular
role of
teacher leaders in these teams, indicating that additional research is warranted to examine how
teacher leaders affect the interactions
within the teams that they participate.
However, the studies did not offer much description on the nature of the leadership provided by
teacher leaders in team settings and how the
role of
teacher leaders may vary
within teams of
teachers compared to their
role on school leadership teams.
MITUL engages in communication, education and advocacy, promoting a strong
role for
teacher unions in defining and leading public education reform —
within teacher unions and with opinion
leaders, policy - makers and advocacy organizations.
What
roles can arts integration
teacher leaders play
within their own school to support
teachers newer to arts integration?
Provide incentives for school districts to develop
teacher leader initiatives and to provide compensation for
teacher leaders that take on additional
roles and responsibilities
within their schools.
We found that schools could free funds to pay excellent
teachers in teaching
roles up to 40 percent more and
teacher -
leaders up to about 130 percent more,
within current budgets and without increasing class sizes.
Many
teachers serve as informal
leaders within their schools, and although others may appreciate their contributions, their influence will remain limited until the school formally recognizes these
teacher leaders» talents and authorizes their
roles.
Both school
leaders and
teachers themselves, writes Collay, should become more aware of the powerful leadership
roles played by
teachers both
within and beyond their classrooms.
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
This critical
role serves as the school's instructional
leader for student academic success and professional development for the
teachers, working
within the school's vision while working to meet all federal, state, and local goals as set out in the charter and by the respective governing bodies.
A noteworthy aspect of Iowa's initiative is its focus on the
role that school principals and other administrators need to play in cultivating and facilitating the work of these new
teacher leaders within buildings and districts.