Purpose: A brief from the National Comprehensive Center for Teacher Quality on the role of teacher leadership in education innovation states, "Teacher leadership is the process by which teachers, individually or collectively, formally influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the goal of increased student learning and achievement." There are different forms of teacher leader roles including "teacher leader," "master teacher," "peer mentor," or "academic coach." Element 1 provides overview information on the approaches to and models of teacher leadership.
Purpose: A teacher aspiring to be a "teacher leader," "master teacher," "peer mentor" or "academic coach" should first investigate the nature of such role, how the role might fit with his or her abilities, and identify the associated educational and certification/licensure requirements of each role. Element 2 provides information to assist a teacher in preparing for a teacher leader role.
Purpose: To recruit teacher leaders effectively, a district needs to have a plan of action. The plan should identify the teacher leader role within the district, define the prerequisites for the role, and reflect applicable state standards or certification or licensure guidelines and an awareness of educational programs providing course work associated with the teacher leader role. Element 3 provides resources to assist the district in developing such a plan.
Purpose: A teacher in a peer leadership role helps colleagues improve their professional practice, supports collaboration and instructional strategies, and encourages professional learning. Fulfilling these roles successfully is the essence of teacher leadership. Element 4 provides resources to assist in becoming an effective teacher leader.
Guideline: District staff members, principals, and teachers in leadership roles should be aware of financial resources available to support professional learning. Government funds may be available for school education programs and their associated requirements through federal and state resources. Additionally, private grants may be available. District staff members, principals, and teachers in leadership roles should be aware of these possibilities and encourage staff members to explore possible grants in their programmatic planning. This task provides resources to identify potential financial resources.
This link is to U.S. Department of Education information about federal grant opportunities.
This link to the Foundation Center website provides a glossary of philanthropy-related terminology.
This link to the K12Grants.org website provides a list of grants available to schools organized by category, including grants from the federal and state levels.
This link is to information about the NEA Foundation's grants to educators. As noted at the NEA website, grants are available to individual educators to fund "high-quality professional development experiences" or to groups for "collegial study, including study groups, action research, lesson study, or mentoring experiences for faculty or staff new to an assignment."
This link is to the U.S. Internal Revenue Service's Tax Benefits for Education Information Center.
The Writing Successful Grants KnowledgeBase provides resources to help districts, schools, and others write a grant application with the greatest possible chance of success.
Purpose: Teachers in leadership roles must attend to their own continuing professional learning to enhance their abilities to support colleagues to improve their instructional capabilities. Teacher leaders could have a dual teaching role, one with their students and the other with their peers. Element 5 provides resources to assist teacher leaders in addressing their professional learning.