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.
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.
Guideline: Teachers in leadership roles should assist other teachers to identify resources needed to accomplish professional learning objectives. Content used should be scientifically based, designed to improve instruction, and be of sufficient intensity and duration to have a lasting impact on instruction. This task provides some resources to support professional learning.
This link is to resources on promoting teacher leadership available at the Education Development Center's Center for Science Education's website.
The former Center on Instruction was one of 21 comprehensive centers funded by the U.S. Department of Education. from 2005 - 2012. The Center on Instruction provided resources and expertise to the Regional Comprehensive Centers in reading, mathematics, science, special education, and English language learners.
This link is to Education Week's Teacher PD Sourcebook. This directory identifies accredited programs, supplemental materials, software, and workshops which may be useful for teacher professional learning.
This link to the Instructional Coaching Kansas Coaching Project website, maintained by the University of Kansas Center for Research on Learning, provides resources and support for instructional coaching.
The former National High School Center was one of 21 comprehensive centers funded by the U.S. Department of Education from 2005-2012. The National High School Center served as the central source of information and expertise on high school improvement for the Regional Comprehensive Centers.