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Tlapopandtoa

The document discusses the role of teacher leadership in closing the opportunity gap. It states that while principals alone cannot ensure high-quality teaching, teacher leaders working with principals can build teacher capacity to improve instruction. For teacher leaders to be effective, they need professional learning to develop knowledge of instructional practices, standards, and building trust with students. When local districts develop systems to support teacher leaders and the county office provides focused professional learning, teacher leaders can apply their learning to strengthen classroom instruction through interactions with teachers, helping students develop 21st century skills.

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123 views3 pages

Tlapopandtoa

The document discusses the role of teacher leadership in closing the opportunity gap. It states that while principals alone cannot ensure high-quality teaching, teacher leaders working with principals can build teacher capacity to improve instruction. For teacher leaders to be effective, they need professional learning to develop knowledge of instructional practices, standards, and building trust with students. When local districts develop systems to support teacher leaders and the county office provides focused professional learning, teacher leaders can apply their learning to strengthen classroom instruction through interactions with teachers, helping students develop 21st century skills.

Uploaded by

api-263305625
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Transformative Teacher Leadership: Closing the Opportunity Gap

Problem of Practice

Many districts and sites have leveraged the role of teacher leadership to support implementation of the
Common Core State Standards, the California ELD Standards and the Next Generation Science Standards as
a means to build capacity of all teachers. More significantly, the principal alone cannot ensure high quality
teaching and learning in every classroom. Research supports the concept of distributed leadership, where
teacher leaders work with the principal to build the individual and collective capacity of teachers to improve
instruction. Schools and districts need to provide support to teacher leaders within a system of high quality so
that they have the requisite knowledge and skill to impact instruction.

Knowing
the interdependence of student, content, teacher and task (instructional core).

research-based professional learning practices that are focussed on impacting student learning

the standards and competencies that will prepare all students for the 21st Century where learning is
meaningful and relevant beyond the classroom.

the importance of student-efficacy as self-regulated learners who know where am I going, how do I
know when Ive learned it, and where to next?

how to build relational trust with diverse adults and students.

the purpose of state, district and school level assessments and deep knowledge of formative
assessment practices

Doing
ensuring equitable practices so that all students have access to rigorous learning opportunities.

integrating instructional knowledge into practice within the context of a particular content area, school or
district.

expert noticing of high quality teaching and learning and how an instructional framework is used as a
tool to build common language and understanding within a system.

developing a leadership voice in alignment with the school or districts mission/instructional focus.

coaching individual teachers and facilitate teacher teams towards a common goal.
Theory of Action

If LEAs... And SDCOE... Then teacher and classroom and students of


leaders will... teachers who those classroom
teacher leaders teachers will...
support will

develop systems provides focused apply t heir learning plan a nd implement develop competencies
and plan professional to strengthen purposeful and and habits of mind that
strategically to learning for teacher classroom instruction intellectually demanding are necessary for
develop reciprocal leaders to develop through purposeful lessons that are based academic success and
capacity for the knowledge, interactions with on needs of diverse well-being
teacher leaders skills, and beliefs/ teachers focused on students and aligned to
dispositions that will evidence-based CA Standards. know what they are
devote time and better provide practices learning, why they are
other resources for guidance and know their impact of learning it, and how they
TOSAs, coaches, direction to teachers know their impact on their instruction on are going to get there.
and teacher on evidence-based teacher practice and student learning.
leaders to focus highly effective student learning meet or exceed the
on improving teaching and school identified goals for
targeted learning improved learning
improvement to
student learning

possess a vision
for distributed (not
delegated)
leadership
whereby people in
all levels engage
in collective action
accepting
leadership in their
particular areas of
expertise

(e.g. see goals


found in LCAP,
site plans, etc)

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