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Role Group Strategies: Community, Teachers, Principals, District Office, Policymakers
Community
Engage with schools by serving on school and district committees and by advocating for teachers to serve in leadership positions in their schools.
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Eastover Central Elementary School, Cumberland, NC
The Real D.E.A.L. Schools
http://www.governor.state.nc.us/Office/Education/_pdf/RealDeal_Booklet.pdf
Eastover Central Elementary School is one of eight schools honored by North Carolina Governor Mike Easley as a school that leads the state in both student achievement and teacher working conditions. To improve student achievement, a high quality team of parents, partners, teachers and central service staff are empowered to make key decisions in curriculum and programs.
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Community Partnership Resource Page
The George Lucas Educational Foundation.
http://www.glef.org/php/keyword.php?id=189
This webpage provides a variety of resources from the George Lucas Educational Foundation (GLEF) on school and community partnerships. It includes articles describing programs in specific school districts and research on the importance of community involvement in general.
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The Exponential Results of Linking School Improvement and Community Development: Collaborative Strategies for Revitalizing Rural Schools and Communities
Southwest Educational Development Laboratory (2000)
http://www.sedl.org/prep/benefits2/issue5/
This issue of their Benefits newsletter outlines eight basic steps for getting a collaborative group going. The rationale for each step is provided, along with suggested actions that school leaders can take to ensure success. While intended primarily for rural schools, the suggestions and examples are of value to anyone interested in taking practical steps to strengthen school-community partnerships.
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Leadership Matters: Building Leadership Capacity
Barkley, S., Bottoms, G., Feagin, C.H., and Clark, S. (2001).
http://www.sreb.org/main/Leadership/pubs/01V18_LeadershipMatters.pdf
This guide outlines practical strategies for building leadership capacity in schools that pertain to administrators, teachers, students, parents, and the community. It also includes a description of the importance of establishing a shared vision and a checklist that can be used to evaluate the supports that a school has in place to encourage risk-taking by teachers and administrators.
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Redefining the Teacher as Leader
Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership.
http://www.iel.org/programs/21st/reports/teachlearn.pdf
This report examines the potential power in enabling and encouraging teacher leadership. It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
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To Teach, To Lead, To Transform
Threshold (Summer 2005) Cable in the Classroom
http://tinyurl.com/aohc3
This article considers the role of the teacher leader in the future of school reform. The authors describe the type of roles teacher leaders take on within a school, discuss the necessity of including teacher leadership in teacher preparation programs, and give a variety of answers to the question “What makes a teacher leader?”
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Teachers
Actively participate on school improvement and planning teams and encourage others teachers to do so as well so that teachers can have a voice in forming school policies and practices.
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Building Trusting Relationships for School Improvement: Implications for Principals and Teachers
Brewster, C. and Railsback, J. (2003, September). By Request. Northwest Regional Educational Laboratory
http://www.nwrel.org/request/2003sept/index.html
This booklet addresses issues of trust between principals and teachers and among teachers themselves as an element of school improvement. The authors draw on recent research and highlight several schools working on trust building, including a “critical friends group” established at Southridge High School in Beaverton, Oregon.
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Sustaining School Improvement: Data Driven Decision Making
Mid-continent Research for Education and Learning. (2003).
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_datafolio.pdf
This document outlines the skills necessary for data-driven decision making, offers strategies that school leadership teams can use to support this process, provides a rubric for evaluating data-driven decision making within a school and shares a ‘success story’ from Jeanette Myhre Elementary School in Bismark, North Dakota.
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A Handbook for School Leadership Teams
Charlotte-Mecklenburg Schools. (2004).
http://www.cms.k12.nc.us/resources/documents/schoolLeadershipTeams.asp
This handbook, developed by the Charlotte-Mecklenburg Schools, is a valuable tool for any school attempting to evaluate and define the work of their leadership teams. Sections cover guidelines for the operation of school leadership teams, roles and responsibilities of members of leadership teams (including parents), the process of developing a school improvement plan, and a checklist for tracking school improvement planning.
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Helping Every Student Succeed: Schools and Communities Working Together
Study Circles Resources Center (2002).
http://www.studycircles.org/pdf/studentachievement.pdf
This tool explains how study circles engage community members in school improvement efforts and provides the discussion materials necessary for a series of four study groups. Group discussions begin with consideration of what each participant considers a “good education” and progresses to deciding upon specific actions for change.
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Leading Your School Through a School Improvement Process: Organizing a School Improvement Team
School Improvement in Maryland
http://www.mdk12.org/process/leading/sit.html
The development of school improvement teams allows leadership within a school to be shared. This website provides score sheets to evaluate the effectiveness of their school improvement teams in the following five areas: team building, strategic planning and follow through, leadership, data utilization and analysis, and managing change and measuring progress.
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Redefining the Teacher as Leader
Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership.
http://www.iel.org/programs/21st/reports/teachlearn.pdf
This report examines the potential power in enabling and encouraging teacher leadership. It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
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To Teach, To Lead, To Transform
Threshold (Summer 2005) Cable in the Classroom
http://tinyurl.com/aohc3
This article considers the role of the teacher leader in the future of school reform. The authors describe the type of roles teacher leaders take on within a school, discuss the necessity of including teacher leadership in teacher preparation programs, and give a variety of answers to the question “What makes a teacher leader?”
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Teachers
Collaborate with colleagues and form Critical Friends groups to encourage informal evaluation of teaching practice and student learning.
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Sustaining School Improvement: Communication
Mid-continent Research for Education and Learning. (2003).
http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/
5031TG_commfolio.pdf
Breaking down these communication barriers is critical to identifying best practice within a building and focusing the efforts of an entire school community. This four-page document outlines the key elements of communication within a schoolhouse, offers strategies that school leadership teams can use to promote effective communication, provides a rubric for evaluating communication practices, and shares a ‘success story’ from Singing Hills Elementary School in Elizabeth, Colorado.
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Their Key to Survival: Each Other
Gingold, H. (2004, June). Classroom Leadership, 7(9).
http://makeashorterlink.com/?U1263262B
This article from the Association for Supervision and Curriculum Development describes the work of four teachers in Liverpool, N.Y. who created a “collaborative teacher network” designed to support one another throughout the school year. The four teachers worked as a team, planning lessons and instruction, evaluating the results of their teaching, and refining their professional practice. They set aside time each week to meet with one another, and kept in regular contact via email and phone calls. As a result, their teaching improved and they each developed skills required of reflective practitioners.
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Redesigning Professional Development: Critical Friends
Bambino, D. (2002, March). Educational Leadership, 59(6), 25-27.
http://www.nsrfharmony.org/gene/Bambino_2002.pdf
Because of their shared experiences, teachers can often provide the most effective instructional support to their colleagues. One model for this type of collaboration is the Critical Friends Group. This article introduces the concept and benefits of Critical Friends groups and tells the stories of three schools that have implemented Critical Friends groups with great success.
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The Teacher Leaders Network
The Southeast Center for Teaching Quality
http://www.teacherleaders.org/
This website, an initiative of the Southeast Center for Teaching Quality, provides an electronic home for educators interested in leadership. Providing resources in areas from coaching and mentoring to NCLB and action research, this link can connect teachers to a wealth of professional resources that empower them to act as leaders in their schools.
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Teachers
Become reflective practitioners by participating in action research as individuals or as members of school-based study groups.
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Action Research Tools and Resources
The Teacher Leaders Network
http://www.teacherleaders.org/Resources/ARgroup/ARresources.html
The members of the Teacher Leaders Network, a major initiative of the Southeast Center for Teaching Quality, recently examined the process and potential of action research as a school improvement tool. This web page features an extensive list of action research resources. Included are articles related to action research, sample action research projects, and reviews of books that are designed to introduce educators to the process of action research.
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Themes in Education: Action Research
Ferrance, E. (2000). Themes in Research. Northeast and Islands Regional Educational Laboratory.
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
This booklet introduces the concept of action research, a process of careful reflection on practice that encourages collaboration and allows teachers to address issues that are pertinent to their settings. It provides an overview of the history of action research, an explanation of a process for completing it, stories from two teachers who have completed action research, and links to additional action research resources.
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What is Action Research?
Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development.
http://www.ascd.org/portal/site/ascd/template.chapter/
menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapter
MgmtId=74edb2cc2fcaff00VgnVCM1000003d01a8c0RCRD
This chapter from the book Guiding School Improvement with Action Research by Richard Sagor introduces the concept of and processes involved in action research. He discusses the impact action research has on building reflective practitioners, achieving school-wide priorities, and building professional cultures and outlines a seven-step process common to any action research project.
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Principals
Create opportunities, both formal and informal, for teachers to influence, design, create and implement school and district policies and procedures and communicate your belief in the role of the teacher as an expert in teaching and learning.
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Building Trusting Relationships for School Improvement: Implications for Principals and Teachers
Brewster, C. and Railsback, J. (2003, September). By Request. Northwest Regional Educational Laboratory
http://www.nwrel.org/request/2003sept/index.html
This booklet addresses issues of trust between principals and teachers and among teachers themselves as an element of school improvement. The authors draw on recent research and highlight several schools working on trust building, including a “critical friends group” established at Southridge High School in Beaverton, Oregon.
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Principals who Know How to Share Leadership
Alabama Best Practices Center. (2004, Spring).
http://www.bestpracticescenter.org/pdfs/wte4-1.pdf
The Spring 2004 issue of "Working Toward Excellence" profiles several principals who've discovered (some late in their careers) the power of teacher leadership to revitalize teaching and learning. The issue also describes the Alabama Reading Initiative's principal coaching program, which is helping dozens of principals gain the confidence, skills and knowledge they need to lead reforms in literacy instruction.
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Teacher Quality: Teachers Teaching Teachers
Christensen, Linda. (Winter 2005/2006). Rethinking Schools
http://www.rethinkingschools.org/archive/20_02/ttt202.shtml
Linda Christensen, a high school English teacher from Portland, Oregon, writes that teachers find professional development lead by classroom teachers to be the most productive. She describes her experiences with the Portland Writing Project, summer curriculum camps, and professional development days, all of which are teacher-lead and actively involve teachers in reflection, writing, and curriculum development.
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Leadership Audit Tool: A Participatory Management Checklist
Center for School and Community Development.
http://www.ncrel.org/cscd/proflead.htm
This online tool helps school administrators and leaders to reflect on the degree of participatory management that they allow for within their own schools. Covering areas related to decision-making and problem solving, survey takers get a chart showing their personal areas of strength and weakness. This tool can be used multiple times during the course of a year, tracking progress and growth. It can also be effective to identify the individual strengths of administrators across an entire county.
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Leadership Matters: Building Leadership Capacity
Barkley, S., Bottoms, G., Feagin, C.H., and Clark, S. (2001).
http://www.sreb.org/main/Leadership/pubs/01V18_LeadershipMatters.pdf
This guide outlines practical strategies for building leadership capacity in schools that pertain to administrators, teachers, students, parents, and the community. It also includes a description of the importance of establishing a shared vision and a checklist that can be used to evaluate the supports that a school has in place to encourage risk-taking by teachers and administrators.
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School-Based Management: Rhetoric vs. Reality
Education Commission of the States
http://www.ecs.org/clearinghouse/26/58/2658.htm
This article is one in a series investigating the progress of education reform from the end of the 20th Century to the start of the 21st. Of particular interest in this piece are the list of factors crucial to successful school-based management and the case studies on the reform efforts of Kentucky and Chicago.
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To Teach, To Lead, To Transform
Threshold (Summer 2005) Cable in the Classroom
http://tinyurl.com/aohc3
This article considers the role of the teacher leader in the future of school reform. The authors describe the type of roles teacher leaders take on within a school, discuss the necessity of including teacher leadership in teacher preparation programs, and give a variety of answers to the question “What makes a teacher leader?”
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The Teacher Leaders Network
The Southeast Center for Teaching Quality
http://www.teacherleaders.org/
This website, an initiative of the Southeast Center for Teaching Quality, provides an electronic home for educators interested in leadership. Providing resources in areas from coaching and mentoring to NCLB and action research, this link can connect teachers to a wealth of professional resources that empower them to act as leaders in their schools.
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Principals
Create a culture of continuous inquiry and collaboration focused on identifying and sharing “best-practices.” Encourage peer coaching and observations, action research, and critical friends groups as methods of supporting colleagues.
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District Profile: A Commitment to Craft, Rochester (N.Y.) City School District Career in Teaching Program
Scarpa, S. (n.d.) District Administration Magazine.
http://www.districtadministration.com/page.cfm?p=743
The Rochester City School District established a Career in Teaching Program over 16 years ago with the support of the Rochester Teachers’ Association. This comprehensive overview of the program explains the mentoring and peer review components of the program, as well as the levels that have been created within the teaching profession in Rochester. This resource is valuable for district-level administrators or policymakers interested in designing a system of support for new and struggling teachers, a method of stratifying the teaching profession, or a system of peer-review and evaluation.
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Their Key to Survival: Each Other
Gingold, H. (2004, June). Classroom Leadership, 7(9).
http://makeashorterlink.com/?U1263262B
This article from the Association for Supervision and Curriculum Development describes the work of four teachers in Liverpool, N.Y. who created a “collaborative teacher network” designed to support one another throughout the school year. The four teachers worked as a team, planning lessons and instruction, evaluating the results of their teaching, and refining their professional practice. They set aside time each week to meet with one another, and kept in regular contact via email and phone calls. As a result, their teaching improved and they each developed skills required of reflective practitioners.
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Redesigning Professional Development: Critical Friends
Bambino, D. (2002, March). Educational Leadership, 59(6), 25-27.
http://www.nsrfharmony.org/gene/Bambino_2002.pdf
Because of their shared experiences, teachers can often provide the most effective instructional support to their colleagues. One model for this type of collaboration is the Critical Friends Group. This article introduces the concept and benefits of Critical Friends groups and tells the stories of three schools that have implemented Critical Friends groups with great success.
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Action Research Tools and Resources
The Teacher Leaders Network
http://www.teacherleaders.org/Resources/ARgroup/ARresources.html
The members of the Teacher Leaders Network, a major initiative of the Southeast Center for Teaching Quality, recently examined the process and potential of action research as a school improvement tool. This web page features an extensive list of action research resources. Included are articles related to action research, sample action research projects, and reviews of books that are designed to introduce educators to the process of action research.
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Coaching: A Strategy for Developing Instructional Capacity
Neufeld, B. and Roper, D. (2003, June). Annenberg Institute for School Reform
http://www.annenberginstitute.org/images/Coaching.pdf
This report provides a guide through the process of instructional coaching. The authors explain what coaches do, how they are prepared, important factors and challenges in implementation, and the benefits and expected outcomes of coaching programs.
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School Based Coaching – A Lit Review
Green, Terry. (2004). National Staff Development Council
http://www.nsdc.org/library/schoolbasedlitreview.pdf
This document presents a review of literature supporting school-based staff developers or coaches. The author provides detailed definitions of key terms and then discusses research pertaining to a variety of coaching models. The publication also includes a list of practical tools for use by schools and districts.
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Teachers Observing Teachers: A Professional Development Tool for Every School
Israel, M. (2003, February 4). Education World
http://www.educationworld.com/a_admin/admin/admin297.shtml
This article explains the benefits of having teachers observe other teachers, not to evaluate performance, but to provide professional development and encourage growth.
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Themes in Education: Action Research
Ferrance, E. (2000). Themes in Research. Northeast and Islands Regional Educational Laboratory.
http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
This booklet introduces the concept of action research, a process of careful reflection on practice that encourages collaboration and allows teachers to address issues that are pertinent to their settings. It provides an overview of the history of action research, an explanation of a process for completing it, stories from two teachers who have completed action research, and links to additional action research resources.
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District Office
Emphasize that shared leadership and, empowering teachers are core district values. Provide resources for schools and principals that will support shared leadership and teacher empowerment.
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Interactive Case Study: System Wide Change
The George Lucas Educational Foundation. (2003).
http://glef.org/systemreform/home.html
This site provides an in-depth look at the successful school reform efforts of Union City Public Schools in New Jersey. The contents are organized around five key factors in reform: leadership, curriculum/assessment, professional development, technology, and community. Under leadership, the authors explain how the district assessed and addressed their unique needs, in addition to describing the new curricula written by a teacher and the importance of empowering teachers and district administrators.
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Principals who Know How to Share Leadership
Alabama Best Practices Center. (2004, Spring).
http://www.bestpracticescenter.org/pdfs/wte4-1.pdf
The Spring 2004 issue of "Working Toward Excellence" profiles several principals who've discovered (some late in their careers) the power of teacher leadership to revitalize teaching and learning. The issue also describes the Alabama Reading Initiative's principal coaching program, which is helping dozens of principals gain the confidence, skills and knowledge they need to lead reforms in literacy instruction.
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Leading Your School Through a School Improvement Process: Organizing a School Improvement Team
School Improvement in Maryland
http://www.mdk12.org/process/leading/sit.html
The development of school improvement teams allows leadership within a school to be shared. This website provides score sheets to evaluate the effectiveness of their school improvement teams in the following five areas: team building, strategic planning and follow through, leadership, data utilization and analysis, and managing change and measuring progress.
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Redefining the Teacher as Leader
Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership.
http://www.iel.org/programs/21st/reports/teachlearn.pdf
This report examines the potential power in enabling and encouraging teacher leadership. It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
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Research-Based Strategies to Achieve High Standards: A Guidebook on School-Wide Improvement
WestEd
http://www.wested.org/csrd/guidebook/toc.htm
With this resource, WestEd aims to provide a comprehensive guide to school improvement. It describes the different stages of the school improvement process, listing detailed instructions and guiding questions throughout. The authors also include a collection of "tools and activities," which range from a self-assessment guide to a data sources checklist, and profiles of successful schools.
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Coaching Moves Beyond the Gym: Successful Site-Based Coaching Offers Lessons
Galm, R., and Penny, G.S. (2004, Spring). Journal of Staff Development, 25(2).
http://www.nsdc.org/library/publications/jsd/galm252.cfm
This article from the Journal of Staff Development outlines the growing practice of using teacher-leaders within a building to provide on-going professional development and support to teachers and highlights the benefits of coaching on student achievement. A description of five keys to developing quality coaching programs provides communities with a starting point for establishing their own site-based professional development programs.
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‘Making Our Own Road:’ The Emergence of School-Based Staff Developers in America’s Public Schools
Richard, A. (2003, May). The Edna McConnell Clark Foundation
http://www.emcf.org/pdf/student_ourownroad.pdf
School-based staff developers are becoming increasingly common in America’s public schools. These professionals, often former teachers looking for an opportunity to advance within teaching, are charged with serving as instructional leaders within their buildings. This guide from the Edna McConnell Clark Foundation outlines the role of school-based staff developers. It provides an overview of the need for such positions, a description of the kinds of people filling school-based staff development jobs, several suggestions about the types of roles that school-based staff developers can fill within a school, and an examination of the benefits of school-based staff development programs.
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Principals’ Readiness for Reform: A Comprehensive Approach
Schiff, T. (2002, February 29). Milken Family Foundation
http://www.mff.org/newsroom/news.taf?page=312
While much recent discussion has focused on the importance of principals serving as instructional leaders, a survey conducted in the fall of 2000 by the Milken Family Foundation and the National Association of Secondary School Principals revealed that principals spend less than 30% of their work week addressing the curriculum or learning environment of their schools. The majority of their time was spent on issues related to discipline, community relations and school management. The Milken Family Foundation sees this as an opportunity to create leadership positions for teachers interested in remaining in the classroom, but hoping for more responsibility. This article, originally printed in the January, 2002 issue of Principal Leadership, discusses how principals can benefit by sharing responsibilities with teacher-leaders through the Teacher Advancement Program.
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To Teach, To Lead, To Transform
Threshold (Summer 2005) Cable in the Classroom
http://tinyurl.com/aohc3
This article considers the role of the teacher leader in the future of school reform. The authors describe the type of roles teacher leaders take on within a school, discuss the necessity of including teacher leadership in teacher preparation programs, and give a variety of answers to the question “What makes a teacher leader?”
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Policymakers
Encourage school administrators to include teachers on and encourage teachers to participate in all decision-making and advisory groups within their schools.
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Interactive Case Study: System Wide Change
The George Lucas Educational Foundation. (2003).
http://glef.org/systemreform/home.html
This site provides an in-depth look at the successful school reform efforts of Union City Public Schools in New Jersey. The contents are organized around five key factors in reform: leadership, curriculum/assessment, professional development, technology, and community. Under leadership, the authors explain how the district assessed and addressed their unique needs, in addition to describing the new curricula written by a teacher and the importance of empowering teachers and district administrators.
|
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Principals who Know How to Share Leadership
Alabama Best Practices Center. (2004, Spring).
http://www.bestpracticescenter.org/pdfs/wte4-1.pdf
The Spring 2004 issue of "Working Toward Excellence" profiles several principals who've discovered (some late in their careers) the power of teacher leadership to revitalize teaching and learning. The issue also describes the Alabama Reading Initiative's principal coaching program, which is helping dozens of principals gain the confidence, skills and knowledge they need to lead reforms in literacy instruction.
|
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Redefining the Teacher as Leader
Usdan, M., McCloud, B., and Podmostko, M. (2001). Institute for Educational Leadership.
http://www.iel.org/programs/21st/reports/teachlearn.pdf
This report examines the potential power in enabling and encouraging teacher leadership. It discusses roadblocks to teacher leadership, shares promising practices from districts around the country, and provides a list of “Suggested Questions” that communities can use to start discussions related to teacher leadership within their districts.
|
|
|
School-Based Management: Rhetoric vs. Reality
Education Commission of the States
http://www.ecs.org/clearinghouse/26/58/2658.htm
This article is one in a series investigating the progress of education reform from the end of the 20th Century to the start of the 21st. Of particular interest in this piece are the list of factors crucial to successful school-based management and the case studies on the reform efforts of Kentucky and Chicago.
|
|
|
To Teach, To Lead, To Transform
Threshold (Summer 2005) Cable in the Classroom
http://tinyurl.com/aohc3
This article considers the role of the teacher leader in the future of school reform. The authors describe the type of roles teacher leaders take on within a school, discuss the necessity of including teacher leadership in teacher preparation programs, and give a variety of answers to the question “What makes a teacher leader?”
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