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PROGRAMS
& SERVICES:
ASSESSMENT:
VERMONT TEACHER LEADERSHIP SUMMIT INFORMATIONAL MATERIALS
(Added 10/12/07)
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Vermont Teacher Leadership Summit Informational Materials
On June 4, 2007, the department sponsored a Vermont Teacher Leadership Summit in order to bring some clarity to the fundamental questions, “Why Teacher Leadership?” and “How Does It Happen?” The Summit provided participants with an opportunity to hear teachers and administrators discuss effective teacher leadership models in Vermont today. It resulted in a clearer understanding of why teacher leadership is important and identified challenges and strategies for support of effective teacher leadership. The following materials provide information from the Teacher Leadership Summit and teacher leadership in general.
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RESEARCH & RESOURCES
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8 Forces for Leaders of Change: Presence of the Core Concepts does not Guarantee Success, but their Absence Ensures Failure (Michael Fullan, Claudia Cuttress, and Ann Kilcher)
The history of educational reform and innovation is filled with examples of good ideas or policies that fail to be implemented or that are successful in one situation, but not in another. A missing ingredient in most of these failed cases is an appreciation and use of what the authors refer to as “change knowledge,” an understanding about key drivers that support successful change initiatives. The presence of change knowledge does not guarantee success, but its absence ensures failure. The authors identify and explain eight essential components of the change process. |
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Teachers Teaching Teachers: 9 Roles of the School-based Coach (Joellen Killion and Cynthia Harrison)
In response to the new expectations for public education, some district and school administrators realize that students are not likely to perform at higher levels until teachers begin performing at higher levels. These educators know they cannot wait for institutions of higher education and teacher preparation programs to change. Professional development is the only practical tool at their disposal to increase
the instructional effectiveness of current classroom teachers. |
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Using Data in Leadership Learning (Lorna Earl & Michael Fullan)
School leaders are faced with the daunting task of anticipating the future and making conscious adaptations to their practices, in order to keep up and to be responsive to the environment. To succeed in a rapidly changing and increasingly complex world, it is vital that schools grow, develop, adapt and take charge of their change so that they can control their own futures. This paper will examine the tension that exists for school leaders in relation to data about their schools and their students, arguing that the explicit connections between data and large-scale reforms make it impossible to avoid a critical approach to data.
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Generating Teacher Leadership (Paul D. Cooke)
Established in December 1998 under the guidance of the Yale-New Haven Teachers Institute and underwritten by the DeWitt Wallace-Reader’s Digest Fund, the Houston Teachers Institute is a partnership between the Houston Independent School District and the University of Houston. The Institute replicates, as closely as possible, the 20-year-old model developed by Yale University and the New Haven, Connecticut public schools. In that model, fifteen-week academic seminars are offered by university professors to public school teachers each fall. Through this annual set of seminars the Institute builds relationships between University faculty and school teachers in order to strengthen teachers and teaching in the city’s public schools. |
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Teachers Teaching Teachers: Curriculum Specialist
Many teacher coaches spend most of their time in the role of instructional specialist, says this article from NSDC's "Teachers Teaching Teachers" newsletter (March 2006), the sixth in an eight-part series about roles of the school-based coach. In this capacity, coaches ensure "that teachers implement effective, research-based instructional strategies." The article explores the importance of this role and the knowledge and skills coaches must have to be effective in it. "Coaches are challenged when they have only implemented a few instructional strategies in their own classrooms or have worked with a more homogeneous student population." In this issue of Teachers Teaching Teachers, you'll also find a profile of Reading First coaches in Dallas, some tips for helping teachers identify what is research and what isn't, and a two-page Differentiated Classroom Observation Form that can reveal areas where teachers can adapt their instruction to meet students' unique differences.
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Teacher to Leader: Dilemmas in Teacher Leadership
"There are a number of issues that apply to teacher leadership," says the introduction to a new collection of leadership case studies from the Center for Strengthening the Teaching Profession. Among the dilemmas are: How do teacher leaders act as stewards of reform? What professional development and mentoring is required to become a teacher leader? How does one straddle the roles of teacher and leader? How do school systems define the roles and responsibilities of teacher leaders? The four cases in this 16-page publication, developed and written by emerging teacher leaders, explore these questions through the lens of personal experience.
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Teacher Leadership (EDC)
Brian Lord and Barbara Miller from the Education Development Center (EDC) discuss the current state of teacher leadership (challenges and promise), drawing on research and their extensive experience with teacher leadership. This short article, Teacher Leadership: An Appealing and Inescapable Force in School Reform?, serves as an excellent starting point for the teacher leadership discussion.
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Principal's Guide Annotation: Ushering in a New View of Leading and Learning
Gayle Moller, co-author of the groundbreaking 1996 classic Awakening the Sleeping Giant: Helping Teachers Develop as Leaders, has co-written a new book that can help principals develop and energize teacher leaders to drive school improvement. In Chapter One of Lead with Me: A Principal's Guide to Teacher Leadership (click link above), Moller and co-author Anita Pankake discuss the shifting scope of principal responsibilities and describe a three-part framework for "intentional" teacher leadership — relationships, distributed power and authority, and professional learning.
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Leadership for Student Learning: Redefining the Teacher as Leader
The School Leadership for the 21st Century Initiative is a national effort led by the Institute for Educational Leadership (IEL) to clarify the issues of school leadership, shepherd them into the spotlight of public policy, and debate where they belong. To prod the process, the Institute created four task forces of experts, practitioners, business leaders, elected and appointed government officials, and others who met for a day and a half each in 2000 to probe one of four levels of school leadership — state, district, principal, and teacher — and examine ways to improve it as part of a massive, long-needed upgrading. |
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National Science Teachers Association (NTSA): Position Statement (Leadership in Science Education)
NSTA strongly supports using the National Science Education Standards (NSES) as the framework for implementing reform in science education. Essential elements of science education reform are aligning curriculum, instruction, and assessment with national, state, and local standards; implementing professional development based on district and state needs and objectives; and ensuring that the infrastructure needed to sustain the science program over time is firmly in place. NSTA believes that the only way to realize these goals is through the presence of strong leaders at the district and state levels. |
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What Makes Teacher Community Different from a Gathering of Teachers?
Educators tend to throw the term "community" around quite flippantly, says researcher Sam Wineburg. While we hear of school community, learning community, teacher community, professional community, or communities of practice, "We often assign the term when there is no semblance of community life taking place." What distinguishes a community of teachers from a group of teachers sitting in a room for a meeting? Wineburg and his colleagues Pamela Grossman and Stephen Woolworth explore this question in their paper, What Makes Teacher Community Different from a Gathering of Teachers? It's a highly engaging but lengthy paper — if you have limited time to read it, you might begin on page 44 with the section "Toward Community," or on page 49 with "Why Care about Community?"
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FOR ADDITIONAL INFORMATION
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For additional information about the resources on this page, contact David White at (802) 828-0154 or david.white@state.vt.us. |
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