Arne Duncan

DC Fellow Presents Teacher Leadership Project at National Summit

In December, Adrianna Riccio, a 2nd year DC Fellow, took her commitment to her teacher leadership one step further by winning a spot at Teach to Lead’s Louisville, KY Summit for teacher leaders. The Summit was one of three events hosted by the Department of Education under U.S. Secretary of Education Arne Duncan’s initiative to support and grow teacher leadership across the country. Adrianna was chosen to attend after submitting her idea for a teacher leadership project to Teach to Lead via their Commit to Lead platform.

Adrianna’s idea was based on her own work. She has been working on a comprehensive coaching program in her school to best employ the expertise of veteran teachers in her building to provide guidance and support to those in their first three years on the job. Since Fairfax County Public Schools already provides coaches for first year teachers, Adrianna’s coaching program is centered on leveraging 8 highly effective teachers at Glasgow as instructional coaches for second and third year teachers.

Adrianna said, “In this program, each teacher in their 2nd and 3rd year will receive an instructional coach that will meet with them once per month to help them perfect their teaching craft. These meetings will be non-evaluative and will use a variety of coaching methods. The coaching team will help with disseminating data and holding data dialogues as well as address any classroom issues that may arise. Most importantly, these teacher leaders will be seen as a resource for all teachers in the building.”

Adrianna stands at the front of the Kentucky Regional Summit (wearing a grey cardigan and glasses). Image courtesy of Teach to Lead

Overall, Adrianna is trying to cultivate a collaborative space for the teachers at Glasgow to share best practices in a meaningful way that both empowers educators to lead as well as learn from their peers. Some other elements they may incorporate include peer observations, TeachMeets (mini conferences held by teachers for teachers), and professional development opportunities.

Not only did Adrianna and her school team qualify for the Louisville Summit with this idea, but their interpretation of what teacher leadership could look like in their school proved to be very popular. Adrianna describes the Summit as a great generative space to collaborate and innovate with like-minded and driven educators from across the country. It was a huge growth opportunity and we hope many more of our teacher leaders get to experience it.

Press Release: DUNCAN RECOGNIZES TEACHER LEADER IMPACT ON STUDENT SUCCESS

U.S. Secretary of Education Hosts Roundtable with Members of New Orleans Teacher Leader Program

NEW ORLEANS – December 9, 2014 – U.S. Secretary of Education Arne Duncan will meet with Leading Educators Fellows at Arthur Ashe Charter School to hear from teacher leaders about what it takes to be successful and what further support schools, states, and the Department of Education can offer. As part of the Secretary’s Teach to Lead initiative to promote teacher leadership, Duncan will share a roundtable with five Leading Educators Teacher Leader Fellows and their principals, two of whom are alumni of the New Leaders program, in New Orleans Thursday afternoon. A parent from each school will sit in on the discussion.

“Strong school leadership has been crucial to the progress seen in New Orleans schools. I applaud organizations like Leading Educators and New Leaders that prepare teachers and principals to do this incredibly challenging – but critical – work,” said U.S. Secretary of Education Arne Duncan. “Great school leadership makes great teaching possible and helps ensure that every student graduates prepared for college, careers and life.”

Secretary Duncan will ask the roundtable participants to share stories of success and challenge in working to support and develop both their students and their colleagues. Teacher leaders and their principals, several of whom are alumni of the Leading Educators Fellowship, will join the roundtable from Arthur Ashe Charter School, ReNEW Dolores T. Aaron Academy, Samuel Green Charter School, New Orleans Charter Science and Math High School, and KIPP Believe College Prep.

“Secretary Duncan’s visit signifies the administration’s commitment to understanding experiences of teacher leaders and the impact of a national movement of educators who seek to support and develop their students and their colleagues,” said Chief Executive Officer Jonas Chartock.

Leading Educators is an official partner of the national Teach to Lead initiative, which seeks to expand opportunities for teacher leadership. The organization has been working with teacher leaders in New Orleans since 2008 and remains headquartered in the city.

“It’s only fitting that Secretary Duncan is looking to New Orleans for examples of model teacher leadership – teacher leaders are a significant force in the improvement of the city’s schools,” said Greater New Orleans Executive Director Julie Bourgeois. “Our teacher leaders have led initiatives that have had a real impact on student learning and school culture.”


Leading Educators works to advance teachers’ leadership skills and opportunities, building a national movement to ensure all students have the opportunity to succeed in school and life.

Teach to Lead is an initiative jointly convened by the National Board for Professional Teaching Standards and the U.S. Department of Education to advance student outcomes by expanding opportunities for teacher leadership, particularly those that allow teachers to stay in the classroom.

Press Release: ROADMAP FOR EFFECTIVE TEACHER LEADERSHIP RELEASED BY ASPEN INSTITUTE AND LEADING EDUCATORS

Paper Shows Districts how to Design Programs for Impact


Detroit, MI, October 20, 2014 – As school districts across the country confront the challenges of recruiting and retaining great teachers while trying to close persistent opportunity gaps, two prominent nonprofit organizations today released a blueprint for building effective teacher leadership programs. The Aspen Institute Education & Society Program and Leading Educators, which partners with school districts to accelerate the impact of teachers in leadership positions, unveiled Leading from the Front of the Classroom: A Roadmap for Teacher Leadership that Works at the Education Writers Association seminar in Detroit Monday.

The paper provides school districts with concrete strategies for maximizing the potential of highly effective teachers to influence their colleagues, shift school culture and advance teaching, learning, and student achievement. The good news is that school districts across America increasingly are investing in the development of new career pathways for their best teachers as a reward and retention strategy. Unfortunately, they often do so without regard for the impact they want these teachers to have or how this can reinforce and strengthen other reforms. As a result, these initiatives have yet to stem attrition or improve achievement in any consistent or widespread fashion.

“I’ve heard from so many teachers who are tired of the heartbreaking choice between serving their students and serving their profession. Teacher leadership must be a force for changing education—not a result of it,” U.S. Secretary of Education Arne Duncan said.

Leading Educators Founder and CEO Jonas Chartock said, “What principal hasn’t wished she could harness the talent of her best teachers and spread it to every classroom in her school? We know from our own experience this is possible and with this paper, Leading Educators hopes to point districts in the direction of creating high-impact leadership programs that address their many challenges around talent retention, achievement, and administrator burnout. In the areas where Leading Educators works directly with schools on developing these types of programs, we have seen higher teacher satisfaction and more collaborative, less stressful learning environments.”

Aspen Institute Vice President Ross Wiener said, “Done right, teacher leadership elevates the profession while advancing other reforms. For example, it’s overwhelming for principals alone to give every teacher the feedback and guidance they need and deserve – and it’s not how any other profession is structured. Teacher leadership leverages talent within the teaching corps, makes the job more attractive to ambitious and accomplished teachers – and can make education reform more sustainable at the same time.” 

The paper cites several examples of effective teacher leadership initiatives at the state, school district, and school levels, including programs in Tennessee, Chicago, the District of Columbia, and Denver, among others. Standalone profiles also were released today of teacher leaders as Common Core coaches in Tennessee, team leaders in Denver Public Schools, and school-culture leads in the Noble Street Network of charter schools in Chicago.

These approaches share common attributes that have the potential to improve retention and student achievement:

They are designed for impact: This means aligning teacher leadership programs with key school priorities rather than just using leadership as an opportunity to recognize successful educators.

They know their context: Successful teacher leadership is predicated on having strong and well-defined systems in place to identify effective educators. School communities must have trust and confidence in their teacher leaders and not question the process by which they achieved their elevated position within a school.

They have defined measures of success: It is critical that districts and schools build a broad understanding of the long term and leading indicators of success. Vision must be clear and well-communicated.

They are built strategically: Effective teacher leadership programs cannot be a burden on principals or other educators, but must actually redistribute some responsibility in ways that make the principal job more manageable. Schools must commit to designing roles that make sense for their communities, train teachers in the management skills they need to be successful leaders, and recognize these leaders for their impact.

"By investing in the creation of a thoughtful teacher leadership program we've seen our schools in a position to hold all students to high expectations,” said Michael Milkie, Superintendent of Noble Network of Charter Schools. “This paper captures a critical piece of our success and hope it serves as a model for other school organizations and districts looking to maximize the impact of the talent in their classrooms."

Leading Educators and the Aspen Institute officially unveiled the paper during a panel discussion at the Education Writers Association’s Detroit seminar on teaching entitled The Push to Upgrade the Teaching Profession: What Reporters Need to Know. The full report can be seen at http://www.leadingeducators.org/publications.


ABOUT LEADING EDUCATORS

Leading Educators is a national nonprofit organization based in New Orleans that seeks to improve student achievement by accelerating the positive impact of experienced teachers who take on leadership positions in their schools. We partner with states, districts, schools and individual educators to design leadership opportunities and develop the management skills of teachers so they can lead their peers to better student outcomes. For more information, visit www.leadingeducators.org.  

ABOUT THE ASPEN INSTITUTE EDUCATION AND SOCIETY PROGRAM

The Education and Society Program improves public education by inspiring, informing, and influencing education leaders across policy and practice, with an emphasis on achieving equity for traditionally underserved students. For more information, visit www.aspeninstitute.org/education 

For Immediate Release

Contact: Jon Reinish

SKDKnickerbocker

202-999-0461

JReinish@SKDKnick.com

 

Katrin Thomas

The Aspen Institute

202-736-5857

Katrin.Thomas@aspeninst.org

Video: Thanks for a Great Week of Teacher Leadership!

In June our teacher leader Fellows from across the country came together in New Orleans for our first National Intensive. With this video, we want to celebrate their work and thank the many guests and facilitators who made National Intensive such a success, including keynote speakers Pedro Noguera, the Metropolitan Center for Research on Equality and the Transformation of Schools; Secretary Arne Duncan, US Department of Education, with Emily Davis and Maddie Fennel, Teach to Lead; Katie Haycock and Brook Haycock, Ed Trust; and Andrea Berkeley, formerly of Teaching Leaders UK.

Thank you all for your dedication to ensuring great teachers for all students!