Leading Educators believes that with the proper leadership roles and skills, teacher leaders can dramatically impact their team’s effectiveness and their students’ academic achievement. The Teacher Leader Competency Framework represents our distillation of the core behaviors that result in strong teacher leaders. With proper support, all of these competencies are both learnable and teachable.
The development of teacher leaders, however, does not occur without intentional support. Teacher leaders in schools are often chosen based on strong results with students. Success with students, though, is not sufficient preparation for leading adults. Without adequate preparation and support, teacher leaders may become frustrated and come to believe that progress with adults is beyond their grasp. To guide development, the Teacher Leadership Competency Framework articulates the components necessary for effective teacher leadership. Each competency is broken down into essential behaviors that, when combined, provide targets for teacher leaders to extend their impact on their team and on students.
Building Bridges: Connecting Teacher Leadership and Student Success
To achieve the potential of teacher leadership, schools need a bridge to cross the gap between teacher leadership and student success.
Leading from the Front of the Classroom: A Roadmap to Teacher Leadership that Works
In this paper, Leading Educators and the Aspen Institute propose a roadmap to empower teachers to lead from the front of the classroom. This paper outlines key phases that system administrators will need to consider as they build teacher leadership systems that address their highest priorities. For each phase, we offer a narrative description, high-impact action steps, common missteps, and discussion questions for further exploration.
Sharing the Load: Denver Public Schools' Differentiated Roles Pilot
DPS’ Differentiated Roles pilot provides an opportunity to evaluate the blueprint in action. After discussing the district’s efforts to identify a function for teacher leadership that advanced its top priorities, the profile considers how DPS aligned its resources to support the pilot, its approach to defining measures and methods for monitoring performance, and its process for strategically building and implementing its teacher leader roles.
A Culture of High Expectations: Teacher Leadership at Pritzker College Prep
Grade Level Leads were established to ensure that the school could maintain its collaborative culture while increasing efficiency and meeting the unique needs of each cohort of students. As new teachers arrive, Grade Level Leads are responsible for inducting them into the school culture, which still allows each grade-level team to have its own approach to innovation and experimentation.
Core Leadership: Teacher Leaders and Common Core Implementation in Tennessee
When describing the Core Coach initiative, Tennessee education officials and practitioners such as Misconish paint a picture of cyclical reform. By empowering a select group of coaches to lead the Common Core implementation, the state sought to build a pool of instructional leaders who could support other teachers while becoming better teachers themselves, as well as more influential leaders. Along the way, the thinking went, they would help more and more teachers improve as well, resulting in improved instructional quality across the state. The state’s experience highlights the opportunities and challenges of leveraging teacher leadership to drive state-level change.