Instructional leadership means helping others improve student learning and professional practice. Below are the skills that teacher leaders will hone in the instructional leadership track.
Also in this section:
Coaching and Mentoring
|• Values the importance of self and professional improvement and development for the benefit of students.|
• Engages in peer assistance and review for personal feedback and growth.
• Allows colleagues to observe his or her teaching practice.
|• Promotes an environment of collegiality, trust, and respect.|
• Fosters the development of fellow teachers, valuing and respecting where they are in their personal practice.
• Helps colleagues to make their own professional decisions by asking appropriate questions and encouraging reflection.
|• Engages in formal roles of coaching and mentoring.|
• Utilizes multiple measures to identify effective teaching and successful student learning.
• Connects colleagues based on strengths, needs, and personal and academic qualities, and decides how to meet those needs once connections have been made.
• Identifies others who would be good mentors/leaders.
|• Creates new systems that foster the development of fellow teacher leaders, envisioning what they need and developing systems to meet those needs on a large scale.
• Creates opportunities, which could include partnerships and other outside support, for fellow teacher leaders to design coaching and mentoring opportunities in their own contexts.
Facilitating Collaborative Relationships
|• Understands the importance of a collaborative culture, articulates the need for such a culture, and works with colleagues to create a productive environment.|
• Shows a willingness to work as part of a group to address as well as implement resolutions to needs and/or challenges.
|• Understands policies and initiatives that impact teaching and learning.|
• Knows how to build consensus and peer capacity around issues related to student learning.
|• Articulates ways to collaboratively improve the implementation of initiatives and/or to introduce new programs and policies.|
• Connects colleagues to meet one another's needs in their developmental stages, working, when necessary, to bridge gaps of time and geography to increase capacity on a large scale.
|• Reflects on his or her leadership and its impact on colleagues.
• Objectively evaluates and learns from decision-making processes and their outcomes.
• Reaches out and works effectively regardless of time or geography, bringing together diverse perspectives and contexts and uniting them in shared work and vision.
Community Awareness, Engagement, and Advocacy
|• Recognizes the unique needs, culture, and context of students and advocates for their learning and well-being.|
• Demonstrates awareness of his or her community landscape in order to more effectively advocate for the unique needs of each student with sensitivity to culture and context.
|• Uses a deep understanding of the school, cultural, community, political, and educational landscapes to meaningfully connect and create buy-in with families, schools, and community partners to address student needs.||• Facilitates the creation of genuine partnerships, including those among colleagues, students, parents, communities, policymakers, and beyond to:|
◦ Address the current and future needs of students,
◦ Inspire and improve the community, and
◦ Elevate the profession.
|• Seamlessly leads and supports stakeholders to refine, redefine, or recreate the culture and community within which students live, grow, and develop.
• Makes a targeted effort to reach out to disenfranchised and/or disengaged populations that often fall outside the system, engendering in them a community spirit and sense of belonging in various educational contexts.