Instructional Leadership CompetenciesInstructional leadership means helping others improve student learning and professional practice. Below are the skills that teacher leaders will hone in the instructional leadership track.

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Competency Themes

Coaching and Mentoring

EmergingDevelopingPerformingTransforming
• 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

EmergingDevelopingPerformingTransforming
• 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

EmergingDevelopingPerformingTransforming
• 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.