 teachers who continue to teach but also have an influence that extends beyond their own classroom;  expertise and skill in engaging others in complex work;  unwavering passion for the core mission of the school; and  courage to confront obstacles to achieving that mission.

PROFESSIONAL DEVELOPMENT Theory + Demonstration + Practice = 20% Implementation Add On-Site Coaching = 95% (Joyce and Showers, 2002, Student Achievement through Staff Development)

Implementation Rates

Schools that need…. teacher leadership the most have the least. effective instructional strategies lack teachers who will lead the way. teacher efficacy and change CAN build a system to realize goals!

“The day was filled with unrest in my thinkings and pushed me to the max….. I have made the connection that this isn’t just something that a small group of teachers knows about but that the dream is realized when EVERYONE on the staff acts as coaches and facilitators.” Cohort Member

1. Facilitate 1. Facilitate high quality lessons 2. Support 2. Support campus/district initiatives 3. Extend 3. Extend on-site professional learning 4. Build 4. Build leadership skills 5. Maximize 5. Maximize existing resources

 Central Office  Central Office – Commit Resources  Principals  Principals – Rationale and Process  Lead Teachers  Lead Teachers – Purpose and Recruiting NOTE: Introductory ppt included in resources.

Sept. Plan Approved Introduce to Principals Oct. Recruit Applications - Selection Nov. TL Leadership Book Study First Professional Learning Meeting Dec.- March Monthly Professional Learning Mtgs. Application at Campus May- June Professional Learning Explore Coaching Role

HIGH QUALITY INSTRUCTION Leadership Skills PLCs Team Development Effective Use of Data Coaching Mentoring

HIGH QUALITY INSTRUCTION Leadership Skills

HIGH QUALITY INSTRUCTION PLCs Team Development

Forming Storming Norming Performing Stages of Team Development

HIGH QUALITY INSTRUCTION Effective Use of Data

HIGH QUALITY INSTRUCTION Coaching Mentoring Coaching Mentoring

Continue teacher leadership teams at each campus through on-going learning to coach and sustain PLCs, support effective instruction, implement district initiatives, and empower leadership.

 Principal Support  Teacher Selection  Team “Buy In”  “What” Is a Truly Effective PLC?  BELIEVING in the Possible!

Distributed Campus Leadership Facilitated Teams Conducted Data Conversations Designed/Lead Professional Learning Began Coaching Using Tools & Resources Advanced into New Positions “Academy has been a very positive experience, relighting a fire in my teaching and my overall commitment to do the best I can for my kids, my school, and my district.”

Shared Campus Leadership Utilized Teachers for Staff Development Formed PLCs to Study Together PLC Focus Questions Teachers Observing Teachers (TOT) Teams

Emphasizing “Team” not “I” Understanding Big Picture Sharing Responsibility for Success Opening Classrooms for Others Moving from a “Checking Up on Me” to a “What Can We Learn” “This academy started a culture change at my school as well as within me.”

“I get it now.....the importance of learning communities so that we can incorporate more quality, engaging lessons in our classrooms.....kids are different today and need more ‘hands on’ experiences to learn and we need to be better teachers.”

Peggy Dickerson Katy Hill