The Problem: How can the State Education Agency provide appropriate standards, resources, and support for supervising and evaluating the work of district- specific teacher leadership roles?

State Support for Teacher Leadership

Review of Relevant Literature ● Historically, educational leadership was assumed to mean transitioning to a role of school administrator (Hewett, Pijanowski, & Denny, 2009) ● School leadership capacity is about learning and leadership (Lambert, 2003). ● Teachers become more committed and self-managing when schools become true communities (Sergiovanni, 1992). ● It is helpful to distribute leadership practices over leaders, followers, and the situational context of the work (Spillane, Halverson, & Diamond, 2004). ● Teacher leadership roles harness the talents of highly effective teachers in order to contribute to school and system improvement (Curtis, 2013) ● Expertise, collaboration, reflection and empowerment are essential elements of teacher leadership (Snell & Swanson, 2000) ● Teacher leadership expectations must be clearly established in order to prevent disparate and conflicting models from emerging (Margolis & Huggins, 2012).

Themes ● Teacher not Administrator ● Learning and Leadership ● School Communities ● Distributed Leadership ● Talended Teachers ● Unique Skills ● Clear Expectations

Assessment Plan Periodic assessment will take place via observation, surveys and questionnaires to determine: ● Understanding of the standards ● Quality and alignment of bi-weekly PD ● Utility of the standards for: o Self assessment o PD Planning o Supervisory Feedback o Evaluation ● Alignment of the TLS standards to the district-level expectations

Assessment Plan - Observations - Surveys - Questionnaires

“Reflecting regularly on my activities and accomplishments helped me to... ” Improve my understanding of the TLS standards 10% 50% 40% Establish priorities and next steps for future work 10% 15% 80% Disagree Agree Strongly Agree Disagree Agree Strongly Agree

References Curtis, R. (2013). Finding a new way: Leveraging teacher leadership to meet unprecedented demands. The Aspen Institute, Washington, DC. Retrieved from The Aspen Institute website: Hewett, P.,Pijanowski, J., & Denny, G. (2009). Why leaders don't want to be principals: Evidence from Arkansas. Informally published manuscript, University of Arkansas, Fayetteville, Arkansas, Available from Education Working Paper Archive. Lambert, L. (2003). Leadership redefined: An evocative context for teacher leadership. School Leadership & Management, 23(4), Margolis, J., & Huggins, K. (2012). Distributed but undefined: New teacher leader roles to change schools. Journal of School Leadership, 22, Sergiovanni, T. (1992). Why we should seek substitutes for leadership. Educational Leadership, 49(5), Snell, J., & Swanson, J. (2000, April). The essential knowledge and skills of teacher leaders: A search for a conceptual framework. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, LA. Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies, 36(1), 3-34.

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