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 assessmento PD Planningo Supervisory Feedbacko 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

ReferencesCurtis, R. (2013). Finding a new way: Leveraging teacher leadership to meet unprecedented demands. The Aspen Institute,

Washington, DC. Retrieved from The Aspen Institute website: www.aspeninstitute.org/eduation

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),

421-430.

Margolis, J., & Huggins, K. (2012). Distributed but undefined: New teacher leader roles to change schools. Journal of

School

Leadership, 22, 953-981.

Sergiovanni, T. (1992). Why we should seek substitutes for leadership. Educational Leadership, 49(5), 41-45.

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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