CNY Teacher Leadership Program
Researchers for the past two decades have highlighted the importance that instructional leadership provides for positive student outcomes. Traditionally appointed leaders, principals and assistant principals cannot carry the load themselves. Therefore, school administrators frequently look to department leaders and other teacher leaders to also provide increased instructional leadership. Successful schools frequently highlight the impact that collective vision and efforts had on their success.
OCM BOCES has developed content based upon Teacher Leader Model Standards from the National Education Association. Details of the domains and functions along with specific skills and knowledge (expected competencies) for success, and evidence of learning have been outlined. The content also aligns with the five core propositions for National Board Teaching Certification: Knowledge of Students, Knowledge of Content, Use of Data and Assessments, and Teaching Practice. Working within a Professional Learning Community and demonstration of ongoing reflection and continuous learning are key components of this course and will support teachers selecting to pursue National Board Certification ( See appendix for further details regarding connections to support National Certification). Content will be facilitated by OCM BOCES and may be provided by OCM BOCES, local colleges, agencies and district personnel. Colleges may select to expand upon work we do and offer additional course work for those who wish to receive college credit (similar to when you go to a workshop and have the option to pay extra to a college for additional work you do after the workshop). College course fees would be the responsibility of the participants. Likewise, fees associated with National Board Certification are the responsibility of the participants.
Districts will recommend teachers to participate with a maximum of 25 participants. There will be monthly meetings. The expectation is that teachers will also complete some reading, reflection, group work and implementation of practices outside of the meetings. District personnel, along with OCM BOCES personnel will periodically be requested to provide evidence of teacher participation and implementation of practice.
Domains and functions are from National Education Association, Teacher Leader Model Standards (2011). The specific competencies were developed at OCM BOCES.
Core Questions Addressed
- What is Teacher Leadership?
- Why is Teacher Leadership critical?
- Who I am as a Teacher Leader?
- Who am I as Teacher Leader as part of system?
- Who I am as a Teacher Leader within my school?
- To refine teaching practices and support experienced teachers in their knowledge of students, content, use of data and assessments and to facilitate reflection on their practice, learning environment and effect on student learning (support National Board Certification process)
- To develop teacher leaders whose influence goes beyond their classroom walls enabling them to bring together stakeholders to discuss student learning and facilitate collaborative inquiry based on the needs of the school/district
- To cultivate teacher leaders who are able to work alongside their colleagues and support them in their development and understanding of the pedagogy
- To foster teacher leaders who are able to break down siloes by developing a collegial environment to improve instruction and student achievement
- To help schools/districts attract and retain quality teachers by cultivating their leadership skills so that they can become facilitators of change providing the teacher leaders with job satisfaction and efficacy for their role in helping their colleagues blossom
The end result is teachers ready and able to lead their colleagues for improved student learning.
- Based on National Education Association Teacher Leader Model Standards
- Supports National Board Certification
- Monthly meetings (includes two full day sessions) and work outside of sessions
- CTLE credit, possible graduate credits
Teacher-Leaders…increasing impact and expanding influence
- Course Dates:
- Sept 27 (full day session)
- Oct 18
- Nov 15
- Dec 6
- Jan 10 (full day session)
- Feb 7
- March 14
- April 11
- May 9
- June 6