Peer observation is known to be a major tool to build collaboration between teachers and to improve instructional practice. Most often, however, this has meant time outside of the classroom for many teachers, which limits the number of observations teachers can do, and therefore the efficacy of peer observations. Our idea is to implement a school-wide system of peer observations by filming our teaching. To begin, teachers... more »
Boston Teacher Leadership Summit
Values like gratitude, altruism, compassion, empathy, forgiveness, happiness and mindfulness are becoming ever more important and necessary to succeed in a diverse, global society. These are the values highlighted by The Greater Good Science Center based at the University of California, Berkeley (greatergood.edu). Our current skills-based, standardized-assessment system does not address the social and emotional skills... more »
Strategic partnerships that invite youth to join teachers as active partners in community initiatives that tackle real-world problems and issues are transforming conceptions of teacher leadership. The Racial and Ethnic Approaches to Community Health (REACH) Youth Leadership Program was developed by Navajo Nation VP Rex Lee Jim, Partners in Health (pih.org), and networked Bread Loaf teachers and staff in order to increase... more »
"Education is not preparation for life; education is life itself." -John Dewey John Dewey may finally get a rest after decades of rolling in his grave, now that Vermont's legislature has passed Act 77. Vermont secondary students will now be invited to play a more active role determining when, where, and how they learn. Act 77 encourages educators to design innovative models of... more »
Iowa has developed the most extensive statewide approach to teacher leadership in the country. After a year of planning and six months of implementation, now is the time for us to take stock of both our progress and the challenges ahead as we expand from 39 implementing school districts in year one to over 100 next year and more than 300 in the 2016-17 school year. Over the next three years, the state will invest... more »
What comprises teacher leadership? How can we develop and identify leadership that impacts instruction, learning and teacher growth? The Boston Writing Project (BWP), UMASS Boston and the Boston Teachers Union (BTU), have created a teacher-designed and led program to address these questions believing that inquiry-based, graduate-level, practitioner research fosters improved instruction and teacher leadership. The... more »
In districts across the country, teachers are inundated with student data. While a powerful tool for teaching and learning, student data in vast quantities can be challenging and time-consuming to navigate. Moreover, data analysis does not automatically transform classrooms: without honest reflection, rich collaboration, focus on results, and mutual accountability, student learning outcomes will not improve. Teachers... more »
Building on our creation and rollout of teacher leadership this year, we propose a two-year Lead Teacher training cycle that provides tiered support, targeted professional development, and team-building designed to enhance teachers’ capacity to lead from the classroom while affecting real change and growth for all students. We envision year one of the cycle as an apprentice year for teachers to learn more about teacher... more »
My large urban school district has several levels of tracking. Students are divided into neighborhood, select enrollment, charter, and magnet schools. Within schools, students are further divided into regular, honors, AP, and IB classes. Tracking creates classrooms of engaged high-achieving students. However, it also creates classes of low achieving students. This system widens the achievement gap. All classrooms need... more »
We need to put the voice of educators back into education policy. To do this, we need to provide training for teacher leaders who want to engage in policy forums. This training would be to provide a concrete, workable model for constructing an action plan that is accomplishable within a working teacher's schedule and still gets results.
Given the research attributing teacher attrition and dissatisfaction to a general lack of professional pathways in teaching, inadequate support available to teachers in developing new skills and expertise especially among new teachers, and lower pay relative to other comparable professions (The New Teacher Project, 2012; Johnson, Berg & Donaldson, 2005), our school is developing a new and intriguing career model for teachers.... more »
Initiating discourse in the classroom has ignited intellectual student conversations which reflect student’s true desire to learn and read selected articles. Discourse also proved an understanding and comprehension of the text which showed a 10-15% increase in scores on both formal and informal assessments. Allowing students to sit back and talk about there individual understanding of a text allows students to engage... more »
Writing across the curriculum. Integrated units. Guided reading. Research. Common Core Standards. Tech integration. Professional development.This is the heavy and often unmanageable load that teachers everywhere are attempting to juggle. Enter the most underused leadership resource in school districts: the librarian. The librarian has a perspective that no other educator has in the building--we are the only ones to see... more »
Teachers of history who also value the role writing plays in learning would meet to create a summer institute that explores how local archives and history museums can be rich sources for student learning. By reading research on the role of writing in learning, exploring variations on teaching practices, and fostering relationships with local archives and museum personnel these teachers would develop and implement a... more »
Instead of hiring expensive, outside experts or consultants to teach teachers on district professional development days, teachers and administrators teach a variety of modules and sessions from which each educator chooses. The traditional consultant fee usually spent on outside experts compensates the inside teachers for sharing their ideas and strategies as well as for their preparation time.