Teacher talent is at a premium, with school districts struggling to attract and keep good teachers. Developing career-advancement opportunities, such as teacher-leader programs, is one strategy aimed at retaining effective 糖心动漫vlog.
Principals, who have the most direct influence on teacher-leaders, are consequently best positioned to retain effective teachers by supporting effective teacher-leader programs. Despite the potential and promise of such programs, they are often mismanaged or not fully supported.
We have seen the value of empowering teacher-leaders firsthand in our work for a that supports state education agencies and school districts in Kentucky, Tennessee, West Virginia, and Virginia. The Comprehensive Centers program, funded by the U.S. Department of Education鈥檚 office of elementary and secondary education, helps state, regional, and local educational agencies improve their capacity. As the center鈥檚 state co-leads for West Virginia, can establish meaningful pathways that deepen teacher engagement, improve classroom conditions, and strengthen retention.
In this biweekly column, principals and other authorities on school leadership鈥攊ncluding researchers, education professors, district administrators, and assistant principals鈥攐ffer timely and timeless advice for their peers.
In last year, we identified several core management components that district and school leaders must understand to promote effective teacher-leader programs. As part of this work, we developed the free, online Managing Teacher Leadership, a collection of self-paced modules designed to build district capacity to design and manage teacher-leadership programs effectively.
Several of those important components fall directly within the purview of principals. Here are the five strategies school leaders can draw from our work to promote better teacher leadership in their schools:
1. Develop a unified vision and realistic goals. Principals should engage teams of teachers to develop a theory of action to communicate a teacher-leadership program鈥檚 purpose and goals, clarify and depict its strategies, and anchor work to a continuous improvement process.
2. Provide job descriptions. Principals should then provide detailed job descriptions for each teacher-leader role, including main duties and responsibilities. Those job descriptions can be used both during the selection or hiring process and to communicate expectations to existing teacher-leaders and other teachers. When these roles and responsibilities are vague, teacher-leaders rarely have adequate time to perform duties or collaborate with peers.
3. Use a fair selection process that focuses on teacher-leadership competencies. Principals should ensure multiple measures and perspectives, such as district-level or panel interviews, are included in the selection process for new teacher-leaders, rather than relying solely on their own recommendations. 鈥淎nointing and appointing鈥� can create perceptions of favoritism and erode teacher-leaders鈥� chances of successfully working with colleagues.
4. Offer job-aligned learning opportunities. Principals should ensure that professional-development opportunities align with teacher-leadership responsibilities to advance their role-specific knowledge, skills, and competencies. The National Network of State Teachers of the Year鈥檚 are a rich source of professional learning. Principals can also encourage teacher-leaders to identify relevant topics to guide professional learning for themselves, with tools from the American Institutes for Research鈥檚 .
Get The Savvy Principal
5. Assess school culture. There are many free or affordable tools available to help principals assess how favorable their school culture is for implementing teacher leadership, including the aforementioned District and School Leader Readiness Tool, the 鈥溾�� guide authored by one of us (Matthew Finster), and the school audit laid out in Charlotte Danielson鈥檚 Teacher Leadership That Strengthens Professional Practice. Surveys or audits can help principals gauge favorable conditions in their schools, such as the extent of mutual trust, open communication, participatory decisionmaking, and shared leadership.
Encouraging teacher-leaders does not happen by chance. Principals can intentionally promote them effectively by taking steps to establish common expectations that are aligned to the school vision and goals and are shared among teacher-leaders, the principal, and other teachers. Further, principals can incorporate these expectations into the selection process and help guide teacher-leaders鈥� learning opportunities.
