{"id":7132,"date":"2016-08-02T08:00:43","date_gmt":"2016-08-02T12:00:43","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=7132"},"modified":"2016-07-31T12:57:53","modified_gmt":"2016-07-31T16:57:53","slug":"teacher-leaders-key-link-teacher-evaluation-professional-development","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/teacher-leaders-key-link-teacher-evaluation-professional-development\/","title":{"rendered":"Teacher Leaders: A Key Link between Teacher Evaluation and Professional Development"},"content":{"rendered":"<p><span style=\"font-weight: 400;\"><a href=\"http:\/\/www.coreeducationllc.com\/blog2\/evaluation-systems-tools-professional-development\/new-america-3\/\" rel=\"attachment wp-att-6644\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignleft wp-image-6644\" src=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2016\/03\/New-America.jpg?resize=203%2C204\" alt=\"New America\" width=\"203\" height=\"204\" srcset=\"https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2016\/03\/New-America.jpg?w=270&amp;ssl=1 270w, https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2016\/03\/New-America.jpg?resize=150%2C150&amp;ssl=1 150w, https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2016\/03\/New-America.jpg?resize=250%2C250&amp;ssl=1 250w, https:\/\/i0.wp.com\/www.coreeducationllc.com\/blog2\/wp-content\/uploads\/2016\/03\/New-America.jpg?resize=174%2C174&amp;ssl=1 174w\" sizes=\"auto, (max-width: 203px) 100vw, 203px\" \/><\/a>Anna Duncan, writing for New America, explores the power of teacher leaders to transform the debate around teacher evaluation and place the emphasis more squarely on professional development. Excerpts from the article appear below:<\/span><\/p>\n<p><em><span style=\"font-weight: 400;\">That teacher leadership systems have to serve as a key link between teacher evaluation and professional learning becomes evident in a<\/span><a href=\"http:\/\/www.nnstoy.org\/publications\/teacher-career-advancement-initiatives-lessons-learned-from-eight-case-studies\/\"> <span style=\"font-weight: 400;\">report<\/span><\/a><span style=\"font-weight: 400;\"> released earlier this year by the National Network of State Teachers of the Year (NNSTOY) and Pearson. The NNSTOY report examines eight different district- and school-wide initiatives to develop formalized teacher leadership roles. While these initiatives vary, each provides teachers with formal opportunities to lead their peers in professional learning opportunities while advancing along a clearly defined (and compensated) career path.<\/span><\/em><\/p>\n<p><em><span style=\"font-weight: 400;\">Teacher leaders can <\/span>help <strong>formally evaluate their peers<\/strong><b>. <\/b><span style=\"font-weight: 400;\">Teacher leaders in formal evaluation roles can lighten the load for school principals, who\u2014<\/span><span style=\"font-weight: 400;\">unlike leaders in other professions<\/span><span style=\"font-weight: 400;\">\u2014are often expected to have primary responsibility for evaluating all of their staff\u2019s performance, in addition to their operational and other management responsibilities. Three out of the eight initiatives NNSTOY examined\u2014Scottsdale, AZ, Knox County, TN, and Denver, CO\u2014use teacher leaders as formal peer evaluators, a practice for which New America\u2019s<\/span><a href=\"https:\/\/www.newamerica.org\/education-policy\/policy-papers\/beyond-ratings\/\"> <span style=\"font-weight: 400;\">recent Beyond Ratings report advocates<\/span><\/a><span style=\"font-weight: 400;\">. Not only did the integration of teacher leaders free up principals\u2019 time in these districts, but NNSTOY found that it also contributed to teachers\u2019 perceptions of their evaluation systems as positive, and growth-oriented.<\/span><\/em><\/p>\n<p><em><span style=\"font-weight: 400;\">In addition, teacher leaders can also <\/span><b>strengthen the link between teachers\u2019 evaluations and professional learning opportunities<\/b><span style=\"font-weight: 400;\">. Teacher leaders who observe and assist in evaluating their peers, either formally or informally, can help provide them with more frequent feedback and coaching on their practice. They can also integrate their observation \u201cfindings\u201d into the more formal professional development (PD) opportunities they lead. These regular interactions between teacher leaders and their peers can pay off. NNSTOY found that teachers in schools and LEAs with teacher leaders considered the PD they experienced to be more timely, personalized, and relevant than their previous<\/span> <span style=\"font-weight: 400;\">PD norm<\/span><span style=\"font-weight: 400;\">.<\/span><\/em><\/p>\n<p><em><span style=\"font-weight: 400;\">Finally, six of the eight initiatives explicitly <\/span><b>use teachers\u2019 past evaluation performance to identify their eligibility for teacher leader positions<\/b><span style=\"font-weight: 400;\">. Teachers at California\u2019s Aspire Summit Charter Academy, for example, are placed in one of five different teacher career stages given their level of performance in Aspire\u2019s evaluation system. Based on their career stage, teachers are then able to take on a variety of<\/span><a href=\"http:\/\/www.edresults.org\/Artifacts\/Teacher%20Leader%20Opportunities_2014-2015_updated%204.4.14.pdf\"> <span style=\"font-weight: 400;\">different leadership responsibilities<\/span><\/a><span style=\"font-weight: 400;\">, including mentoring other teachers, leading professional development, and observing their peers. This accentuates Aspire\u2019s evaluation system as one which goes<\/span> <span style=\"font-weight: 400;\">beyond ratings<\/span><span style=\"font-weight: 400;\"> alone to identify and develop the strengths of its teachers. Although this example highlights one local practice, states can also use their evaluation systems to identify and develop teacher leaders (as<\/span><a href=\"http:\/\/team-tn.org\/\"> <span style=\"font-weight: 400;\">Tennessee does<\/span><\/a><span style=\"font-weight: 400;\">), and can create incentives for its districts to do the same. \u00a0<\/span><\/em><\/p>\n<p><em><span style=\"font-weight: 400;\">As such, states and districts that adopt teacher leadership models could help shift their teacher evaluation debates to a more productive focus on using evaluation systems to promote teachers\u2019 professional growth. Of course, simply designating some teachers as peer leaders is not enough:<\/span> <span style=\"font-weight: 400;\">teacher leaders must receive training and ongoing support<\/span><span style=\"font-weight: 400;\"> in their new roles, as well as adequate time to work with the teachers they lead. And, as policymakers and practitioners implement new teacher leadership models, we must continue to review and discuss which models will work best to bring us closer to a system that helps all teachers and students reach their potential.<\/span><\/em><\/p>\n<p><span style=\"font-weight: 400;\">For more, see <\/span><a href=\"https:\/\/www.newamerica.org\/education-policy\/edcentral\/key-link-teacher-leaders\/\" target=\"_blank\"><span style=\"font-weight: 400;\">https:\/\/www.newamerica.org\/education-policy\/edcentral\/key-link-teacher-leaders\/<\/span><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Anna Duncan, writing for New America, explores the power of teacher leaders to transform the debate around teacher evaluation and place the emphasis more squarely on professional development. Excerpts from the article appear below: That teacher leadership systems have to serve as a key link between teacher evaluation and professional learning becomes evident in a <a href=\"https:\/\/www.coreeducationllc.com\/blog2\/teacher-leaders-key-link-teacher-evaluation-professional-development\/\" rel=\"nofollow\"><span class=\"sr-only\">Read more about Teacher Leaders: A Key Link between Teacher Evaluation and Professional Development<\/span>[&hellip;]<\/a><\/p>\n","protected":false},"author":1,"featured_media":6644,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[8,4,6],"tags":[62,76,61,166,131],"class_list":["post-7132","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-professional-learning","category-school-reform-leadership","category-teacher-evaluation","tag-professional-development","tag-professional-learning-2","tag-teacher-evaluation-2","tag-teacher-leadership","tag-teacher-leader"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Teacher Leaders: A Key Link between Teacher Evaluation and Professional Development - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/teacher-leaders-key-link-teacher-evaluation-professional-development\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Teacher Leaders: A Key Link between Teacher Evaluation and Professional Development - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"Anna Duncan, writing for New America, explores the power of teacher leaders to transform the debate around teacher evaluation and place the emphasis more squarely on professional development. 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