AN INTRODUCTION FOR ADMNISTRATORS

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TLCTEACHER LEADERSHIP COLLABORATIVESFor Equity
in City Schools

• AN INTRODUCTION FOR ADMNISTRATORS
• A PARTNERSHIP BETWEEN THE ROCHESTER CITY SCHOOL
  DISTRICT AND THE
• ST. JOHN FISHER COLLEGE - RALPH C. WILSON JR.
  SCHOOL OF EDUCATION

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FACILITATORS

• Primary
• Sonia James-Wilson, Ph. D.
• Michele Hancock,
• Chief of Professional Development and Diversity
• Supplementary
• RCSD lead teachers
• RCSD personnel and Chiefs
• St. John Fisher College faculty
• Nationally known figures in the field

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PURPOSE

• The Purpose of the Teacher Leadership
  Collaborative is to
• build the capacity of teachers to serve as
  catalysts for the promotion of equity and school
  improvement, and to
• improve student achievement by supporting
  teachers to develop the skills
• needed to
• - enhance the work of school administrators,
• - strengthen the practice of their colleagues,
• - help families to understand and fulfill their
  role in supporting the education of their
  children, and
• - engage local communities in the education
  process

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FRAMEWORK

• The Conceptual Framework of the Teacher
  Leadership Collaborative is built upon
• the Teacher Leadership for Equity and Justice
  Framework
• (James-Wilson, 2007, 2008)
• best practice and current research in the areas
  of teacher leadership,urban education, and
  systemic school reform
• the RCSD Seven Essential Standards, and
• Superintendent Brizards RCSD reform agenda

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GOALS

• The Goals of the Teacher Leadership Collaborative
  include the following
• 1. To develop teacher leaders who are able to
  ensure equity for all students
• 2. To link professional development to school
  improvement
• 3. To develop teacher leaders who are able to
  provide professional development opportunities
  for their colleagues
• 4. To develop teacher leaders who understand and
  are able to influence school policy
• 5. To help reinforce the vision, values and
  mission of the Rochester City School District,
  and
• 6. To create demonstration sites throughout the
  District as examples of exemplary practice

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THE APPROACH

• 1. Weekend Format
• Meetings held once a month on Saturdays from
  1000 400
• Breaks and lunch will be provided
• 2. Orientated toward the Development of
  Professional Learning Communities
• The TLC program will
• provide teachers with opportunities to examine
  their assumptions about leadership, teaching and
  learning, and time to reflect on and internalize
  new understandings in light of their school-based
  experiences,
• offer teachers a collaborative environment in
  which new learning can grow and develop nestled
  in the real work of their teaching, and
• help teachers develop the prerequisites to
  effective collegial relationships with others

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THE APPROACH

• 3. Job Embedded
• In addition to Saturday sessions, TLC
  facilitators will work with
• teacher teams on site in their schools on a
  regular basis
• 4. Equity Focused
• All Saturday sessions will help teachers to
  increase their understanding of issues related to
  diversity and equity in schools
• 5. Practice Focused
• Leadership sessions will focus on the
  development of
• - Problem-Solving Skills
• - Interpersonal Skills
• - Communication Skills, and
• - Personal Characteristics Required by Effective
  School Leaders

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THE APPROACH

• 6. Project-Based
• Each team will develop, initiate and evaluate a
  school-based project to improve teaching,
  learning and/or parental involvement in their
  schools.

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ELIGIBILTY CRITERIA

• Initial or professional NYS teaching
  certification (or an equivalent)
• At least three years of successful teaching in
  the District
• A strong desire to work with diverse and low
  performing students
• The ability to work in challenging teaching
  situations
• Written application (posted on the RCSD
  website)
• Personal statement

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ELIGIBILITY CRITERIA

• Letters of recommendation from an administrator
  and two colleagues
• Demonstration of excellent content / subject
  matter knowledge
• Demonstrated success in improving the academic
  achievement of students through formative,
  summative and anecdotal assessments
• Good communication and interpersonal skills
• Good classroom management skills

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CHARACTEISTICS OF COLLABORATIVES

• Three or four members of a school who teach at
  different grade levels or
• across different subject areas
• Teachers who are designated or recognized as
  leaders in their buildings or are aspiring
  leaders
• Teachers who are interested in taking on
  leadership roles, but do not aspire to become
  school administrators
• Teachers who make a commitment to TLC for two
  years

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INCENTIVES

• The Teacher Leadership Collaborative will
  provided increased opportunities for teachers to
• develop leadership skills
• implement school-wide improvement initiatives
  that are teacher generated and focused on
  ensuring equity for all students
• engage in activities that can be used as part
  of their PART proposal
• be recognized as the teacher of a
  demonstration site for best practice
• receive funds to be used toward school-based
  project, and
• provide professional development for colleagues
  

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FEES PROGRAM MATERIALS

• As part of our partnership, St. John Fisher
  College will provide classroom and office space
  for the Teacher Leadership Collaborative.
  Teachers will also have access to the library,
  Blackboard and College facilities.
• Faculty from the SJFC School of Education will
  also participate in TLC as guest presenters.
• A fee of 1,500 will be paid to St. John
  Fisher College for the registration of each TLC
  team.
• The registration fee will be covered by the
  RCSD, therefore there is no cost to participants.
• All books and program materials will also be
  provided by the RCSD.

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ROLE OF THE PRINCIPAL

• 1. To encourage all qualified teachers to apply
  to TLC.
• 2. To introduce their schools Teacher Leadership
  Collaborative to the rest of the staff
• 3. To engage in discussions about how
  administrators can support the work of the
  Teacher Leadership Collaborative
• 4. To attend school-based meetings with Teacher
  Leadership Collaborative members throughout the
  year to receive updates on their progress
• 5. To support the development, implementation and
  evaluation of the TLCs school-based project.

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COLLABORATING WITH KEY STAKEHOLDERS

• School Administrators and Instructional
  Coaches
• Members of the Teacher Leadership Collaborative
  will collaborate with school administrators and
  instructional coaches to support the professional
  development of the teachers in their buildings,
  identify and secure project resources and
  materials, and involve families in their work.
• School-Based Planning Team
• Members of the Teacher Leadership Collaborative
  will share the plans for their school-based
  project with their SBPT in its initial stage,
  seek input during the implementation phase, and
  report on the success of their work in its final
  phase.
• Staff
• At selected points in the schools year, members
  of the Teacher Leadership Collaborative will
  share their initial and final project plans with
  the rest of the staff for input and feedback.

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TENTATIVE DATES

• Saturdays from 1000 400
• September 13
• October 11
• November 8
• December 13
• January 10
• February 7
• March 14
• April 11
• May 9