p-20 tle december 14th meeting - illinois.gov...• growth through learning modules what training is...

P-20 TLE December 14th Meeting

Respondents from Illinois

Teachers (1,461)

Principals (250)

Superintendents (70)

School Board Members (348)

Illinois P-20 TLE Committee

Were you previously aware of the Teach to Lead Initiative before taking this survey?

35.1

39.6

35.1

17.7

64.9

60.4

64.9

82.3

0 10 20 30 40 50 60 70 80 90

School Board Members

Superintendents

Principals

Teachers

No

Yes


Did you know that there is a new Teacher Leadership Endorsement in Illinois?

25.2

75.4

55.6

23.9

74.8

24.6

44.4

76.1

0 10 20 30 40 50 60 70 80


Superintendents

Principals

Teachers

No

Yes


Which of the following roles do you or would you find most valuable in your district?

Instructional Coach

An instructional coach is someone whose chief responsibility is to bring evidence-based practices

into classrooms by working with teachers and other school leaders.

Peer Evaluators

Provides opportunities to assist colleagues on the cycles of evaluations; pre-observation,

observations and post-observations.

Curriculum Director

Generally oversees a wide range of educational aspects in a school district. They ensure that the

district’s curriculum meets educational expectations and standards, schools are using appropriate

textbooks and teachers have the skills to deliver high quality instruction to students.

New Teacher Mentor

They promote the growth and development of the beginning teacher to improve student learning.

They serve as colleagues and emotional supports for the challenging phase of a new teacher’s first

years in their career.

Data Coach

They facilitate development and implementation of an assessment program and data management

system that supports the improvement of student achievement.

Department Chair

Department Chairs provide instructional leadership and alignment with standards. They assist in the

development and implementation of common assessments and effective instructional strategies in

their content area.

Staff Development Leader

Provides ongoing professional development to their staff on areas of instruction, management, and

best practices. They may arrange professional development meetings, book clubs, and other

activities. They may model teaching strategies and instruction inside the classrooms.

Technology Coach

Provides ongoing professional development on utilizing technology in the classroom. They assist

their teachers in infusing technology into their lesson plans. Technology coaches guide learning

center directors and parents to new technology that will parallel with what is happening inside the

classrooms to support students.


Rank Teacher Principal Superintendent School Board Member

1 Technology Coach Instructional Coach Instructional Coach New Teacher Mentor

2 Instructional Coach Staff Development Leader Technology Coach Technology Coach

3 New Teacher Mentor Technology Coach Curriculum Director Curriculum Director

4 Staff Development Leader Data Coach Staff Development Leader Instructional Coach

5 Curriculum Director New Teacher Mentor New Teacher Mentor Staff Development Leader

6 Peer Evaluator Curriculum Director Data Coach Peer Evaluator

7 Department Chair Peer Evaluator Peer Evaluator Department Chair

8 Data Coach Department Chair Department Chair Data Coach


The teacher leadership positions explained in the previous question do not require teachers to hold a Type 75 certificate. Did you know this information

before today?

28.8

77

67.3

32.5

71.2

23

32.7

67.5

0 10 20 30 40 50 60 70 80 90


Superintendents

Principals

Teachers

No

Yes


I would participate in bringing my voice to the tables of educational policy discussions if I was given time off to do so.

84%

16%

Teachers

YES

NO


I would take on teacher leadership roles if I was given additional time in the school day.

83.5%

16.5%

Teachers

Yes

No

NO

YES


Where is the majority of your time spent as a principal?

Principals Evalua ons

Mee ngs

OfficeWork

StudentDiscipline

ProvidingPDtoStaff

WorkingwithStudents


43%

21%

20%

9%

7% 1%

Do you require that your teacher leaders in formal teacher leadership roles have a Teacher Leadership Endorsement?

15.8

4.8

3.8

84.2

95.2

96.2

0 20 40 60 80 100 120


Superintendents

Principals

No

Yes


What were the challenges for formal teacher leaders, teachers and administration after implementing formal teacher leadership roles?

Teachers •Roles aren’t clearly defined for teacher leaders for benefit of not only teacher leaders but administration and teachers they work with. •Lack of collaboration time with teachers due to scheduling constraints. •Building and Maintaining Trust with teachers. •Administration letting go of control •Lack of training •Demanding position with CCSS, assessments, evaluations and initiatives keeping everyone happy. •Difficult to be the “middle man”

Principals •Time and Scheduling to meet with teachers •Teacher Leaders Creating and Maintaining Trust among the teachers •Roles and expectations of the teacher leaders aren’t clearly defined for everyone involved •Teacher Leaders giving honest feedback when working with peers •Teacher Leaders working with administration •Lack of training •Teacher Leaders feel isolated- not an administrator or a classroom teacher “middle-man”

Superintendents •Teacher Leaders Creating Trust and Buy-In with teachers and administration •Time and Scheduling •Finding where they “fit”, not an administrator or a classroom teacher, “middle-man” •Funding/ Costs •Roles and Expectations of the teacher leaders aren’t clearly defined for everyone •Union resistance •How do we evaluate the teacher leader?


Teachers’ • None • PD through conferences and

workshops • Mentored by previous

teacher leader or administration

• Type 75 • Advanced Degree • National Board Process • Teaching Experience

Principals’ • None • PD through conferences and

workshops • Administration provides

training and mentoring • New Teacher Mentor training • Teaching Experience • Weekly/Monthly Meetings

with other teacher leaders and administration

• Growth Through Learning Modules

Superintendents’

• None • PD through conferences and

workshops • Administration or Other

teacher leaders provide mentoring

• Weekly/Monthly Meetings with other Teacher Leaders and Administration

• ROE training • Growth Through Learning Modules

What training is available for the teacher leadership roles in your

district?


After reading over this survey do you believe that adding formal teacher leadership roles into your district would support students and your staff and

increase the capacity of your principals and teachers?

46.3

69.8

91.1

71.3

12.1

5.7

8.9

8

41.6

24.5

0

20.7

0 20 40 60 80 100


Superintendents

Principals

Teachers

Additional Information

No

Yes


Next Steps? • How can we connect the results of the surveys

with the Teacher Leader Endorsement Programs to benefit teacher leaders and teacher leader initiatives?

• How can we partner TLE programs with the learning needs of teacher leaders in defined roles in districts?

• What can TLE programs do for districts and teacher leaders?

• What can teacher leaders and districts do for TLE programs?

Recommendations

• Recommendations to shape our next steps moving forward with teacher leadership

• What additional data and resources need to be collected?

• Who will facilitate this work moving forward?

Draft Recommendation of Definition of Teacher Leadership for P-

20 TLE to use moving forward

Teacher Leadership is the process by which teachers, individually or collectively, influence their colleagues, principals, and other members of the school community to improve teaching and learning practices with the aim of increased student learning and achievement.

York-Barr& Duke,2004,p.287

p-20 tle december 14th meeting - illinois.gov...• growth through learning modules what training is...

Documents