Teacher Leader

The Center for Teaching is committed to sponsoring summer institutes in various areas of teaching, learning, and leadership. Our goals in establishing programs for leadership are:

• Through the offering of Teacher Leader/Administrative Programs, the quality of leadership at all levels of participant schools will be improved.
• As a result of participation in Teacher Leader Programs, teachers will develop the knowledge and skill set needed to become leaders in their schools and will utilize what they have learned at their respective schools.
• As a result of participation in Administrative Programs, administrators will further gain and develop the knowledge and skills needed to be effective leaders within their institutions and will utilize what they have learned in their respective schools.

These institutes will be designed to help teachers gain the skills and knowledge necessary to become leaders in schools and to help administrators become more effective in their roles. Examples of seminars to be offered include the following:

• Building a mentoring culture within the school community and fostering a model for teachers to become leaders.
• Developing an effective faculty evaluation and supervision model as a means to improve instruction.
• Understanding and managing the challenges and opportunities for academic department heads.
• Developing effective use of time, instructional resources, and technology to maximize student achievement. How can the school day be scheduled to support student achievement? What other resources are available to teacher leaders and principals to meet students’ needs and improve learning outcomes?
• Building an effective leadership team, a positive faculty culture, and improving school-wide communication.
• Building a community of learners within the faculty through the development of professional learning communities focused on critical issues.
• Fostering curriculum collaboration among the faculty through the development of “critical friends” groups, peer observations, and curriculum integration.
• Implementing student assessment, both formative and summative, as a way to measure learning.
• Establishing a community of trust—between administrators and faculty, faculty and students, faculty and parents.