After visiting three schools and conducting multiple interviews with teacher leaders and school leaders, four practices stood out as commonalities in each school's implementation of their intervisitation protocol. While the four attributes may look different in each school, the attributes highlight key steps and structures school should consider when teacher leaders are starting or refining intervisitations at their school.
This guide examines the ways in which a six-person teacher leader team at I.S. 234 Arthur W. Cunningham in Brooklyn set a foundation for collaboration in their school community. Key steps, considerations, and tips are outlined in the process of how teacher leaders can increase collaboration among teachers, when to expand the work to other groups and with whom to build trust at each phase.
Interview with teacher leaders and school leaders at six schools revealed insights about key attributes of adaptive leadership and technical expertise that defined and shaped effective teacher leader work. Engage with this resource to understand the key themes that emerged from the schools.
This guide outlines four strategies to help support school leaders in implementing teacher leadership work in their school communities. School leaders can use these attributes to inform planning, optimize teacher leadership work, and support teacher leaders in their leadership journey.
The role overviews provide in-depth explanations about the commitments, benefits, and responsibilities of each teacher leader role.
In 2014-15 SY, surveys were sent to every City school in which a teacher leader role was staffed. One of the key findings of the survey from principals, teacher leaders, and teachers they supported, was that the roles were not only beneficial to the school community, but that teacher leaders were satisfied with their position.