TLC Professional Learning

What are the competencies and skills for teacher leader development?

What are the competencies and skills that teacher leaders need to develop? These are outlined in both the School Leadership Framework (SLF) and the Scope and Sequence for Teacher Leaders Development. This scope and sequence articulates the progression of skills a teacher will develop based on the leadership competencies in the SLF, grounded in academic content and pedagogical understanding in service of best first instruction. This will promote alignment of support across stakeholders and empower individuals to personalize their own learning trajectory. In 1:1 or ILT growth and development conversations, use the Scope and Sequence of Learning to:

  • Identify Strengths
  • Identify gaps and areas of growth
  • Determine a learning plan using requirements and expectations for each role below.
School Leadership Framework »
Scope & Sequence of Learning »
Summer Professional Learning (SY18-19) »

How might you develop these competencies and skills?

Professional learning for teacher leaders is grounded in a 70-20-10 learning model. Similar to what we know about best practices in learning for students, we know that formal structured learning alone will not lead to mastery. Learning is best when there is a connection between structured, social, and experiential learning, with experiential learning being the primary focus of development 70% of the time, with social and structured learning taking 20%, and 10% of total learning time respectively.

Review the structured learning opportunities described for each role in the drop down menu below. Support for principals, other supervisors of teacher leaders, and teacher leaders themselves to connect their job-embedded support (social and experiential learning) can be found in leader look for documents that will accompany structured learning, the LEAD Development Guide, and through partner support (contact teacherleader@dpsk12.org).

70-20-10 Model

Teacher Leader Professional Learning Requirements and Expectations

(Summer and School Year 2018-19)

Returning-to-role Senior/ Team Leads and Principals (and supervisors) will consider the strengths and areas of growth/gaps identified through reflecting on practice using the scope and sequence teacher leader development to create a learning plan. Senior/Team Leads who are in year 2 and beyond are expected to engage in professional learning opportunities to support their growth and development. Review suggestions and opportunities outlined in the LEAD Development Guide and plan to attend learning that aligns to individual needs during Fall and Spring Leadership Development Weeks and Symposiums October 8-13 and February 4-9 (registration available in August).  Consider our district-wide commitment of supporting Culturally Responsive Education when creating your personalized learning plan for the year.

 

**Sub coverage is provided by TLC for returning Senior/Team Leads to attend 1 day of both Fall and Spring Leadership Development Weeks. Contact teacherleader@dpsk12.org for sub coverage information.

New Senior/Team Leads and Principals (and supervisors) will use the scope and sequence of teacher leader development to reflect on their practice as a leader identifying strengths and areas of growth then create a learning plan. Review learning that is addressed in required professional learning and ensure your plan supports job-embedded implementation of content that is introduced through structured learning and addresses content that is not included.

 

Required Learning: New Senior/ Team Leads will engage in a sequence of structured learning designed to develop the skills that are essential for success in year one. This common experience will support a consistent expectation across the district for what Senior/Team Leads know and can do. The structured learning will be aligned to the scope and sequence skills described in column C: developing skills related to 1:1 observation/feedback and coaching. This will include sessions to support developing an identity as a leader, leading Data Driven Instruction, Coaching, and Observation/Feedback. In addition to structured professional learning experiences, new Senior/Team Leads will participate in a cohort experience designed to support individual application and practice of skills as well as social emotional support. Refer to more information about the cohort structure.

In order to build a partnership with principals (and supervisors) in the development of teacher leaders, all required sessions will include

  • a look for document that will include the key points of session content (including handouts and slides)
  • a description of what it looks like for participants to apply learning from the session, and
  • suggestions for job-embedded supports that principals (and supervisors) can use to support implementation and refinement of new learning.

These documents will be housed in Schoology in addition to online content: Join with the access code: NGWCM-FCC37. Senior/Team Leads will join this Schoology Course to complete required content. We encourage principals (and supervisors) to also enroll in this course in order to support this partnership.

Below are the experiences designed to support the job-embedded learning provided by principals (and supervisors). Required learning experiences include:

 

April/May Onboarding, 1 day in April or May
Summer Initial LEAP Observer Training, 2 days
June/August New Senior/Team Lead Summer Professional Learning, 2 days
September Cohort Session 1, ½ day
October Fall Leadership Week Professional Learning, 1 day
November Cohort Session 2, ½ day
January Cohort Session 3, ½ day
February Spring Leadership Week Professional Learning, 1 day
March Cohort Session 4, ½ day
Ongoing Online Content through Schoology

**Sub coverage and extra-duty pay provided by TLC for required S/TL training. Contact teacherleader@dpsk12.org for sub coverage information.

Professional Learning Content »
Returning-to-role Team Specialists and Principals (and supervisors) will consider the strengths and areas of growth/gaps identified through reflecting on practice using the scope and sequence leader teacher development to create a learning plan. Team Specialists who are in year 2 and beyond are expected to engage in professional learning opportunities to support their growth and development. Review suggestions and opportunities outlined in the LEAD Development Guide (below) and plan to attend learning that aligns to individual needs during Fall and Spring Leadership Development Weeks October 8-13 and February 4-9 (registration available in August).  Consider our district-wide commitment of supporting Culturally Responsive Education when creating your personalized learning plan for the year.

**Sub coverage is provided by TLC for returning Team Specialists to attend 1 day of both Fall and Spring Leadership Development Weeks. Contact teacherleader@dpsk12.org for sub coverage information.

New Team Specialists and Principals (and supervisors) will use the scope and sequence of teacher leader development to reflect on their practice as a leader identifying strengths and areas of growth then create a learning plan. Review learning that is addressed in required professional learning and ensure your plan supports implementation of content that is introduced through structured learning and addresses content that is not included.

 

Required Learning: New Team Specialists will engage in a sequence of structured learning designed to develop the skills that are essential for success in year one. This common experience will support a consistent expectation across the district for what Team Specialists know and can do. The structured learning will be aligned to the scope and sequence skills described in column B: Developing skills related to leading a team through collaborative planning, DDI, or Professional Learning. This will include a strand of learning for ALL Team Specialists that focus on the development of leadership skills. Team Specialists and principals (and supervisors) will determine the additional strands of learning based on the specific role in the school and individual needs. Team Specialists will select from sessions that develop general facilitation skills, DDI facilitation, and collaborative planning facilitation.

 

In order to build a partnership with principals (and supervisors) in the development of teacher leaders, all required sessions will include

  • a look for document that will include the key points of session content (including handouts and slides)
  • a description what it looks like for participants to apply learning from the session, and
  • suggestions for job-embedded supports that principals (and supervisors) can use to support implementation and refinement of new learning.

These documents will be housed in Schoology in addition to online content: Join with the access code: JKHPT-3BDHK. Team Specialists will join this Schoology Course to complete required content. We encourage principals (and supervisors) to also enroll in this course in order to support this partnership.

 

Below are the experiences designed to support the job-embedded learning provided by principals (and supervisors). Required learning experiences include:

 

June/August New Team Specialist Summer Professional Learning, 1 day
October Fall Leadership Week Professional Learning, 1 day
February Spring Leadership Week Professional Learning, 1 day
Ongoing Online Content through Schoology

**Sub coverage and extra-duty pay provided by TLC for required S/TL training. Contact teacherleader@dpsk12.org for sub coverage information.

Professional Learning Content »

Returning-to-role Regional Team Specialists who are in year 2 and beyond are expected to engage in professional learning opportunities to support their growth and development. Review suggestions and opportunities outlined in the LEAD Development Guide and plan to attend learning that aligns to individual needs during Fall and Spring Leadership Development Weeks October 8-13 and February 4-9 (registration available in August).  Consider our district-wide commitment of supporting Culturally Responsive Education when creating your personalized learning plan for the year.

 

**Sub coverage is provided by TLC for returning Regional Team Specialists to attend 1 day of both Fall and Spring Leadership Development Weeks. Contact teacherleader@dpsk12.org for sub coverage information.

Required Learning: New Regional Team Specialists will engage in a sequence of structured learning designed to develop the skills that are essential for success in year one. This common experience will support a consistent expectation across the district for what Regional Team Specialists know and can do. The structured learning will be aligned to the scope and sequence skills described in column B: Developing skills related to leading a team through collaborative planning, DDI, or Professional Learning. This will include a strand of learning for ALL Regional Team Specialists that focus on the development of leadership skills. Regional Team Specialists and content coordinators will determine the additional strands of learning based on the specific role in the school and individual needs. Regional Team Specialists will select from sessions that develop general facilitation skills, DDI facilitation, and collaborative planning facilitation.

 

These documents will be housed in Schoology in addition to online content: Join with the access code: JKHPT-3BDHK. Regional Team Specialists will join this Schoology Course to complete required content.

 

Below are the experiences designed to support the job-embedded learning provided by Content Coordinators. Required learning experiences include:

 

June/August New Team Specialist Summer Professional Learning, 1 day
October Fall Leadership Week Professional Learning, 1 day
February Spring Leadership Week Professional Learning, 1 day
Ongoing Online Content through Schoology

 

**Sub coverage and extra-duty pay provided by TLC for required S/TL training. Contact teacherleader@dpsk12.org for sub coverage information.

Professional Learning Content »

Required Learning:

New Teacher Ambassadors will engage in professional learning opportunities alongside peers in order to increase their positive impact on new teacher’s socio-emotional and logistical growth. Additional New Teacher Ambassador resources and information can be found on the DPS New Teacher Ambassador Schoology Group (access code: 4XCD5-S6RD4).

Below are the required and optional NTA 2018-2019 Professional Development Expectations:

June 4 New to Role NTA Professional Learning Session, 1 day
July 26 ALL NTAs (New and Returning) Webinar (Online), 90 minutes
September ALL NTAs (New and Returning): Professional Learning Session, 2 hours
January OPTIONAL for ALL NTAs: Webinar, 90 minutes
April ALL NTAs (New and Returning): Professional Learning Session, 2 hours
During the Year ALL NTAs (New and Returning): Equity Professional Learning Session (hours vary)