This scope and sequence articulates the progression of skills in development of leadership competencies in service of best first instruction. The intention of this document is to promote alignment of support across stakeholders and empower individuals to personalize their own learning trajectory.  This document is NOT to be used as a performance evaluation tool. To support clarity of expectations refer to the Teacher Leader Role Descriptions or School Leadership Framework Scoring Guidance. The role progression listed is a recommendation.  Individuals should identify the skills that align to their own development, not just their role.

How can this be used?

Aspiring and Current Teacher Leaders – Drive your own learning by identifying your strengths and gaps

Leaders of Leaders – Ground feedback conversations in a common language, differentiate supports for teacher leaders based on individual strengths and gaps, and provide clarity for aspiring teacher leader development

Central Support Partners – Align central-based supports with school-based supports for structured, social, and experiential learning

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Development Guide »

SS

Instructional Expertise

Foundational Skills and Mindsets Essential Skills Related to Leading a Team Essential Skills Related to 1:1 Teacher Support Refine and Expand Skills Expand Impact
  • Identify alignment or gaps between tasks/student work and the rigor of grade-level standards
  • Use curriculum, scope and sequence, and resources to model culturally responsive, rigorous best first instruction and differentiation
  • Model DDI practices in his/her own teaching
  • Model consistent and clear high academic expectations for all students
  • Use protocols and questioning strategies to support other teachers to identify alignment or gaps between tasks/student work and the rigor of grade-level standards
  • Facilitate a team of teachers in backwards planning to create unit plans and daily lesson plans that use standards, assessment data, and culturally responsive best instructional practices for their content area
  • Facilitate small or large group professional learning that develops the capacity of teachers
  • Support the facilitator of DDI as a model participant, thought partner, and additional support for peers
  • Provide feedback on a classroom observation that articulates  a highest-leverage action step that is connected to the LEAP Framework and supports best instructional practices in the content areas, incorporating culturally responsive practices
  • Provide feedback that uses data to target the gaps in academic achievement for individual teachers to ensure all students are engaged in rigorous, standards-aligned curriculum and show mastery toward the grade-level objectives
  • Facilitate a team of teachers in DDI to analyze data and student work that identifies the gap in content and/or language and plans for reteach/reengagement
  • Ensure that the work in 1:1 observation & feedback is connected to the work in team professional learning, DDI, and collaborative planning and aligned and targeted to school UIP goals
  • Support a teacher to shift to a belief that they are responsible for the academic success of all students.
  • Support a teacher to have consistent and clear high academic expectations for all students
  • Provide feedback on a classroom observation in specific contexts (ex, SPED, ELD, ELA-S, co-teaching, etc)
  • Lead a team of teachers through 4-8 week learning cycles that adjust based on progress monitoring of student achievement data
  • Consistently contribute ideas and feedback as active member of Instructional Leadership Team
  • Model leading for instructional expertise as a teacher leader for other teacher leaders
  • Use data about the gaps in academic achievement to influence school instructional systems and structures
  • Make adjustments to team and school structures using data about the gaps in academic achievement for a team of  teachers

Vision and Strategy

Foundational Skills and Mindsets Essential Skills Related to Leading a Team Essential Skills Related to 1:1 Teacher Support Refine and Expand Skills Expand Impact
  • Demonstrate engagement and commitment to school vision of equity for all students and team goals
  • Model use of innovative classroom solutions
  • Engage a team of teachers in vision development and goal-setting aligned to school-wide strategic plan
  • Engage a team of teachers in regular progress monitoring of team goals
  • Collaboratively set and ensure individual goals are aligned to team goals and school-wide strategic plan
  • Model flexibility and encourage feedback to guide next steps and improvements to procedures, systems, etc.
  • Facilitate discussions/meetings to challenge current systems/processes/narratives and suggest  culturally responsive practices and innovative alternatives
  • Develop a culture that embraces calculated risk-taking
  • Develop a culture that embeds the CRE mindsets into all systems and structures
  • Engage a variety of diverse stakeholders to contribute to vision development and goal-setting

People and Culture

Foundational Skills and Mindsets Essential Skills Related to Leading a Team Essential Skills Related to 1:1 Teacher Support Refine and Expand Skills Expand Impact
  • Demonstrate a belief in continuous learning and feedback
  • Demonstrate knowledge of adult learning theory
  • Use inclusive strategies and protocols to develop a team culture that honors multiple perspectives and supports each team member to feels ownership of student outcomes.
  • Use emotional intelligence to develop team culture and engage in conflict
  • Use decision-making processes that are transparent and engage all team members
  • Establish a culture of continuous growth for a team of teachers
  • Use different questioning strategies or approaches with teachers based on their will/skill/need/preference
  • Engage in conversations that involve conflict and use varied strategies to hold teachers accountable to high expectations
  • Use LEAP practices and key actions in the Framework for Effective Teaching as a tool for growth as well as performance
  • Host conversations that result in shifts in mindset, including those that are asset-based and culturally responsive
  • Empower team members to be the driver of their own development, including the CRE mindset of self, while seeking support from peers, other school leaders and District supports
  • Empower team to provide feedback and engage in difficult conversations
  • Distribute responsibilities to team and support them to access growth opportunities
  • Increase teacher ownership and accountability for school vision and goals

Community and Equity

Foundational Skills and Mindsets Essential Skills Related to Leading a Team Essential Skills Related to 1:1 Teacher Support Refine and Expand Skills Expand Impact
  • Model how to reflect on personal cultural lens, beliefs, and biases and how it exists in one own’s practice
  • Model cultivating and maintaining meaningful relationships with each student and family
  • Model best practices for creating a welcoming and inclusive classroom environment that honors student voice and encourages ownership
  • Seek and cultivate ongoing and strategic partnerships in the community
  • Support team to understand how the history and demographics of the community impact students
  • Support a team of teachers to identify inequities and cultural responsiveness in instructional materials, systems and processes and plan modifications or differentiation
  • Support teachers to create inclusive learning environments with clear and consistent expectations for all students
  • Support teachers to reflect on cultural lens, beliefs, and biases and adapt teaching practice accordingly
  • Support team of teachers to use parent and community data to drive team whole child initiatives
  • Support teachers to identify and proactively respond to social/emotional needs in the classroom
  • Provide intensive support to teachers with severe classroom management needs
  • Support team of teachers to seek and cultivate ongoing and strategic partnerships in the community
  • Support a team of teachers to work towards dismantling systems of power and privilege that impact students and families, self, and teacher practice

Personal and Values

Foundational Skills and Mindsets Essential Skills Related to Leading a Team Essential Skills Related to 1:1 Teacher Support Refine and Expand Skills Expand Impact
  • Model school and DPS Shared Core Values
  • Build collaborative peer relationships based on trust
  • Recognize personal work style/preferences and how it impacts communication and trust
  • Build relationships across lines of difference that value multiple perspectives
  • Recognize how one’s own triggers impact interactions with others
  • Use emotional intelligence to develop strong coaching and evaluative relationships
  • Solicit and adapt to feedback from team
  • Identify strengths and growth opportunities for social/emotional skills in teachers including emotional resilience
  • Inspire team members to demonstrate shared core values behaviors
  • Support change management for team members based on their personal work style/preferences
  • Flex communication style to meet needs of stakeholders across lines of difference
  • Inspire school to demonstrate school and DPS values
  • Establish trust with stakeholders outside of immediate team
  • Cultivate communication skills of teachers

Operational and Organizational

Foundational Skills and Mindsets Essential Skills Related to Leading a Team Essential Skills Related to 1:1 Teacher Support Refine and Expand Skills Expand Impact
  • Set and monitor progress towards academically rigorous student goals at grade level or above
  • Leverage relevant resources for role
  • Use time effectively to meet role requirements
  • Use systems for transparent progress monitoring of team goals related to student outcomes
  • Facilitate time through the use of agendas, protocols, or other structures
  • Leverage relevant resources to support team goals
  • Use transparent progress monitoring system to track individual teacher progress towards short-term goals for students
  • Establishes the most effective way to manage time in alignment with priorities for the role
  • Leverage relevant and culturally responsive resources to support individual teacher needs
  • Use transparent progress monitoring system to track team progress towards short-term and long-term goals for students
  • Modify and prioritize time to meet milestones when obstacles arise
  • Leverage all available resources to improve student outcomes for team