TCP Peer Coaching & Mentoring (Teacher Leadership Micro-credential)
TCP’s Peer Coaching and Mentoring Teacher Leadership micro-credential is designed to support teacher leaders in reflecting on key elements of supporting colleagues through coaching. In this micro-credential process educators establish their learning intentions and goals, personalize the activities they will engage in, draft comprehensive reflections, engage multiple times with a professional learning community, and partner with a leadership coach. Ultimately a portfolio is submitted as evidence of engagement and learning. Micro-credential Overview: https://bit.ly/micros21
Reflecting on teaching encompasses the teacher’s thinking that follows any instructional event, an analysis of the many decisions made in both the planning and the implementation of a lesson. By considering these elements in light of the impact they had on student learning, teachers can determine where to focus their efforts in making revisions and choose which aspects of the instruction they will continue in future lessons. Teachers may reflect on their practice through collegial conversations, journal writing, examining student work, conversations with students, or simply thinking about their teaching. Reflecting with accuracy and specificity, as well as being able to use in future teaching what has been learned, is an acquired skill; mentors, coaches, and supervisors can help teachers acquire and develop the skill of reflecting on teaching through supportive and deep questioning. Over time this way of thinking both reflectively and self-critically and of analyzing instruction through the lens of student learning—whether excellent, adequate, or inadequate— becomes a habit of mind, leading to improvement in teaching and learning.
Danielson Framework for Teaching Components
Danielson 4D Participating in the Professional Community
Schools are, first of all, environments to promote the learning of students. But in promoting student learning, teachers must work with their colleagues to share strategies, plan joint efforts, and plan for the success of individual students. Schools are, in other words, professional organizations for teachers, with their full potential realized only when teachers regard themselves as members of a professional community. This community is characterized by mutual support and respect, as well as by recognition of the responsibility of all teachers to be constantly seeking ways to improve their practice and to contribute to the life of the school. Inevitably, teachers’ duties extend beyond the doors of their classrooms and include activities related to the entire school or larger district, or both. These activities include such things as school and district curriculum committees or engagement with the parent-teacher organization. With experience, teachers assume leadership roles in these activities.
Danielson 4E Growing and Developing Professionally:
As in other professions, the complexity of teaching requires continued growth and development in order for teachers to remain current. Continuing to stay informed and increasing their skills allows teachers to become ever more effective and to exercise leadership among their colleagues. The academic disciplines themselves evolve, and educators constantly refine their understanding of how to engage students in learning; thus, growth in content, pedagogy, and information technology are essential to good teaching. Networking with colleagues through such activities as joint planning, study groups, and lesson study provides opportunities for teachers to learn from one another. These activities allow for job-embedded professional development. In addition, professional educators increase their effectiveness in the classroom by belonging to professional organizations, reading professional journals, attending educational conferences, and taking university classes. As they gain experience and expertise, educators find ways to contribute to their colleagues and to the profession.
Expert teachers demonstrate professionalism in service both to students and to the profession. Teaching at the highest levels of performance in this component is student focused, putting students first regardless of how this stance might challenge long-held assumptions, past practice, or simply the easier or more convenient procedure. Accomplished teachers have a strong moral compass and are guided by what is in the best interest of each student. They display professionalism in a number of ways. For example, they conduct interactions with colleagues in a manner notable for honesty and integrity. Furthermore, they know their students’ needs and can readily access resources with which to step in and provide help that may extend beyond the classroom. Seeking greater flexibility in the ways school rules and policies are applied, expert teachers advocate for their students in ways that might challenge traditional views and the educational establishment. They also display professionalism in the ways they approach problem solving and decision making, with student needs constantly in mind. Finally, accomplished teachers consistently adhere to school and district policies and procedures but are willing to work to improve those that may be outdated or ineffective.
ASPDP's Culturally Responsive-Sustaining Dispositions & Practices (via NYS)
* Course integrates historical and contemporary resources and research that reflect and center the experiences and perspectives of non-dominant racial and cultural groups * Course provides participants with multiple opportunities to reflect on the complexities of their own and students’ individual identities and cultures, including influences on teaching and learning * Course helps participants design and implement a learning environment that affirms students’ racial and cultural identities and contributes to their engagement and learning through the cultivation of critical inquiry * Course helps participants design and implement a learning environment that affirms students' racial and cultural identities. * Goals clearly connect to supporting teachers in developing more equitable practices for all students, in particular those who have been historically underserved and marginalized (including but not limited to students of color, students with disabilities, and multilingual learners) * Course builds participants’ capacity to identify and question underlying personal and institutional beliefs, norms, practices and assumptions that contribute to inequity * Course incorporates clear structures and expectations for participation in a brave learning community
**TCP’s Teacher Leadership Peer Coaching and Mentoring** micro-credential is designed to support teacher leaders in reflecting on key elements associated with effectively leading through peer coaching and mentoring. Micro-credentials are earned by demonstrating comprehensive reflection on one aspect of teacher leadership at a time, grounded in authentic school-based leadership practice, in order to generate a portfolio of evidence in this area of teacher leadership. **The TCP micro-credential experience includes:** - One onboarding and orientation live-session with TCP leadership coaches and cohort colleagues - A four-part, structured reflection oriented, written narrative plus coach feedback and support - Optional and coach-recommended professional learning activities, literature, and tools - Participation in at least one Professional Learning Community live-session with TCP leadership coaches and cohort colleagues - Submission of two-three authentic artifacts aligned to the written narrative - Discussion Board & Chat opportunities to connect and brainstorm with cohort remotely and asynchronously - 45 total hours engaged in self-directed and collaborative professional learning
TCP Facilitating Professional Collaboration Through Teams (Teacher Leadership Micro-credential)
TCP’s Facilitating Professional Collaboration through Teams Teacher Leadership micro-credential is designed to support teacher leaders in reflecting on key elements of establishing and facilitating teacher teams. In this micro-credential process educators establish their learning intentions and goals, personalize the activities they will engage in, draft comprehensive reflections, engage multiple times with a professional learning community, and partner with a leadership coach. Ultimately a portfolio is submitted as evidence of engagement and learning. Micro-credential Overview: https://bit.ly/micros21
**TCP’s Teacher Leadership Facilitating Professional Collaboration Through Teams** micro-credential is designed to support teacher leaders in reflecting on key elements associated with effectively leading through facilitating professional collaboration through teams. Micro-credentials are earned by demonstrating comprehensive reflection on one aspect of teacher leadership at a time, grounded in authentic school-based leadership practice, in order to generate a portfolio of evidence in this area of teacher leadership. **The TCP micro-credential experience includes:** - One onboarding and orientation live-session with TCP leadership coaches and cohort colleagues - A four-part, structured reflection oriented, written narrative plus coach feedback and support - Optional and coach-recommended professional learning activities, literature, and tools - Participation in at least one Professional Learning Community live-session with TCP leadership coaches and cohort colleagues - Submission of two-three authentic artifacts aligned to the written narrative - Discussion Board & Chat opportunities to connect and brainstorm with cohort remotely and asynchronously - 45 total hours engaged in self-directed and collaborative professional learning
TCP Intervisitations & The Lab Classroom (Teacher Leadership Micro-credential)
TCP’s Intervisitations & The Lab Clasroom Teacher Leadership micro-credential is designed to support teacher leaders in reflecting on key elements of designing and facilitating intervisitations. In this micro-credential process educators establish their learning intentions and goals, personalize the activities they will engage in, draft comprehensive reflections, engage multiple times with a professional learning community, and partner with a leadership coach. Ultimately a portfolio is submitted as evidence of engagement and learning. Micro-credential Overview: https://bit.ly/micros21
**TCP’s Teacher Leadership Intervisitations & The Lab Classroom** micro-credential is designed to support teacher leaders in reflecting on key elements associated with effectively leading through intervisitations and the lab classroom. Micro-credentials are earned by demonstrating comprehensive reflection on one aspect of teacher leadership at a time, grounded in authentic school-based leadership practice, in order to generate a portfolio of evidence in this area of teacher leadership. **The TCP micro-credential experience includes:** - One onboarding and orientation live-session with TCP leadership coaches and cohort colleagues - A four-part, structured reflection oriented, written narrative plus coach feedback and support - Optional and coach-recommended professional learning activities, literature, and tools - Participation in at least one Professional Learning Community live-session with TCP leadership coaches and cohort colleagues - Submission of two-three authentic artifacts aligned to the written narrative - Discussion Board & Chat opportunities to connect and brainstorm with cohort remotely and asynchronously - 45 total hours engaged in self-directed and collaborative professional learning
TCP Designing Professional Learning for Adults (Teacher Leadership Micro-credential)
TCP’s Designing Professional Learning for Adults Teacher Leadership micro-credential is designed to support teacher leaders in reflecting on key elements of designing learning for adults. In this micro-credential process educators establish their learning intentions and goals, personalize the activities they will engage in, draft comprehensive reflections, engage multiple times with a professional learning community, and partner with a leadership coach. Ultimately a portfolio is submitted as evidence of engagement and learning. Micro-credential Overview: https://bit.ly/micros21
**TCP’s Teacher Leadership Designing Professional Learning for Adults** micro-credential is designed to support teacher leaders in reflecting on key elements associated with effectively leading through designing professional learning for adults. Micro-credentials are earned by demonstrating comprehensive reflection on one aspect of teacher leadership at a time, grounded in authentic school-based leadership practice, in order to generate a portfolio of evidence in this area of teacher leadership. **The TCP micro-credential experience includes:** - One onboarding and orientation live-session with TCP leadership coaches and cohort colleagues - A four-part, structured reflection oriented, written narrative plus coach feedback and support - Optional and coach-recommended professional learning activities, literature, and tools - Participation in at least one Professional Learning Community live-session with TCP leadership coaches and cohort colleagues - Submission of two-three authentic artifacts aligned to the written narrative - Discussion Board & Chat opportunities to connect and brainstorm with cohort remotely and asynchronously - 45 total hours engaged in self-directed and collaborative professional learning
TCP Advocacy & Leadership Conversations (Teacher Leadership Micro-credential)
TCP’s Advocacy & Leadership Conversations Teacher Leadership micro-credential is designed to support teacher leaders in reflecting on key elements of advocacy initiatives. In this micro-credential process educators establish their learning intentions and goals, personalize the activities they will engage in, draft comprehensive reflections, engage multiple times with a professional learning community, and partner with a leadership coach. Ultimately a portfolio is submitted as evidence of engagement and learning. Micro-credential Overview: https://bit.ly/micros21
**TCP’s Teacher Leadership Advocacy & Leadership Conversations** micro-credential is designed to support teacher leaders in reflecting on key elements associated with effectively leading through advocacy and leadership conversations. Micro-credentials are earned by demonstrating comprehensive reflection on one aspect of teacher leadership at a time, grounded in authentic school-based leadership practice, in order to generate a portfolio of evidence in this area of teacher leadership. **The TCP micro-credential experience includes:** - One onboarding and orientation live-session with TCP leadership coaches and cohort colleagues - A four-part, structured reflection oriented, written narrative plus coach feedback and support - Optional and coach-recommended professional learning activities, literature, and tools - Participation in at least one Professional Learning Community live-session with TCP leadership coaches and cohort colleagues - Submission of two-three authentic artifacts aligned to the written narrative - Discussion Board & Chat opportunities to connect and brainstorm with cohort remotely and asynchronously - 45 total hours engaged in self-directed and collaborative professional learning
Teacher Career Pathway’s Master Teacher Fellowship micro-credential is designed to support teacher leaders in reflecting on and developing key elements of systems-level leadership in partnership with Master Teacher peers and city-wide leaders.
Danielson 4A: Engaging in Reflective Practice
Danielson 4E Growing and Developing Professionally
In order to be awarded this recognition, participants in the Master Teacher Fellowship: * Reflected on their role & initiatives through the lenses of:Leader as Learner, Equity Oriented, Servant Leadership, and Systems-Level Leadership. * Thought-partnered with a cohort of experienced Master Teacher colleagues * Engaged in conversation with a variety of systems-level leaders in order to promote a bi-directional flow of information between leaders * Presented their leadership work to a variety of stakeholders
ETLP 2022-23 is a professional learning program that cultivates foundational instruction and leadership skill sets in preparation to lead within a school community. Participants engage in a blend of synchronous and asynchronous learning focused on the Teacher Leader Five Areas of Instructional Leadership: Hosting a Laboratory Classroom, Peer Coaching, Facilitating Professional Collaborations, Strategic Design for Adult Learners, and Leadership Conversations. ETLP participants have the opportunity to: - Partner with a city-wide cohort of passionate educators and leaders - Learn from the experiences of teacher leaders currently in the role - Participate in an expedited teacher leader application process in late Spring.
In order to be awarded this recognition, participants in the Emerging Teacher Leader Program: * engaged in 5 live Zoom learning community sessions focused on the 5 Areas of Instructional Leadership * reflected on their role & current PL initiatives through the lens of leader * explored a variety of leadership approaches and developed new leadership skills * thought-partnered with a cohort of teacher colleagues experienced in a variety of leadership roles * engaged in 4 independent study modules with corresponding written reflections and ongoing coaching from a leadership coach
ETLP 2023-24 is a professional learning program that cultivates foundational instruction and leadership skill sets in preparation to lead within a school community. Participants engage in a blend of synchronous and asynchronous learning focused on the Teacher Leader Five Areas of Instructional Leadership: Hosting a Laboratory Classroom, Peer Coaching, Facilitating Professional Collaborations, Strategic Design for Adult Learners, and Leadership Conversations. ETLP participants have the opportunity to: - Partner with a city-wide cohort of passionate educators and leaders - Learn from the experiences of teacher leaders currently in the role - Participate in an expedited teacher leader application process in late Spring.
ETLP 2024-25 is a professional learning program that cultivates foundational instruction and leadership skill sets in preparation to lead within a school community. Participants engage in a blend of synchronous and asynchronous learning focused on the Teacher Leader Five Areas of Instructional Leadership: Hosting a Laboratory Classroom, Peer Coaching, Facilitating Professional Collaborations, Strategic Design for Adult Learners, and Leadership Conversations. ETLP participants have the opportunity to: - Partner with a city-wide cohort of passionate educators and leaders - Learn from the experiences of teacher leaders currently in the role - Participate in an expedited teacher leader application process in late Spring.
In order to be awarded this recognition, participants in the Emerging Teacher Leader Program: * engaged in 6 live Zoom learning community sessions focused on the 5 Areas of Instructional Leadership * reflected on their role & current PL initiatives through the lens of leader * explored a variety of leadership approaches and developed new leadership skills * thought-partnered with a cohort of teacher colleagues experienced in a variety of leadership roles * engaged in 5 independent study modules with corresponding written reflections and ongoing coaching from a leadership coach