As implementation matures, leadership of the work is increasingly shared with and led by teachers. Use these resources to build teacher leadership capacity, distribute implementation responsibilities, and create structures that support long-term sustainability and continuous improvement.
Teachers are more likely to stay when they have opportunities to grow. Establishing a Teacher leadership role allows effective teachers to lead HQIM-aligned planning, coach peers, and mentor new and pre-service teachers within the school day, improving staffing and instruction simultaneously. This Teacher Leader Profile from Lubbock ISD provides an example of how to structure the role and whom it is best suited.
Embedding teacher leadership roles into staffing plans allows systems to scale and sustain them across schools year over year. This document provides an overview of the profile and compensation model for teacher leaders in the Blanchester School District, Ohio.
Set teacher leaders up for success by outlining the expectations for the support they should provide to new teachers. This New Teacher CKLA Coaching Plan, from the Blanchester School District in Ohio, outlines the content and coaching goals to support new teachers’ HQIM implementation.