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The purpose of the U.S. Department of Education's online newsletter "The Education Innovator" is to promote innovative practices in education; to offer features on promising programs and practices; to provide information on innovative research, schools, policies, and trends; and to keep readers informed of key Department priorities and activities. This issue includes a feature article on the Teaching Ambassador Fellowship, a program which is making a valuable contribution to the U.S. Department of Education by helping to connect federal education policy to the classroom and by developing a cadre of teachers whose interest in policy can help to improve K-12 education. This month's feature presents a number of the Teaching Ambassador Fellows and describes their accomplishments in both the Nation's Capital and across the country. Regular sections include: (1) What's New?; and (2) Innovations in the News. [For "The Education Innovator. Volume IX, No. 3," see ED509496.]

This issue of R&D Alert presents a sample what of works to strengthen mathematics and science education. The lead article describes the core principles of WestEd's National Academy for Science and Mathematics Education Leadership. After 5 years running the academy, WestEd staff have refined effective approaches for developing teacher leaders focused on these subjects. Another article shares new ideas for improving the preparation of mathematicians and scientists in higher education, drawing on an evaluation of the national "Preparing Future Faculty" program.

This publication of the Mid-Atlantic Regional Educational Laboratory is dedicated to articles on educational leadership. This issue contains the following articles: "Educational Leadership: Reports and Recommendations From a National Invitational Conference" (Joseph Murphy, JoAnn B. Manning, Herbert J. Walberg); "Redefining Educational Leadership: Next-Step Recommendations" (Joseph Murphy, JoAnn B. Manning, Herbert J. Walberg); "Understanding the Evolving Concept of Leadership in Education Roles, Expectations, and Dilemmas" (Ellen Goldring, William D. Greenfield); "Understanding the Challenges of School and District Leadership at the Dawn of a New Century" (Catherine A. Lugg, Katrina Bulkley, William A. Firestone, C. William Garner); "Unpacking the Challenges of Leadership at the School and District Level" (Kenneth Leithwood); "Reculturing the Profession of Educational Leadership: New Blueprints" (Joseph Murphy); "School Improvement Processes and Practices: Professional Learning for Building Instructional Capacity" (James P. Spillane, Karen Seashore Louis); "Leadership for Democratic Community in Schools" (Gail Furman, Robert J. Starratt); "Leadership for Social Justice" (Colleen L. Larson, Khaula Murtadha); "Exploring New Approaches to Teacher Leadership for School Improvement" (Mark A. Smylie, Sharon Conley, Helen M. Marks); "Reshaping the Role of the School Principal" (Gary M. Crow, Charles S. Hausman, Jay Paredes); "Shifts in the Discourse Defining the Superintendency: Historical and Current Foundations of the Position" (C. Cryss Brunner, Margaret Grogan, Lars Bjork); "Repositioning Lay Leadership: Policymaking and Democratic Deliberation" (Sharon F. Rallis, Mark R. Shibles, Austin D. Swanson); "Preparing School Leaders for School Improvement, Social Justice, and Community" (Diana Pounder, Ulrich C. Reitzug, Michelle D. Young); "Rethinking the Professional Development of School Leaders" (Frances K. Kochan, Paul Bredeson, Carolyn Riehl). (WFA)

The profession of educational leadership in the 21st century is changing. School leaders, educational administration faculty, and policymakers are endeavoring to redefine the profession in an era of ferment, during which the legitimacy of its knowledge base and the appropriateness of programs for preparing school leaders have been thrown into question: (1) Who will lead America's schools?; (2) What theories and practices of leadership work best to turn low-performing schools into high-performing learning communities?; and (3) Innovative answers to these vital questions are being explored across the country by researchers and educators alike. It is crucial that ideas about reshaping educational leadership--such as those examined in the NSSE volume--be connected to practice. The volume's authors emphasize that more research needs to be done to study new approaches to leadership and to translate findings from current and continuing research into practice on a broader scale. Clearly, as educational leadership changes in response to emerging trends in school reform and the contexts of schooling, new understandings of effective leadership will emerge that should be shared among all stakeholders in education. Articles in this issue of "The LSS Review" include: (1) Educational Leadership: Reports and Recommendations From a National Invitational Conference (Joseph Murphy, JoAnn B. Manning, and Herbert J. Walberg); (2) Redefining Educational Leadership: Next-Step Recommendations (Joseph Murphy, JoAnn B. Manning, and Herbert J. Walberg); (3) Understanding the Evolving Concept of Leadership in Education: Roles, Expectations, and Dilemmas (Ellen Goldring and William D. Greenfield, Jr.); (4) Understanding the Challenges of School and District Leadership at the Dawn of a New Century (Catherine A. Lugg, Katrina Bulkley, William A. Firestone, and C. William Garner); (5) Unpacking the Challenges of Leadership at the School and District Level (Kenneth Leithwood and Nona Prestine); (6) Reculturing the Profession of Educational Leadership: New Blueprints (Joseph Murphy); (7) School Improvement Process and Practices: Professional Learning for Building Instructional Capacity (James P. Spillane and Karen Seashore Louis); (8) Leadership for Democratic Community in Schools (Gail C. Furman and Robert J. Starratt); (9) Leadership for Social Justice (Colleen L. Larson and Khaula Murtadha); (10) Exploring New Approaches to Teacher Leadership for School Improvement (Mark A. Smylie, Sharon Conley, and Helen M. Marks); (11) Reshaping the Role of the School Principal (Gary M. Crow, Charles S. Hausman, and Jay Paredes Scribner); (12) Shifts in the Discourse Defining the Superintendency: Historical and Current Foundations of the Position (C. Cryss Brunner, Margaret Grogan, and Lars Bjork); (13) Repositioning Lay Leadership Policymaking and Democratic Deliberation (Sharon F. Rallis, Mark R. Shibles, and Austin D. Swanson); (14) Preparing School Leaders for School Improvement, Social Justice, and Community (Diana Pounder, Ulrich C. Reitzug, and Michelle D. Young); and (15) Rethinking the Professional Development of School Leaders (Frances K. Kochan, Paul Bredeson, and Carolyn Riehl). ["The LSS Review" is a product of the Mid-Atlantic Regional Educational Laboratory, the Laboratory for Student Success (LSS), one of ten regional educational laboratories funded by the Institute of Education Sciences (IES) of the U.S. Department of Education.]

This issue is the last in a three-part series on teaching quality. The first examined the effectiveness of various approaches to recruiting, educating, and inducting teachers. This report discusses the school environment and role of teachers' working conditions in attracting and retaining good teachers, noting several disparate factors that collectively impact the working environment and the job of teaching. It uses current research, polls, and surveys to explore the relationship of these factors to teachers' working conditions. Research indicates that; improving parent involvement in schools can improve the working conditions of teachers and strengthen school communities); a good mix of teacher leadership and autonomy provides an atmosphere where teachers can focus on instruction and student achievement while participating in important school decisions; states' implementation of K-12 standards for students, along with new, standards-based assessment and accountability systems, has impacted teachers' daily work; ensuring school safety and eliminating violence contributes to overall school climate and working conditions; and class-size reduction is a popular reform, based on the assumption that lowering the teacher load gives teachers a better chance to succeed with their students. However, research suggests that student achievement may be served as well or better by addressing other teaching strategies. Selected research, readings, and Web sites are listed. (SM)

Ways in which teachers and principals respond to changing leadership roles and some practical steps that principals can take to support leadership are discussed in this article review. It focuses on five papers that explore educators' roles, offering advice on how to respond to changing expectations. "When is New: A Plan of Action" (A. W. Hart) examines ways that teacher leadership changes the principal's traditional duties. "Awakening the Sleeping Giant: Leadership Development for Teachers" (M. Katzenmeyer and G. Moller) suggests that teacher leadership can play a significant transformative part in K-12 schools, and that such teacher leaders are classroom-centered leaders who concentrate on teaching and learning rather than on organizational "nuts and bolts.""Effects of Teacher Leadership on Their Teaching Practice" (M. N. Ovando) surveyed 25 teachers who revealed that leadership roles demanded time that used to be devoted to planning periods and other free moments. "Supports and Barriers to Teacher Leadership: Reports of Teacher Leaders" (L. F. Zinn) presents research showing that the new leadership role can be difficult for teachers to master and that support is crucial to the process, such as a strong network of colleagues and administrator support. "Teacher Leaders and Their Principals: Exploring the Development of New Working Relationships" (M. A. Smylie and J. Conyers) states that once teachers assume a leadership role, they must redefine their relationship with the principal in order to reduce any role ambiguity. (RJM)

The 2016 edition of "Education Week's" long-­running "Technology Counts" report combines in-depth reporting and insight from an original national survey to reveal teachers' confidence levels in ed tech, how teachers approach integrating technology into the classroom, and decision-making behind tech products. Contents include: (1) Teachers Still Struggling to Use Tech to Transform Instruction, Survey Finds (Anthony Rebora); (2) Education Week Tech Confidence Index: Teachers and Ed Tech; (3) Testing Tech Products in the Classroom (Michelle R. Davis); (3) Teacher Tech Leaders: Nicholas Provenzano (Madeline Will); (4) Teacher Tech Leaders: Erin Klein (Madeline Will); (5) Teacher Tech Leaders: Rafranz Davis (Anthony Rebora); (6) What It Takes to Move From "Passive" to "Active" Tech Use in K-12 Schools (Benjamin Herold); (7) Program Pairs Ed-Tech Companies, Schools (Sean Cavanagh); (8) 5 Schools of Education Making Ed Tech a Top Priority (Madeline Will); (9) Arkansas' School-Coding Initiative Centers on Teacher PD (Emmanuel Felton); (10) Harvard Business School Examines K-12 Blended Learning (Michelle R. Davis); (11) The "Maker" Movement Is Coming to K-12: Can Schools Get It Right? (Benjamin Herold); and (12) Ed-Tech Coaches Becoming Steadier Fixture in Classrooms (Robin L. Flanigan).

Great leaders make great schools. The most successful school leaders create a school climate of high achievement and continuous improvement, give teachers a voice in decision-making, use data to drive curriculum and instruction, and assure students and parents that everyone at the school is focusing on student success. They know what is going on in classrooms and support teachers' efforts to learn new instructional strategies. This issue of "High Schools That Work" contains the following articles: (1) District Conducts Instructional Rounds to Gain Momentum in Raising Student Achievement (Heather Williams); (2) Some 7,500 Diplomas Later: What One Principal Has Learned About Leading an Effective School (Paul Browning); (3) Superintendent Stretches the Dollar in Tough Economic Times (Neil Leist); (4) Effective Instructional Leaders Find Time for What Matters Most (Beth Green and Sandra Ellington); (5) National Campaign Increases Support for CTE (Erin Uy); (6) Increasing Achievement by Building Relationships in a Mentoring Program (Peter Joenks and Jean Davis); (7) Teacher-Leaders Are Vital for Continuous School Improvement (Jeremy Kuhlman); (8) What Great Teachers Do Differently (Todd Whitaker); (9) Improving Education Through the Arts (Pamela Walker Millice and Darby Jones); (10) Data Analysis Reveals That Many More Students Are Ready for Algebra in the Eighth Grade (Elaine Hanzer and Patches Jacobs); (11) Get Ready, Get Set, Go: One School District's Plan for Raising Achievement (Tom Townsend and Grace Thomas); (12) Using Instructional Rounds to Improve Teaching and Learning (Christine Howard and Dan Camburn); and (13) Automating Walkthroughs to Improve Data Collection and Monitor Progress (Michael Curley).

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Teaching English Language Learners: Mainstream Teachers Make a Stellar Journey as a Team to Transform Classroom Practices (Elsa M. Anderson, Niki Fisher, Olivia Perez, Ruth Schackmann, and Julie Shelton); (2) Tools: Let's Get Acquainted/A Portrait of Trust; (3) Teachers Leading: Teachers Can Sell Communities on Professional Learning's Value (Joellen Killion); and (4) A Coach's Dilemma: Coaches Help New Teachers See Bigger Pictures (Valerie von Frank). (Individual articles contain references and resources.) [For Volume 6, Number 2 of "Teachers Teaching Teachers," see ED512916.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Standing Up, Speaking Out: Teacher Voices Lift to Influence National Policy (Anthony Armstrong); (2) Tool: Develop a Relationship with Your Representative's and Senator's Education Aides; (3) Teachers Leading: Teamwork Is Not Enough--There Has to Be Learning (Joellen Killion); (4) A Coach's Dilemma: Clear Expectations Helped Coach Overcome Staff Suspicions (Valerie von Frank). (Individual articles contain references.) [For Volume 6, Number 1 of "Teachers Teaching Teachers," see ED512915.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Collective Responsibility Makes All Teachers the Best (Stephanie Hirsh); (2) Tools: How Our School Measures up/Exploring Our Aspirations; (3) Teachers Leading: NSDC (National Staff Development Council) is Learning Forward (Joellen Killion); and (4) A Coach's Dilemma: The Clang of Dissonance Can Signal a Paradigm Shift (Valerie von Frank). (Individual articles contain references.)

Leaders of successful high schools, middle grades schools and technology centers are strengthening their skills and involving the entire school in plans to raise student achievement. The best school leaders establish an environment of continuous progress in which teachers and leaders work together to upgrade curriculum and instruction, examine data to identify weaknesses in school and classroom practices, and develop and implement plans to increase the vitality of school reform. This newsletter contains four sections of best practices from "High Schools That Work" ("HSTW"), "Making Middle Grades Work" ("MMGW") and "Technology Centers That Work" ("TCTW") sites that illustrate the importance of: (1) building-level leadership, (2) distributive leadership structures, (3) leadership for continuous improvement, and (4) leadership for effective professional development. [This newsletter of "best practices" in implementing the "High Schools That Work" ("HSTW"), "Making Middle Grades Work" ("MMGW") and "Technology Centers That Work" ("TCTW") school improvement models is based on presentations at the 23rd Annual "HSTW" Staff Development Conference in Atlanta, Georgia, in July 2009.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Weekend Wisdom: Stimulus Funds Boost Professional Learning and Add Saturday Option (Valerie von Frank); (2) Lessons from a Coach: Navigating Cultures Is a Key Skill; (3) Focus on NSDC's Standards: Keep an Eye on Learning Investments (Joellen Killion); and (4) NSDC Tool: Cost Structure for Professional Development. (Individual articles contain references.) [For Volume 5, Number 3 of "Teachers Teaching Teachers," see ED507663.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Building Bridges: Data Help Instructional Coach Make Vital Connections with Teachers (Theresa Long); (2) NSDC Tool: Instructional Coach Formative Evaluation and Data Collection Form; (3) Lessons from a Coach: Give-and-Take Changes the Climate; (4) Focus on NSDC's Standards: Opportunities Flow from Use of Data (Joellen Killion). (Individual chapters contain references.) [For "Teachers Teaching Teachers," Volume 5, Number 2, see ED507664.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Districts Harness the Expertise of Classroom Teachers (Valerie von Frank); (2) Tool: Measuring Collaborative Norms; (3) Lessons from a Coach: We Become a Teacher's Inner Voice; (4) Focus on NSDC's Standards: Leaders Come from All Corners (Joellen Killion); and (5) Research Brief: Looking to Improve Teacher Teams? (Carla McClure). (Individual articles contain references.) [For Volume 4, Number 8 of "Teachers Teaching Teachers," see ED507662.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Tackling Behavior from All Sides (Valerie von Frank); (2) Tools: Effective Behavior Support Self-Assessment Survey; (3) Lessons from a Coach: We Get Rid of All of the Excuses; (4) Voice of a Teacher Leader: Bad Example Brings Good Resolve (Bill Ferriter); (5) Research Brief: Behavior Needs Schoolwide Effort (Carla Thomas McClure); and (6) Focus on NSDC's Standards: Evaluation Targets 4 Areas (Joellen Killion). (Individual articles contain references.) [For Volume 4, Number 7 of "Teachers Teaching Teachers," see ED504771.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Learning Cycle Spins Individuals into a Team (Valerie von Frank); (2) NSDC Tool: The Professional Teaching and Learning Cycle; (3) Lessons from a Coach: We Help Teachers to Taste Success; (4) Voice of a Teacher Leader: No Better than a Fortune Teller? (Bill Ferriter); (5) Focus on NSDC's Standards: Eliminate a Myth, Close a Gap (Joellen Killion); (6) Research Brief: Math Panel Counts Ways to Improve (Carla McClure). (Individual articles contain references.) [For "Teachers Teaching Teachers," Volume 4, Number 6, see ED504770.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Values and Clarity Build Classroom Language (Valerie von Frank); (2) Tools: Identifying and Clarifying Beliefs about Learning; (3) Voice of a Teacher Leader: Market Norms Bring Confusion (Bill Ferriter); (4) Focus on NSDC's Standards: Times Call for Mario's Powers (Joellen Killion); (5) Lessons from a Coach: A Guide on the Trail to Certification; and (6) Research Brief: 5 Strategies Target Bad Behavior (Carla Thomas McClure). (Individual articles contain references.) [For Volume 4, Number 5 of "Teachers Teaching Teachers," see ED504769.]

"The Learning Principal" is an eight-page newsletter published eight times a year. It focuses on the important and unique work of school principals. This issue includes: (1) Landmark Study Examines U.S. Professional Learning: Findings Point the Way to Improving Student Achievement (Stephanie Hirsh); (2) School Leadership: Q&A: Teachers Encouraged to Lead Their Own Professional Learning (Valerie von Frank); (3) Focus on NSDC's Standards: Become a Martian Anthropologist (Pat Roy); and (4) NSDC Tool: Defining Effective Professional Learning. (Individual articles contain references.)

"Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers, exploring challenges and rewards that teacher leaders encounter. This issue includes: (1) Call to Action: Landmark Study on Professional Learning Calls to Teacher Leaders (Joellen Killion); (2) Tools: Hone Your Understanding of Effective Professional Learning; (3) Voice of a Teacher Leader: Mountaintop Cheers Fall Flat (Bill Ferriter); (4) Focus on NSDC's Standards: Many Hands Improve Leadership (Joellen Killion); (5) Lessons from a Coach: The Relationship Starts with Respect; and (6) Research Brief: Adults Collaborate, Students Gain (Carla McClure). (Individual articles contain references.) [For Volume 4, Number 4 of "Teachers Teaching Teachers," see ED504759.]

"Teachers Teaching Teachers" ("T3") focuses on coaches' role in the professional development of teachers, exploring challenges and rewards that teacher leaders encounter. This issue includes: (1) Making a Serious Study of Classroom Scenes: High School Faculty Develops Away to Observe and Learn from Each Other (Valerie von Frank); (2) Tools for peer sharing; (3) Voice of a Teacher Leader: It's That Simple--Avoid Complexity (Bill Ferriter); (4) Focus on NSDC's Standards: 6 Ways to Ignite Teachers, Coaches (Joellen Killion); (5) Lessons from a Coach: Mentors Help Shape His Coaching; and (6) Research Brief: Learning Requires Time, Quality (Carla Thomas McClure). (Individual articles contain references.)

Few colleges of education include theory and practice about the need to nurture resilient teacher leaders. This issue should be addressed in order to improve the preparation and continued development of the nation's teachers, particularly those in urban schools. This newsletter suggests that as problems confronting schools, particularly urban schools, become increasingly complex, leadership must come from those closest to students--the classroom teachers. Though the effective schools literature of the 1980s highlighted the role of the principal as the formal instructional leader, recent research indicates that principals cannot do it alone and that effective principals must work cooperatively with informal leaders, other teachers, and students to create learning communities. Two recent developments in public education have demonstrated the positive effects of teacher leaders: site-based management and professional development schools. Characteristics of resilient teachers include: increasing pro-social bonding; setting clear, consistent boundaries; teaching life skills; providing opportunities for meaningful participation; and providing caring and support. Characteristics of teacher leaders include: providing good examples of how to work with children; inspiring ideas and discourse; helping others with problems that seem insistently interlocked; providing leadership and involvement in union activities; and offering non-instructional support. (Contains 24 references.) (SM)

The author states that being a leader is more than being put "in charge" of something. It means sharing and modeling what's best for students. She describes real-world teacher leadership as participating on or heading committees or acting as department heads for some teachers. While for others, it means mentoring other teachers, asking probing questions in faculty meetings, or simply modeling best practices. Developing teacher leaders is essential for real school reform, and that to effect change, a teacher must have the respect of colleagues. Teachers carry credibility with their colleagues in a way that principals and central office staff cannot. Administrators can support teacher leaders by: expanding their definition of leadership; playing to the strengths of their best teachers; pairing new teachers with strong leaders; and understanding that delegating authority does not diminish, but rather increases their power.

The article focuses on the challenges and successes of scaling high-quality professional learning in education, particularly in Ghana. Topics include financial and logistical hurdles, the implementation of the Master Fellows Program to enhance teacher leadership, and efforts to improve educational outcomes amidst infrastructure challenges in secondary education expansion.

This article explores the significance of leadership teams in schools and their role in creating an environment conducive to student success. It acknowledges the challenges faced by school leaders in today's rapidly changing world, such as mental health concerns, geopolitical conflicts, and the impact of Artificial Intelligence. The article emphasizes the importance of learner agency and student voice in education, as well as the need for teachers to adapt their practices to support student agency. It also delves into the six conditions necessary for effective collaboration within school teams, including having diverse skills and perspectives, a solid team structure, a supportive context, team coaching, a clear interdependent task, and a compelling purpose. The article underscores the role of leaders in fostering team development and providing the necessary conditions for teams to thrive and achieve their goals. Continuous improvement and a focus on both the team process and outcomes are also highlighted. [Extracted from the article]

The article examines how state policies and other influences impact teachers' autonomy in addressing political and social issues in classrooms. Topics discussed include challenges to instructional content choice, teacher opposition to limitations, and strategies for school leaders to empower teachers while ensuring evidence-based instruction.

The article discusses Murfreesboro City Schools' initiative to address teacher retention through the creation of a Teacher Advisory Council, enabling teachers to provide insight into district policies. It emphasizes the importance of teacher voice in decision-making, focusing on policy, advocacy, and communication.

The article discusses the need to transform professional development (PD) for teachers by focusing on principled resistance, where teachers assert their agency and values in the face of conflicting policies. Topics covered include fostering pedagogical, professional, and democratic resistance in PD settings to empower teachers.

The article focuses on the importance of empowering teacher leaders to spearhead professional learning for their colleagues. Topics include the benefits of collaborative learning teams, the strategic use of various funding sources to support teacher leadership, and the impact of effective professional learning on student achievement and teacher retention.

The article offers information on the lack of tracking of board performance in independent schools, highlighting the need for such oversight. Topics include the structure of boards and their accountability, often only to themselves, and the importance of a strong relationship between the head of school and the board chair for effective governance.

This article discusses evidence-based instructional leadership for Career and Technical Education (CTE). It emphasizes the importance of creating solutions based on problems, questions, and needs, and developing processes that work for schools, districts, and regions. The article proposes three critical elements for improving student learning: fundamentally changing views of learning, sharpening teachers' instructional knowledge, and enhancing students' knowledge and abilities related to standards and industry expectations. It also provides strategies for effective student learning, such as designing clear units of instruction, activating student thinking, promoting crosscutting concepts, encouraging visible thinking, and infusing literacy in CTE practices. The article concludes that incorporating these instructional design elements can profoundly impact student motivation, learning, and achievement. [Extracted from the article]

This article explores the significance of teacher leadership in addressing the various challenges faced by educators in the United States. It emphasizes the importance of innovation and collaboration in education, while also acknowledging the high turnover rates and lack of preparedness among teachers. The article presents a case study of a teacher leader program implemented in a large urban school district, which aimed to enhance school improvement efforts and engage marginalized populations. The program involved collaboration between district administrators, teachers union officials, and a local university to develop a curriculum focused on leadership skills. The article underscores the importance of clearly defined roles for teacher leaders and the support of school administrators in facilitating their work. It also highlights the value of tailored teacher leadership programs that integrate learning opportunities into teachers' existing responsibilities. Ultimately, the article suggests that teacher leadership can effectively address complex challenges in schools and maintain positive progress, even in the face of principal turnover. [Extracted from the article]

The article focuses on creating optimal working conditions for teachers. Topics including challenges in recruitment and retention; intrinsic motivation factors; strategies for school leaders to attract and retain talented educators; the importance of autonomy, competence and relatedness in fostering teacher satisfaction; and suggests actions like eliminating micromanagement and developing leadership pipelines to enhance intrinsic motivation and long-term retention.

* Ensuring teachers and principals can do theirbest work Singapore's and Finland's are among the world'smost successful systems that set up their teachersand principals with a strong foundation in contentand pedagogy. As a result,high-performing schools in Switzerland andSingapore see more than two in three studentschoose CTE-connected pathways. This book draws lessons from leading overseas systems aroundhow they ensure an abundant supply of teachers, redesign schools asprofessional workplaces and provide leadership training andopportunities for teachers. Teacher preparation programsrecruit students with the right mix of strongacademic credentials and personal qualifies thatenable great teaching. [Extracted from the article]

The article focuses on the Oklahoma School Librarians' (OKSL) efforts to address a crisis in leadership and school librarian development. Topics include winning the ABC-CLIO Leadership Grant, implementing strategic measures such as adding a social media/marketing chair, streamlining bylaws and awards, and utilizing technology for virtual meetings to enhance engagement and overcome challenges in recruiting and retaining school librarians in leadership positions.

The article "Leaders Must Build New Leaders" emphasizes the importance of developing teacher leaders within schools and districts. It highlights the role of principals and assistant principals in supporting and empowering teachers to take on leadership responsibilities, regardless of formal titles. The text underscores the value of informal teacher leaders and the need to identify and cultivate leadership potential in all educators. By fostering a network of teacher leaders, educational communities can benefit from diverse perspectives and shared expertise. [Extracted from the article]

"Student Leadership Is Like Riding A Bike" by Michael Grose discusses the similarities between developing leadership skills and learning to ride a bike. The article emphasizes that leadership is a skill that can be learned and developed through practice, mentorship, and reflection. It also highlights the importance of making leadership accessible to all children, as well as providing real opportunities for them to practice leadership in various settings. Grose's article underscores the belief that all children are capable of leadership and that it is an essential life skill that benefits both individuals and communities. [Extracted from the article]

Student Agency Not only do students need to make sense of the past and look forward to possibilities, healing also occurs when students have the agency to make change. Santelises shares that in a student focus group, one young female student said, "I thought you just didn't care about us." When Sonja Santelises started her job as CEO of the Baltimore City Schools in 2016, she could see that the young people in her community were in pain. [Extracted from the article]