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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.

The article discusses the importance of teacher leadership in supporting sustainable change in schools. It mentions that Teacher leaders can play a critical role in helping schools to achive goals, including institutionalize knowledge, spread innovation, and maintain the momentum of improvement science efforts.It also mentions that by investing in teacher leadership, schools can create a culture of continuous improvement and ensure that all students have the opportunity to succeed.

The article reports that Networks for School Improvement program, in the U.S. are helping educators to use continuous improvement methods to advance equity in education. It provides examples of how Networks for School Improvement have been used to improve education.It also discusses the importance of centering equity, elevating teacher leadership and student voice, and using data-driven decision-making.

The article offers information associated with Project 14, a federally funded grant that focuses on teachers and leaders to work together to develop collective knowledge, will and skill to engage in meaningful learning. It is based on learning communities called networked improvement communities where coaching director facilitates leadership coach learning, the coaches work with school leaders, the school leaders work with teachers, and the teachers with students to improve learning.

The article focuses on developing teacher leadership through leadership academies. Kansas State University, co-facilitate teacher leadership academies with seven local school districts where educators engage with teachers to build their confidence and skills. It is noted that these model helps districts invest in retaining good teachers. The importance of university district partnership and their responsibilities are discussed.

The article focuses on the need for teachers to develop a new set of skills to become school leaders. It mentions that the faculty at Penn State has tried to address teacher leadership preparation within existing programs that focus on leadership and administration. It also provide a teacher leader certificate program, which has an endorsement from the Pennsylvania Department of Education for teacher leader practice.

The article presents evidence that showed that improving the quality of teachers' day-to-day classroom assessment could have substantial impact on students' learning. It is mentioned that through the use of improved questioning techniques and dialogues teachers found that the motivation and attitudes of their students improved. The article adds that dialogue is a way of connecting across such gaps of meaning; of listening, of speaking and being deeply heard and respected.

The article talks about how teachers' practice and student learning are affected by perceptions of collective efficacy. It mentions that Loyola University's Center for Science and Math Education (CSME) is dedicated to developing teachers' and educational leaders' understanding and implementation of high quality instruction that enhances scientific and mathematical literacy. The article adds that the program designed for collaboration, mutual accountability, and collective responsibility.

The article offers author's views on how teacher leaders must possess the knowledge and skills needed to lead and as a leader, they must also havea set of positive dispositions and attitudes. It is mentioned that an effective Teacher Leaders share, and continue to develop, a set of dispositions and attitudes. The article also adds teachers must use fun ways to teach, frame new approaches, and collaborate with other teachers too.

A review of the article "The theoretical and empirical basis of teacher leadership: A review of the literature" by J. Wenner is presented.

The article offers information on MathLab, an educational initiative for teachers of mathematics, of the New Mexico State University. Topics discussed include the introduction of mathematics to K-12 classrooms, the continuous improvement in learning communities, and the goals of the initiative such as the study of mathematics pedagogy, develop conceptual understanding of mathematics, and to develop the leadership in teachers.

The article provides a series of reflection questions that can be used to support educators in leveraging equity practices, building teacher leadership, incorporating student voice, sustaining innovation, and fostering a culture of collaborative inquiry.

The article reports that Learning Forward Florida hosted its fall conference in September 2022 with the theme "Ignite the Spark" which covered topics such as student-focused learning, thriving with high-quality instructional materials, universal design for learning, and teacher leadership.

The article focuses on current and revised Standards for Professional Learning include a dedicated leadership standard, multiple standards are inclusive of and directly relevant to leaders. It mentions leaders prioritize and secure resources for professional learning, including money, time, personnel, technology, and materials and importance of vertical alignment. It also mentions improving all educators' practice to meet students' evolving needs.

The article discussed the importance of teachers in making good learning leaders. Teachers at all career stages, if given the proper support, can design and lead effective professional learning. Topics discussed includes conditions that help teachers emerge as leaders in their schools and teacher leadership roles.

The article focuses on teacher leadership at teacher-powered schools, or schools where teachers have the collective autonomy to make decisions that impact school success. Topics discussed include the skills teachers need at teacher-powered schools, collaborative management of teacher-powered schools, and decision-making in teacher-led school administration. The article also discusses teacher evaluations using peer observation and feedback to improve teachers' instructional practice.

The article focuses on the significance of a collaborative culture of trust and openness for teachers' learning. It is noted that the psychological safety teachers are able to share their perspectives through specific working agreements and communication skills. It is stated that communication skills are the tools that group members use to help each other if working agreements are the ground rules.

The article focuses on lessons learned from grants funded through the California Department of Education that were part of California's Teacher-Based Reform (T-BAR) program. It is noted that growth in their ability and opportunity to provide leadership collaboration opportunities and efforts are the outcomes for teachers.

The article focuses on strategies that allowed teachers to continuously learn together, implemented by Marylin Avenue School in Livermore, California for continued growth in student achievement. It is noted that even as the number of socioeconomically disadvantaged students increased from 66% to 88%, student achievement more than doubled from 2006 to 2013 at the school. It is stated that multiple strategies were included in the action plan for improving student achievement.

The article discusses the various needs identified by teacher leaders as areas they should develop for professional learning. It mentions the primary professional learning need of teacher leaders which is the ongoing development of interpersonal skills. It also notes that teacher leaders should perceive learning about innovations as one of their professional learning needs.

The article discusses the self-organizing system of team-based teacher leadership aimed to help transform schools based on the actions and reflections of the 4th-grade teacher team from McWhirter Elementary Professional Development Laboratory School in Webster, Texas. Topics include parallelism in leadership and learning, the importance of teacher leadership and teacher learning teams in shared school leadership and standards which guide teams in their collaborative professional learning work.

The article discusses the Teacher Learning and Leadership Program launched in 2007 in Ontario, Canada, which operates on the belief that classroom teachers know their learning needs and the needs of their students best. Topics include the goals of the program, such as fostering teacher leadership, the approach of the program to develop professional learning in alignment of Learning Forward's Standards for Professional Learning, and the key benefits of the program.

The article offers the author's insights on the transformation of school culture which values teachers expertise. The author states that talent is underrated in most schools and educators often remain silent on their hidden talents while the media-rich culture places a high value on talent. She mentions that one of the most powerful factors to the development of teacher quality is the quality of school leadership.

The article offers the author's insights on how teachers can turn obstacles into opprtunities. She talks about the use of skillful approach by team leaders to overcome barriers and promote learning. She adds that the approach used by skillful leader includes shared leadership, collaboration, and intelligence.

The article discusses the various aspects of the equity policy of the Ontario Ministry of Education. The authors talk about the efforts of the province's district school boards to the things to consider to develop shared leadership. Also tackled are the five key insights that emerged at the professional learning module participated beginning teachers.

The article offers information on the various aspects of the Coaching Academy of the Northern Valley Schools Curriculum. The author talks about the submission of applications to the program, the program's goal, and the administrative support it received from the start. Also tackled is the history of the program, the development of its design, and how it sustains emerging leaders.

The article discusses the things needed for teacher leaders to be effective in school. The authors provide an overview on the Boston Teacher Leadership Certificate program and the prmotion of shared leadership in the program. They also tackles the various aspects of authority, trust and time in the program.

The article discusses the significant aspects of shared school leadership and how it transformed a low-performing elementary in Colorado. The authors tackle the importance of creating a team of teachers to share leadership to improve the quality of instruction and the achievement of all students. They also tackles the things to consider to develop shared leadership and its difference with traditional leadership.

The article presents information on Boston Teacher Leadership Certificate Program of Boston Public Schools in Massachusetts. The program focuses on enhancing data use amongst educators, improving the knowledge base of professionals, and supporting instruction. It aims at solving professional problems faced by teachers, by providing them with the resources they need.

The article presents information on how teacher leaders can help educators in the rural school districts in the U.S. to meet the same educational standards as their urban and suburban counterpart. It is said that despite having less resources, rural educators also need to comply with same standards like No Child Left Behind or Race to the Top. It is said that this problems can be solved by encouraging teacher leaders to use their expertise to help their school or district do more with less.

The article reports on the initiative of a suburban school district in the U.S. to provide teacher professional development to address the needs of English language learner (ELL) students using the Sheltered Instruction Observation Protocol (SIOP) model. The tool provides teachers with strategies and skills necessary to help ELL students. Moreover, the classroom-based professional development offers content-specific feedback to teachers and involves shared responsibility to make effective ideas.

The article reports on the initiative of Gilmer Independent School District in Gilmer, Texas to transform student learning through Specific and strategic, Measurable, Attainable, Results-based, Time-bound (SMART) goals and collaboration among teacher leaders. SMART goals process monitors progress of teacher leaders in improving collaboration time and building shared responsibility. The initiative has led to a more improved student learning and increased rate of progress.

The nonsupervisory nature of the teacher leader role creates a paradoxical challenge. To gain teachers' trust, teacher leaders de-emphasize their status as experts and avoid delivering hard feedback, but this undermines the work of improving instruction. How can the teacher leader be both a trusted colleague and a resource for instructional improvement? [ABSTRACT FROM AUTHOR]

Teacher leaders carefully guide teachers beyond polite interactions to create safe and productive learning environments. Teachers must be willing to expose their struggles and failures with their colleagues, and colleagues must be willing to tell the truth, or teams will go through the motions of collaborative inquiry but never see results. [ABSTRACT FROM AUTHOR]

In the United Kingdom, a 2003 National Agreement has allowed teachers to devote more time to teaching and learning, and at the same time opened up more roles for teaching assistants to support teachers. These changes have had an impact on classroom teachers and the leadership roles they play. [ABSTRACT FROM AUTHOR]

A partnership to develop teacher leaders in Boston Public Schools ties professional learning directly to district priorities. The Boston Teacher Leadership Certificate capitalizes on the expertise of Boston's experienced teacher leaders to bolster the system's capacity to accelerate learning for all students. [ABSTRACT FROM AUTHOR]

A partnership between the Rochester (N.Y.) City School District and the University of Rochester led to an urban teacher leadership academy that emphasizes equity as a means to improved student results. Researchers developed a five-stage empowerment trajectory as a framework for sustaining teacher leadership development programs. [ABSTRACT FROM AUTHOR]

Read key excerpts from the recently released Teacher Leader Model Standards, designed to codify and support teacher leadership. These standards can be used to prepare experienced teachers for leadership roles and to reinforce higher education's role in preparing preservice teachers to become members of professional learning communities. [ABSTRACT FROM AUTHOR]

No school or system will succeed based on the leadership of a single hero leader. Deep change requires all parties to work collaboratively, and teacher leaders are vital to establishing a collaborative school culture. Explore Learning Forward's commitment to developing and supporting teacher leaders through the lens of several foundational principles. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on professional development for teachers. The author mentions that training sessions on professional development inspires new behavior focused on intentional relationship and that the role the as teachers and students and parents and staff are dependent. He also mentions that professional development can provide unified framework of techniques and values to move forward and offers real relationship skills in multicultured environments.

The article offers information on the role of Instructional Leadership Corps (ILC), a peer-led, ongoing professional learning initiative operating since 2014 in California. Topics discussed include ILC teacher leaders focused their efforts on language and literacy development through workshops, ILC membership enhances teacher leaders' professionalism and sense of efficacy, and ILC program support the comprehensive approach of the Standards for Professional Learning.

A teacher in Texas chronicles her journey to leadership. Among the lessons she learns along the way is that today's teacher leader must develop a new skill set as well as a passion for learning, a commitment to collaboration, and a shared vision of the organization. [ABSTRACT FROM AUTHOR]

With Ohio's new teacher career lattice that includes teacher leader as one of the top tiers, teacher leadership is in the spotlight at district and state levels. Supported by the Ohio Department of Education and The Wallace Foundation, educators at Ohio Dominican University instituted a pilot program for a teacher leader endorsement. [ABSTRACT FROM AUTHOR]

The article provides an answer to a question regarding how to develop leadership options for teachers in schools.

The article demonstrates how to build collaborative environments that both help schools achieve national standards, and also help the school community realize high academic standards. It is mentioned that a common role for a teacher leader is to help create a culture to support shared leadership and collaboration. The article adds that the school should clearly communicate the purpose and vision of school-wide collaboration and how it promotes teacher development.

The article discusses a study which examined the benefits and elements of teacher collaboration. Topics discussed include the characteristics of leaders required in teacher collaboration, strong student achievement gains in schools with strong collaboration, and components of strong teacher collaborative environment which include time, vision and clear term goals.

The article offers information on education in the U.S. A group of Kentucky teacher leaders is focusing on rethinking professional learning and restructuring the school day to improve learning for students and teachers. The ECET2 Celebrate Teaching Network is a method used by teachers to connect with peers in the country to tackle common challenges and support student success.

The article focuses on miscellaneous information including webinar School Leadership Counts, online guide Taking Action: Strategies for Building Teacher Pipelines and Fall 2017 ESSA Educator Equity Best Practices Guide. Topics discussed include degree of both instructional and teacher leadership in schools related to student achievement, online guide to assist states in building teacher pipelines to recruit and developing effective plans to ensure educator equity.

The article features several online reports on teacher development. They include "PSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities" by the Council of Chief State School Officers, "Starting Strong: How to Improve Teachers' Entry Into the Profession" by the Center for American Progress and "Bridging the Gap Part 2: Sustained & Intensive" by the Frontline Research & Learning Institute.