Developing Teacher Leaders

Authors: Dava Coleman, Sheila Jones

Hypothesis:  If given appropriate tools and the flexibility to serve as a leader in a school, by the PRISM leadership at the state, regional and local level, PRISM lead teachers will be able to support other PRISM K-12 teachers as they all work to achieve the goal of improving science and mathematics student learning.  PRISM lead teachers should be able to:

• Communicate with various audiences
• Assist in the development of the school improvement plan
• Organize and facilitate school-based science and mathematics study groups/learning communities
• Provide support to teachers on specific problems of practice by identifying and operationalizing appropriate professional development strategies
• Coordinate and facilitate teacher-managed professional development
• Initiate concise, timely and accurate communication with school, district, and PRISM staff
• Advocate for PRISM strategies and activities
• Serve as a contact between PRISM evaluators and PRISM teachers

Assist in the evaluation of PRISM activities by maintaining and collecting activity documentation