W. Va. Code R. § 126-165-6

Current through Register Vol. XLI, No. 50, December 13, 2024

Section 126-165-6 - Standards of Professional Practice for Teacher Leaders

6.1. Role. The role of teacher as leader is an emerging and highly promising strategy for school and classroom improvement. In schools where teachers are given central roles in leading improvement efforts, guiding professional practice and shaping school improvement strategies, reform efforts tend to be of a higher quality, more enduring and pervasive. All teachers are expected to participate in school improvement efforts outside their classroom (Policy 5100). This document, however, outlines those expectations for teachers who participate in more formalized and designated leadership roles. This may include key roles in leading collaborative teams or such designated leadership roles as teacher instructional coaches, mentors, or improvement specialists. Preparation is an important correlate of success. Thus, this policy is intended to guide the professional development and formal preparation of teacher leaders. Ultimately, this policy should serve as a vehicle for elevating teacher voice and teacher professional influence in West Virginia schools. It is intended to recognize and enhance the deep knowledge and professional skill that resides in West Virginia's professional teaching force and to more widely apply this knowledge and skill to school and classroom improvement.

6.2. Standards.

6.2.a. Demonstrates Interpersonal and Collaborative Skills.

6.2.a.1. The teacher models the personal and professional characteristics that engender trust and respect among colleagues.

6.2.a.2. The teacher leader uses an inclusive leadership approach that fosters mutual support, teacher teamwork and professional collaboration.

6.2.a.3. The teacher leader demonstrates effective communication skills including the use of digital tools and applications.

6.2.a.4. The teacher leader demonstrates proficiency in presentation and facilitation processes.

6.2.a.5. The teacher leader is effective in framing school and classroom problems, posing solutions and facilitating decisions.

6.2.a.6. The teacher leader is skilled at anticipating, addressing and resolving conflict in ways that promote growth and improvement within the school.

6.2.b. Creates a Clear and Focused Learning Mission.

6.2.b.1. The teacher leader assists in shaping and revising the vision, mission and goals of the school by communicating the needs and perspectives of students and colleagues.

6.2.b.2. The teacher leader works with colleagues to develop an understanding of district, state and national priorities that may affect the school vision, mission and goals.

6.2.b.3. The teacher leader helps create an urgency for change and a commitment to those actions necessary to accomplish the school's vision, mission and goals.

6.2.b.4. The teacher leader works with individuals and within collaborative teams to design and implement school and classroom practices to accomplish the school's vision, mission and goals.

6.2.b.5. The teacher leader works with the collaborative team to discuss and evaluate the effectiveness of school programs in achieving the school's mission and goals and makes recommendations to the principal on areas to modify or eliminate.

6.2.c. Facilitates Rigorous Curriculum, Engaging Instruction and Balanced Assessments.

6.2.c.1. The teacher leader promotes individual and collective accountability for facilitating student learning and well-being.

6.2.c.2. The teacher leader works with colleagues to develop classroom environments and instructional processes that promote student self-direction and personal responsibility.

6.2.c.3. The teacher leader supports school-wide implementation of rigorous standards-based curriculum by assisting colleagues with instructional design aligned to the WV content standards and objectives.

6.2.c.4. The teacher leader influences the quality of instruction through reflective practice, professional dialogue and collegial support for seeking out, sharing and implementing research-based strategies.

6.2.c.5. The teacher leader works to improve assessment practices by advancing staff assessment literacy and by working to ensure that assessment data guide school and classroom instructional decisions and promote student ownership of learning.

6.2.c.6. The teacher leader works with the principal and colleagues to implement a coordinated system of intervention and enrichment for students whose academic growth is not progressing.

6.2.c.7. The teacher leader works with the principal and colleagues to evaluate and recommend improved ways to strategically use time, resources and staffing to serve the learning needs of students.

6.2.c.8. The teacher leader advocates for the acquisition and effective use of quality instructional resources and digital learning technologies.

6.2.d. Builds and Sustains a Positive Learning Climate and Cohesive Culture.

6.2.d.1. The teacher leader contributes to a cohesive school-wide culture by modeling core beliefs and values in daily actions and by encouraging these beliefs and values among students and staff.

6.2.d.2. The teacher leader works within collaborative teams to support colleagues in seeking out, sharing and implementing strategies that build and sustain a student-centered, learning-focused culture.

6.2.d.3. The teacher leader demonstrates a sense of personal efficacy, encourages and recognizes the efficacy of others, and works to establish high expectations for staff and students.

6.2.d.4. The teacher leader assists the principal and colleagues in developing school and classroom procedures and dispositions that create an organized, safe and nurturing learning environment for all students.

6.2.d.5. The teacher leader collaborates with colleagues to assess, modify and advance school and classroom programs that enhance positive character traits and promote good citizenship.

6.2.d.5. The teacher leader advises the principal on how extra-curricular and co-curricular activities can add value to student learning, character and citizenship.

6.2.e. Promotes Continual Professional Growth and Attracts and Retains Quality Staff.

6.2.e.1. The teacher leader assists and advises the principal in attracting and selecting high quality personnel.

6.2.e.2. The teacher leader works with the principal, district staff and collaborative teams to support the induction and on-going mentoring of new teachers.

6.2.e.3. The teacher leader models continuous self-improvement through reflective practice, collective inquiry and on-going engagement in professional growth.

6.2.e.4. The teacher leader works within collaborative teams to determine professional growth needs and advises the principal on the design and delivery of school professional development.

6.2.e.5. The teacher leader is knowledgeable of various professional growth opportunities including digital age learning experiences and uses this knowledge to guide the school's professional development plan.

6.2.e.6. The teacher leader fosters professional growth by building a relationship of mutual support within the collaborative team where shared learning occurs and professional practice is discussed and refined.

6.2.e.7. The teacher leader contributes knowledge to the professional practice of teaching through personal and group systematic study and documentation of best practices.

6.2.e.8. The teacher leader is an advocate for enhancing the role of teachers as leaders and works with school and district staff to develop and support these roles.

6.2.f. Acts as a Student Advocate and Creates Support Systems for Student Success.

6.2.f.1. The teacher leader acts as a steadfast advocate for the personal growth and well-being of each student and works to advance this commitment throughout the school.

6.2.f.2. The teacher leader communicates student needs to stakeholder groups, policy developers and decision-makers in ways that influence and advance support for students.

6.2.f.3. The teacher leader works with colleagues to promote school and classroom practices that value diversity, ensure equity and promote social justice.

6.2.f.4. The teacher leader works with the principal and colleagues to seek out, study and make recommendations on school-wide programs that protect and advance student physical and social-emotional well-being.

6.2.g. Manages Operations to Promote Learning.

6.2.g.1. The teacher leader is a source of teacher and student perspective on how ancillary services and operational procedures may be modified and improved.

6.2.g.2. The teacher leader demonstrates effective and efficient organizational and management skills and uses technology tools and application to enhance performance.

6.2.g.3. The teacher leader is skilled at accessing and using appropriate school data and information systems to complete leadership tasks.

6.2.g.4. The teacher leader works within the collaborative team to determine ways to maximize, manage and share educational resources.

6.2.h. Connects to Families and the Larger Community.

6.2.h.1. The teacher leader accesses demographic data and other information to build understanding of the characteristics and needs of the school community.

6.2.h.2. The teacher leader models personal behaviors that promote positive interaction with families and the community and promotes collegial discussions on how to advance such interactions throughout the school.

6.2.h.3. The teacher leader works with colleagues to improve effective communication processes with families and the school community.

6.2.h.4. The teacher leader seeks out and shares effective practices for improving student learning and well-being through family and community partnerships.

6.2.h.5. The teacher leader raises the awareness of the need to connect with the broader national and global community and supports strategies to achieve this.

6.2.i. Effects Continuous Improvement.

6.2.i.1. The teacher leader exhibits interpersonal and organizational skills associated with leading and sustaining successful change.

6.2.i.2. The teacher leader challenges the status quo and cultivates creative and innovative approaches for improving school and classroom practice.

6.2.i.3. The teacher leader has a "whole school" perspective which assists in generating improvement solutions and strategies that go beyond the individual classroom.

6.2.i.4. The teacher leader understands effective improvement processes and can lead collaborative teams in the study of data, identification of issues/concerns and the implementation of strategies that improve school and classroom practice.

6.2.i.5. The teacher leader works with the principal and district staff to communicate the supports, resources and time needed to advance the effectiveness of the collaborative team.

6.2.i.6. The teacher leader participates in the development of the school strategic plan and connects the work of collaborative teams to the plan's design, implementation and revision.

W. Va. Code R. § 126-165-6