1. Teacher Leader Academy Activity I Your View from Ground Zero of Teacher Leadership As you clear your lunch, take a break, and get settled for the rest of our session, please take time to take the survey in your folder.

2. Teacher Leader Academy Activity II Identifying Potential Roles for Teacher Leaders

3. How many ways can a teacher leader lead? How many ways can a teacher leader lead? In the Potential Roles envelope, find the paper strips of the paper strips. In the Potential Roles envelope, find the paper strips of the paper strips. Use one strip for each possible role a teacher leader might fill. Use one strip for each possible role a teacher leader might fill. Brainstorm as many possibilities as you can in the next two minutes. Time is up when you hear the bell. Brainstorm as many possibilities as you can in the next two minutes. Time is up when you hear the bell. Identifying Potential Teacher Leader Ro les

4. Using the smaller envelopes, sort these potential roles into strands: Using the smaller envelopes, sort these potential roles into strands: Curriculum and Instruction Curriculum and Instruction Teacher Development Teacher Development Administrative Administrative Policy Policy Identifying Potential Teacher Leader Roles

5. Teacher Leader Academy Activity III Determining the Knowledge, Skills, and Dispositions of Teacher Leaders

6. Find the envelope on your table marked Teacher Characteristics Find the envelope on your table marked Teacher Characteristics YELLOW----Concepts and information Teacher Leaders need to know YELLOW----Concepts and information Teacher Leaders need to know PINK----Skills that Teacher Leaders need to acquire PINK----Skills that Teacher Leaders need to acquire GREEN----Habits of Mind that Teacher Leaders need to practice GREEN----Habits of Mind that Teacher Leaders need to practice Which are critical and which are desirable? Which are critical and which are desirable? Work as a group to arrange the cards in sequence of their importance. Work as a group to arrange the cards in sequence of their importance.

7. Teacher Leader Academy Activity IV What Constrains and Empowers Teacher Leaders?

8. Divide yourself into groups of three or four for discussion. Divide yourself into groups of three or four for discussion. Which ever member has the birthday closest to today will go first. Which ever member has the birthday closest to today will go first. The youngest person with a minute hand on their watch will be the timekeeper. The youngest person with a minute hand on their watch will be the timekeeper. DO NOT tell the others which color you used and do not DO NOT tell the others which color you used and do not comment on what you are reading at this point.

9. What Constrains and Empowers Teacher Leaders? The person to the reader’s right will have one minute to comment on the passage. Participants will continue around the table until everyone except the reader has had a turn. The person to the reader’s right will have one minute to comment on the passage. Participants will continue around the table until everyone except the reader has had a turn. The reader will tell the others the color with which he or she marked the passage, but still will not offer an opinion. The reader will tell the others the color with which he or she marked the passage, but still will not offer an opinion. Were you surprised that your colleagues may have had a reaction different from yours? How did it feel NOT to contribute? Were you surprised that your colleagues may have had a reaction different from yours? How did it feel NOT to contribute?

10. What Constrains and Empowers Teacher Leaders? As you read the document, please highlight phrases or sentences using the following guidelines: As you read the document, please highlight phrases or sentences using the following guidelines: Mark a something that you didn’t expect with BLUE. Mark a something that you didn’t expect with BLUE. Mark something that really resonates with you in a positive way in PINK. Mark something that really resonates with you in a positive way in PINK. Mark something that you find disturbing even if it’s true with YELLOW. Mark something that you find disturbing even if it’s true with YELLOW. Mark what seems to you to be the most important issue to address in GREEN. Mark what seems to you to be the most important issue to address in GREEN.

11. What Constrains and Empowers Teacher Leaders? The person to the reader’s right will have one minute to comment on the passage. Participants will continue around the table until everyone except the reader has had a turn. The person to the reader’s right will have one minute to comment on the passage. Participants will continue around the table until everyone except the reader has had a turn. The reader will tell the others the color with which he or she marked the passage, but still will not offer an opinion. The reader will tell the others the color with which he or she marked the passage, but still will not offer an opinion. Continue until everyone has an opportunity to share one highlighted section. Continue until everyone has an opportunity to share one highlighted section.

12. What Constrains and Empowers Teacher Leaders? Were you surprised that your colleagues may have had a reaction different from yours? Were you surprised that your colleagues may have had a reaction different from yours? How did it feel NOT to contribute? How did it feel NOT to contribute?

13. Teacher Leader Academy Activity V Feasibility Considerations for Teacher Leader Initiatives

14. Teachers will draw a stakeholder card from the paperclipped card set in the Scenario envelope: Teachers will draw a stakeholder card from the paperclipped card set in the Scenario envelope: Student Learners Student Learners Teacher Leader Teacher Leader Colleagues Colleagues Principal Principal School System School System Community Community If needed, use the loose cards which are duplicates If needed, use the loose cards which are duplicates

15. Feasibility Considerations for Teacher Leader Initiatives  Choose a school level Scenario appropriate for the majority of the colleagues at the table.  Read the scenario independently.  Assess the investment and ROI from the perspective of the role on your card.

16. Feasibility Considerations for Teacher Leader Initiatives The group will work together to come to consensus on appropriate action to be taken on the leadership proposal using the following protocol. The group will work together to come to consensus on appropriate action to be taken on the leadership proposal using the following protocol. The person who drew the Teacher Leader will facilitate the discussion. The person who drew the Teacher Leader will facilitate the discussion.

17. Feasibility Considerations for Teacher Leader Initiatives Each stakeholder, beginning with the teacher leader will be given one minute to present his ROI analysis Each stakeholder, beginning with the teacher leader will be given one minute to present his ROI analysis No one will interrupt or speak until everyone has had a turn. No one will interrupt or speak until everyone has had a turn. There will be one minute of silence while everyone develops what they consider a potential compromise. There will be one minute of silence while everyone develops what they consider a potential compromise.

18. Feasibility Considerations for Teacher Leader Initiatives The group will have five minutes to reach a consensus compromise. The group will have five minutes to reach a consensus compromise. The Principal will submit the team decision. The Principal will submit the team decision.

19. Feasibility Considerations for Teacher Leader Initiatives Guidelines for consensus: Guidelines for consensus: Everyone has a right to be heard with respect. Everyone has a right to be heard with respect. All ideas are worth considering. All ideas are worth considering. We do not have to agree to reach consensus. We do not have to agree to reach consensus. Compromise will probably be necessary. Compromise will probably be necessary. Consensus is about determination of policy or action, not domination of personalities. Consensus is about determination of policy or action, not domination of personalities.

20. Teacher Leader Academy Activity VI Looking to the Future

21. Go to the blog board at: Go to the blog board at: http://henricoenglish.com.ttl Please post a response of no more than 25 words to each of the two questions you will find there. Please post a response of no more than 25 words to each of the two questions you will find there.

22. Looking to the Future http://henricoenglish.com.ttl http://henricoenglish.com.ttl As you reflect on today’s discussion, what steps do you suggest the county take in order to continue to nurture and support teacher leaders? As you reflect on today’s discussion, what steps do you suggest the county take in order to continue to nurture and support teacher leaders? Assuming anything is possible, what would you dream of doing as a teacher leader to make HCPS a better place for teachers to teach and children to learn? Assuming anything is possible, what would you dream of doing as a teacher leader to make HCPS a better place for teachers to teach and children to learn?