Ten Roles for Teacher Leaders Cindy Harrison and Joellen Killion The ways teachers can lead

are as varied as teachers themselves.

Teacher leaders assume a wide range of roles to support school and student success. Whether these roles are assigned formally or shared informally, they build the entire school's capacity to improve. Because teachers can lead in a variety of ways, many teachers can serve as leaders among their peers. So what are some of the leadership options available to teachers? The following 10 roles are a sampling of the many ways teachers can contribute to their schools' success.

1. Resource Provider
Teachers help their colleagues by sharing instructional resources. These might include Web sites, instructional materials, readings, or other resources to use with students. They might also share such professional resources as articles, books, lesson or unit plans, and assessment tools. Tinisha becomes a resource provider when she offers to help Carissa, a new staff member in her second career, set up her classroom. Tinisha gives Carissa extra copies of a number line for her students to use, signs to post on the wall that explain to students how to get help when the teacher is busy, and the grade-level language arts pacing guide.

2. Instructional Specialist
An instructional specialist helps colleagues implement effective teaching strategies. This help might include ideas for differentiating instruction or planning lessons in partnership with fellow teachers. Instructional specialists might study research-based classroom strategies (Marzano, Pickering, & Pollock, 2001); explore which instructional methodologies are appropriate for the school; and share findings with colleagues. When his fellow science teachers share their frustration with students' poorly written lab reports, Jamal suggests that they invite several English teachers to recommend strategies for writing instruction. With two English teachers serving as instructional specialists, the science teachers examine a number of lab reports together and identify strengths and weaknesses. The English teachers share strategies they use in their classes to improve students' writing.

3. Curriculum Specialist
Understanding content standards, how various components of the curriculum link together, and how to use the curriculum in planning instruction and assessment is essential to ensuring

consistent curriculum implementation throughout a school. Curriculum specialists lead teachers to agree on standards, follow the adopted curriculum, use common pacing charts, and develop shared assessments. Tracy, the world studies team leader, works with the five language arts and five social studies teachers in her school. Using standards in English and social studies as their guides, the team members agree to increase the consistency in their classroom curriculums and administer common assessments. Tracy suggests that the team develop a common understanding of the standards and agrees to facilitate the development and analysis of common quarterly assessments.

4. Classroom Supporter
Classroom supporters work inside classrooms to help teachers implement new ideas, often by demonstrating a lesson, coteaching, or observing and giving feedback. Blase and Blase (2006) found that consultation with peers enhanced teachers' self-efficacy (teachers' belief in their own abilities and capacity to successfully solve teaching and learning problems) as they reflected on practice and grew together, and it also encouraged a bias for action (improvement through collaboration) on the part of teachers. (p. 22) Marcia asks Yolanda for classroom support in implementing nonlinguistic representation strategies, such as graphic organizers, manipulatives, and kinesthetic activities (Marzano et al., 2001). Yolanda agrees to plan and teach a lesson with Marcia that integrates several relevant strategies. They ask the principal for two half-days of professional release time, one for learning more about the strategy and planning a lesson together, and the other for coteaching the lesson to Marcia's students and discussing it afterward.

5. Learning Facilitator
Facilitating professional learning opportunities among staff members is another role for teacher leaders. When teachers learn with and from one another, they can focus on what most directly improves student learning. Their professional learning becomes more relevant, focused on teachers' classroom work, and aligned to fill gaps in student learning. Such communities of learning can break the norms of isolation present in many schools. Frank facilitates the school's professional development committee and serves as the committee's language arts representative. Together, teachers plan the year's professional development program using a backmapping model (Killion, 2001). This model begins with identifying student learning needs, teachers' current level of knowledge and skills in the target areas, and types of learning opportunities that different groups of teachers need. The committee can then develop and implement a professional development plan on the basis of their findings.

6. Mentor

Serving as a mentor for novice teachers is a common role for teacher leaders. Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great deal of time and expertise and makes a significant contribution to the development of a new professional. Ming is a successful teacher in her own 1st grade classroom, but she has not assumed a leadership role in the school. The principal asks her to mentor her new teammate, a brand-new teacher and a recent immigrant from the Philippines. Ming prepares by participating in the district's three-day training on mentoring. Her role as a mentor will not only include helping her teammate negotiate the district, school, and classroom, but will also include acclimating her colleague to the community. Ming feels proud as she watches her teammate develop into an accomplished teacher.

7. School Leader
Being a school leader means serving on a committee, such as a school improvement team; acting as a grade-level or department chair; supporting school initiatives; or representing the school on community or district task forces or committees. A school leader shares the vision of the school, aligns his or her professional goals with those of the school and district, and shares responsibility for the success of the school as a whole. Joshua, staff sponsor of the student council, offers to help the principal engage students in the school improvement planning process. The school improvement team plans to revise its nearly 10-year-old vision and wants to ensure that students' voices are included in the process. Joshua arranges a daylong meeting for 10 staff members and 10 students who represent various views of the school experience, from nonattenders to grade-level presidents. Joshua works with the school improvement team facilitator to ensure that the activities planned for the meeting are appropriate for students so that students will actively participate.

8. Data Coach
Although teachers have access to a great deal of data, they do not often use that data to drive classroom instruction. Teacher leaders can lead conversations that engage their peers in analyzing and using this information to strengthen instruction. Carol, the 10th grade language arts team leader, facilitates a team of her colleagues as they look at the results of the most recent writing sample, a teacher-designed assessment given to all incoming 10th grade students. Carol guides teachers as they discuss strengths and weaknesses of students' writing performance as a group, as individuals, by classrooms, and in disaggregated clusters by race, gender, and previous school. They then plan instruction on the basis of this data.

9. Catalyst for Change

Teacher leaders can also be catalysts for change, visionaries who are never content with the status quo but rather always looking for a better way (Larner, 2004, p. 32). Teachers who take

on the catalyst role feel secure in their own work and have a strong commitment to continual improvement. They pose questions to generate analysis of student learning. In a faculty meeting, Larry expresses a concern that teachers may be treating some students differently from others. Students who come to him for extra assistance have shared their perspectives, and Larry wants teachers to know what students are saying. As his colleagues discuss reasons for low student achievement, Larry challenges them to explore data about the relationship between race and discipline referrals in the school. When teachers begin to point fingers at students, he encourages them to examine how they can change their instructional practices to improve student engagement and achievement.

10. Learner
Among the most important roles teacher leaders assume is that of learner. Learners model continual improvement, demonstrate lifelong learning, and use what they learn to help all students achieve. Manuela, the school's new bilingual teacher, is a voracious learner. At every team or faculty meeting, she identifies something new that she is trying in her classroom. Her willingness to explore new strategies is infectious. Other teachers, encouraged by her willingness to discuss what works and what doesn't, begin to talk about their teaching and how it influences student learning. Faculty and team meetings become a forum in which teachers learn from one another. Manuela's commitment to and willingness to talk about learning break down barriers of isolation that existed among teachers.

Roles for All

Teachers exhibit leadership in multiple, sometimes overlapping, ways. Some leadership roles are formal with designated responsibilities. Other more informal roles emerge as teachers interact with their peers. The variety of roles ensures that teachers can find ways to lead that fit their talents and interests. Regardless of the roles they assume, teacher leaders shape the culture of their schools, improve student learning, and influence practice among their peers.

References
Blase, J., & Blase, J. (2006). Teachers bringing out the best in teachers: A guide to peer consultation for administrators and teachers. Thousand Oaks, CA: Corwin Press. Killion, J. (2001). What works in elementary schools: Results-based staff development. Oxford, OH: National Staff Development Council. Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann.

choral speaking NOUN:

Recitation of poetry or prose by a chorus.

Choral Reading or Speaking

Choral reading or speaking is simply reading or speaking in unison under the direction of a leader. Choral speaking offers genuine opportunity for problem solving as each group works out its own presentation. It has three major purposes:

learning performance enjoyment.

Practising choral speaking or reading does not necessarily mean there must be a performance. Practice has its own value whether the product is shared with others or not. Choral speaking or reading has many benefits:

Because it is a group activity, it provides for co- operation and directs all students toward a common goal. It can be successful regardless of class size or grade level, and is useful in multi-grade classrooms and for ESL students. As students are not speaking alone, they may feel less conspicuous or intimidated, and this offers greater opportunities for those who are shy or withdrawn to speak. It provides for speech improvement in pitch, tone, volume, rate, diction, enunciation, and clear interpretation of selections.

Several types of choral speaking or reading are appropriate for classroom use:

Refrain is one of the most common forms of choral speaking. One person reads the narrative portion of the text while the rest of the class joins in the refrain. Unison calls for the whole group to read the material together. Additional sound effects might be incorporated. Antiphon calls for the class to be divided into two or more groups, with each group being responsible for a certain part of the selection. Cumulative choral reading or speaking refers to a method where groups of voices or individual voices are added to or subtracted from the choral reading, depending on the message or the meaning communicated by the selection. Solo Lines is a type of choral reading where individuals read specific lines in appropriate places throughout the group activity. Line Around is more solo work where each line is taken by a different person in the group.

Before Choral Speaking or Reading Some preparation guidelines include the following:

Select material with care (students, or teacher and students). It should reflect student interest and preference as well as student vocabulary level. Poetry is especially suitable for choral speaking, particularly poetry that contains some repetition (e.g., ballads, narrative poetry, adventure poetry). Give advance thought to interpretation. Discuss meaning and the various ways of reading the material to bring out the meaning. Consider suggestions for improvements after practice readings, including suggestions for improving phrasing and diction. As the students become more experienced, they will offer suggestions as to which lines may be most effectively delivered by the whole group, by part of the group, or by individuals. The amount of time spent preparing a poem or other selection will vary, but it is more important to keep the enthusiasm alive than to strive for perfection. Students who will be listening to the choral readings should be prepared for the listening experience. They should be willing to listen attentively, without distracting the speakers; they should also prepare to respond regarding the effectiveness of the speaking activity (e.g., sound arrangement, choral patterns).

During Choral Speaking or Reading Students may divide their groups into "lighter and darker" voices (considering tone quality) or "high and low" voices (considering pitch), or they may decide to mix the groups. After choosing one of the types of choral speaking and practising it, students should deliver it with enthusiasm and enjoyment. As students continue to experiment with different elements of oral interpretation in their groups, the teacher should circulate among groups to monitor progress and provide encouragement. Student groups may share their interpretation with the whole class or with one other group. Positive comments should be offered by peers. After Choral Speaking or Reading Teachers should record notes and observations about student oral language development. Observations should be made regarding students' involvement in choral speech, willingness to consider and offer suggestions, efforts to discuss and interpret the selections, and ability to use correct terminology (e.g., pitch, volume). Teachers may wish to start a video recording library of student choral speaking selections and performances that can be used during assessment, or serve as models for other students. As well, teachers may encourage students who would like to present their work at assemblies or concerts. Invite students to collect and share favourite materials for future choral speech. Be sure that there is an opportunity to include selections that correspond to unit themes currently being explored or that are personally meaningful to the students. Encourage students to experiment further with the dramatic elements in choral speech (e.g., light/dark, sound/silence, movement/stillness) in order to create mood and atmosphere in their oral interpretations.

Your Classroom Layout Here's What's Important to Know !!

Your classroom layout and classroom furniture (e.g. classroom desks, classroom tables, etc.) are important to help motivate and stimulate your students.

A classroom that is comfortable, friendly and colorful creates a very positive learning and social environment for your students. You finally get your own classroom. You walk around the room your eyes darting everywhere. There are sooo many classroom layouts that you are imagining, but it all comes down to what works best for you! Stand in the 4 corners of the room and try to picture how everything will look. Draw some of your classroom layout ideas. Things to consider: 1. Where will your desk be? 2. How many student classroom desks do you need? 3. What classroom seating arrangement of the desks will you use; for example, groups,rows, U shapes, rows but in groups,etc? 4. Will you have any classroom computers? Where will you put the classroom computer tables? 5. Will you have a carpeted area, away from the students' desks, where you can all come together for classroom meetings,etc.? 6. What other additional classroom furniture such as filing cabinets, bookshelves,working tables will there be? 7. How many classroom bulletin boards will you have? 8. What other classroom display ideas are swimming around in your head?

All these questions and many, many more to come. It's crucial that you get different perspectives of the room and draw various class layouts and again - remember, it's what's best for you and your students.

Visit other classrooms in the school and in the same division as you. Don't be afraid to ask other staff members what worked best for them and why. Also keep in mind that nothing is bolted to the floor. Try out different classroom floor plans and if one's not working for you and your teaching style, change things around. As I mention on my classroom seating page, I LOVE groups. It worked best for me and my students and how I taught. At the back of my room, I had: * A computer for my students. * A large carpeted area which I utilized for classroom meetings and discussions, playing classroom games, reading aloud. * A large round working table used by my students or myself. * Filing cabinets and finally * A comfortable armed chair which only I sat in facing all my students. Occasionally, the caretaker moved my desk from the front to the back of the room. WOW - it sure was a different way of looking at my classroom. Hopefully by now I've provided you with some initial insight into the classroom layout design for your classroom.
Throughout the year I preferred to organize my classroom seating arrangements (classroom desks) in groups.

Eventually you have to socialize and work with all types of people later on in life, why not start now!! At the beginning of the year (2nd or 3rd day), I arranged the classroom desks in groups, either 4,5, or 6 people in each group. After 6 to 8 weeks it was time for them to move and they chose who they sat with. They couldn't sit beside, across from or diagonally across from a person in their last group. They also had to give me their seating plan and where the group would be sitting in the room. I had the final say of changing someone around if I felt there might be some issues(e.g. too friendly with each other, or couldn't see the front of the class).

When all the seating plans were in, students could move. They were now working with new classmates and seeing the class from a different perspective. By doing this, every 6 to 8 weeks, students would eventually sit with everyone in the class, get to know each other personally and perhaps form new friendships by the end of the year. Group seating is also better for doing group work, distributing materials, calling students up to see me, and dismissing them. "Try it, you'll like it". It worked for me!! P.S. If possible I also changed my desk around. Sometimes I sat at the back of the room, which brought a whole new perspective to me.
Classroom Seating Charts

Classroom seating charts are an excellent resource for supply teachers to identify students who are absent and to allow them to call on students by name for answers, discipline issues,etc. Some principals also liked to view the classroom seating chart when visiting a class. I would keep mine handy by drawing a simple diagram at the front of my daybook.
Classroom decorations were always very important to me! Want some great classroom decoration ideas, keep reading.

I always wanted my classroom to be a fun and welcoming place for students, parents and other visitors. I had an open door policy (start with classroom door decorations) for anyone to come in with the only exceptions being when the students were writing a test or when we listened to music during art class. I used various decorations throughout the year depending upon the season. Primary grades seemed to have a lot of classroom decorating ideas - more that the junior grades - perhaps a lot more were displayed because of the age of the students. But for me, my classroom decor really stood out during several months of the year because of the celebrations held during those months: * October (definitely) - Halloween * November - Remembrance Day * December - Christmas and similar religious holidays * February - Valentines Day * March - St. Patrick's Day * March/April - Easter

It is important that students play a important part in decorating the classroom. When students feel ownership of their classroom, it motivates students and creates a positive learning environment. Encourage students to suggest their classroom decorating ideas based on their different cultural backgrounds. You can display pictures, posters, etc., originating from the different countries and cultures. My students loved putting up the decorations and we left them up all month. Always save the decorations for the following year. Read about my tips on classroom bulletin boards or classroom displays to put your imagination in high gear and get you ready and excited to design your own classroom.
Classroom bulletin boards in addition to enhancing your classroom's appearance and providing information will also help to build your students' self-esteem. Decorating Bulletin Boards

I always changed my bulletin boards. The only thing I never changed were my cursive alphabet cards. They remained on the bulletin boards at the front of the classroom since I always had printing and hand writing lessons right up to Grade 6 (you have to print forever - whether you're labeling or filling out an application). Do you have a fascinating classroom bulletin board idea? How do you decorate your bulletin boards? * With the help of a couple of high school students, we used sponges to dab the bulletin boards with three different colours of paint (e.g. red, green, and blue). It was bright, the boards absorbed the paint (no tearing like wallpaper or paper). * If you cover the bulletin boards first, don't use construction paper because it fades terribly. My suggestions are to use fadeless paper or wallpaper (you can get the roll ends from decorating stores for nothing if you tell them you're a teacher - that's what I did.) * Go to stores such as Scholar's Choice and choose different kinds of borders; for example, positive sayings perhaps with colored pictures on them. The students put up the borders which beautifully framed the bulletin boards. * By the way, I hated going up on a ladder but the students loved it. Just be sure to check with your principal first to get his okay and be sure to supervise them. My classroom looked great and ready for school. Now what do you put on your bulletin boards?

Classroom Bulletin Board Ideas

You should always divide up your bulletin boards in the classroom to display different subjects in your curriculum - whether its your information or the students' work about a specific topic. Want some suggestions of what to display on your classroom bulletin boards: * Students' art (I had art each week, so the displays changed weekly). * Creative stories that have been written by the students. * Science diagrams * Hand-drawn scenes with a written explanation * Pictures and information on a unit, for example, rocks and minerals, pioneers,etc. * Make sure the bulletin boards have a title. Students love to help putting up their work. Definitely let them!!

Classroom displays, such as banner displays and exhibit displays, help to make your classroom a stimulating and motivating environment in which to learn! I know I've said it before but it really is important.

Aside from classroom bulletin boards there are other places in the room where students' work can be displayed. Look around your classroom and try to utilize all areas, without making the room too busy and claustrophobic. Here are some of my classroom display ideas which really brightened up my classroom and made my students proud: * I had a room where one side had a counter top. So I used it to display projects, diaramas and student models. * Use the side or front of students' desks to hand their work for display. * Hang displays (for example, planets) from the ceiling with string and paper clips. Just make sure you check your school's fire regulations before you do anything. * On one side of the room tie a rope or a clothes line from one end to the other. Clip up (with clothes pegs or paper clips) students' art or other work.

* Depending on your blackboard space, put up some unit information, for example on the Canadian provinces. * You can also use the space below the chalk ledge or side walls for other display ideas that you or your students may have. * I'm a very positive person who is always looking for posters that convey positive messages for student motivation. I place these types of posters on my classroom door - front and back and around my room. * My classroom job chart creature (e.g. octopus displaying jobs on each tentacle) was also displayed along with my classroom rules, grammar rules, creative writing information which were all printed on chart paper or on colorful posters. I am sure that you realize there are other things to display besides student work and unit information. If you're looking for some great deals on displays for your classroom, have a look at some of the inexpensive displays from the list of items below. If you're not familiar with eBay's "Buy It Now" and Auction system please read these tips. Don't worry it's very easy.
So, What is an Effective Teacher?

An effective teacher has discovered the 7 core teaching strategies that, in my opinion, are essential to know and use. In addition to the core strategies, be sure to click on the links below and get my suggestions and tips on some of my other teaching strategies.
Discover the basic core teaching strategies that are a must for all new and inexperienced teachers. My 7 Essential Core Teaching Strategies

1. Classroom Management is the teaching strategy that I consider to be most important in creating an effective teaching environment to ensure that your lessons will run smoothly and each teaching day will be a success. Classroom Management covers a wide range of topics from classroom discipline and behavior management, to communication strategies both verbal and non-verbal, to classroom rules and classroom time management. Implement some of the strategies behind these topics and you'll be on your way to a successful teaching career.

2. Getting to know your students with these back to school games and back to school worksheets will help you understand their strengths and weaknesses. Know what you can expect from each one of them. Connect with them and they will connect with you. 3. Continually Encourage and Motivate. As a teacher one of your top priorities is to be able to motivate your students. It's the key to drive them to reach their potential and achieve their future dreams and goals. Student motivation is a necessity so that learning becomes a continuing, improving, interesting and hopefully enjoyable process. 4.Develop strong teacher student relationships . It is so vital to having a successful school year. You must respect, care about and show concern for, the development of your students. Teachers that create a positive learning environment and show that they care are most likely to have their students reciprocate and show respect for them and their fellow classmates. 5. Parent teacher communication is critical. When dealing with parents you must always remember to act very professionally even if you have formed a close bond with a parent. Always be ready to speak and work with parents for the betterment of their child. In some cases this may involve a fair bit of tact when dealing with difficult parents or a difficult situation. You are accountable to the student but parents are also responsible for their child and accountable to you. 6. Be Accountable ... You are responsible to your students (foremost), their parents, your school, and of course, to yourself. This is an on-going process every day, week, and month of the school year. It is imperative that you always keep that in mind. 7. Teaching is "the best profession ever" if you have a real passion for it. Show your love for what you do, have FUN with your students and you will all benefit and learn from your experiences. As you progress and gain experience in our great profession, I know that you will realize that using the core teaching strategies that I have briefly described here will make you a better teacher. Incorporate them into your daily routines and both you and your students will benefit greatly. Try These Strategies and Have Fun! Two more important things for you to seriously consider before you move on and read about these teaching strategies. As a new teacher, having a good mentor can be a tremendous bonus to guide and support you with any daily concerns and issues that may come up. 1. Read my tips on finding a teaching mentor and make your entry into this great profession an easy an successful one. 2. Keep in touch with what's happening in the world of student education by subscribing to my monthly newsletter, Terrific Teaching Tips. Each month, it will provide you with interesting and useful strategies, tips and information.