Transitioning from Teacher to Instructional Leader

Abstract

With a growing emphasis on student achievement as a result of No Child Left Behind (NCLB) and a strong emphasis on accountability (National Middle School Association, 2003), schools are searching for ways to improve student learning and achievement. According to Gabriel (2005), teachers can make a difference in schools because they are aware of the issues related to learning and, therefore, know what is needed to make learning a school priority. Indeed, many researchers agree that both teaching and school are factors that result in improved student learning and achievement (Gabriel, 2005; Krovetz & Arriaza, 2006; Marzano, Waters, & McNulty, 2005; NMSA Research Committee, 2003). The points emphasized in National Middle School Association's (NMSA) This We Believe regarding teacher development and courageous are particularly germane to this discussion. National Middle School Association (2003) established priorities for middle level schools in the position paper, This We Believe. These priorities focus on middle level teacher preparation and continuous professional development addressing how to work effectively with middle grades students. Central to the mission of establishing successful middle school environments is the notion of courageous and collaborative leadership. Courageous and collaborative leaders have as their top priority high standards not only for students but teachers, ancillary staff, and administrators (Beal & Arnold, 2005; National Middle School Association, 2003). High-performing middle schools have highperforming, learning-centered leaders - principals and teachers - working collaboratively to enhance student learning (NMSA Research Committee, 2003, p. 61). Research has documented that skilled and highly effective teachers make a positive difference in student learning and achievement (National Middle School Association, 2003; NMSA Research Committee, 2003). Research has also shown that more time spent on quality professional development means more effective teaching. Hence, NMSA asserts that more research is needed that connects quality professional development to student learning outcomes. This article examines the results of a teacher leader training model entitled Project Achieve, which focuses on improving middle level teaching performance and student achievement. The teacher leader model was implemented at an urban middle school during the 2005-2006 academic year. The premise of Project Achieve is that when teachers are given opportunities to improve their teaching practice through on-site, personalized, professional development by teacher leaders, increased student learning follows naturally. Perspectives National Middle School Association asserts that teachers must be committed to holding high expectations for middle level students by providing them with rigorous content and developmentally appropriate practices to achieve higher levels of academic success (McEwin & Dickinson, 2005). In addition, principals of quality middle schools positively influence instruction by making educating students a top priority and establishing a system to monitor student progress (National Middle School Association, 2003). Accordingly, teachers and leaders must recognize that achievement is related to factors both extrinsic and intrinsic to schooling (Krovetz & Arriaza, 2006). Extrinsic factors such as socio-economic status, parental education, early stimulation, and cognitive factors all contribute to a student's ability to succeed in school. Intrinsic factors are related to classroom and school practices, teachers' belief systems, and the socio-cultural dynamics of the school environment. This article focuses on the intrinsic factors found in skillful teaching and leadership that translate into increased learning for all students (p. 53). To be effective, teachers must * Believe that all students are capable of learning. …