Teacher Leader Program

Empowerment, autonomy, dedication, leadership, and effectiveness: Aren’t these the attributes we strive to develop within our teachers? To achieve this level of ownership and utilize the strengths of educators, teachers must be involved in the vision and direction of a school system. Fostering teacher leadership increases educator effectiveness and capacity, and ultimately, increases student achievement. Current opportunities for teacher leadership in the school system include data miners, technology coaches, webmasters, team leaders, and instructional mentors.

Competencies and Beliefs

Paris teacher leaders believe...

• in the school and district philosophy and vision.
• in utilizing the strengths of our teachers to best serve students.
• in student learning as the primary goal of our work.
• in the importance of a safe and rigorous learning environment.
• in alternate paths to leadership for those individuals who want to remain in the classroom.

Paris teacher leaders have the capacity to...

• collaborate with colleagues in the design, implementation, and production of outcomes with a focus on achievement and cultural vision of the school and district.
• help to develop a collaborative culture supportive of educator development by modeling, assisting, and providing resources.
• use research and promote professional learning to improve practice and student achievement.
• help develop a collaborative culture supportive of educator development and student learning.
• advocate for student learning, and collaborate with families and community.

Roles and Responsibilities                         

• Data Miner
• Instructional Teacher Leader, Parent Involvement Coordinator
• Literacy Leader, Science and Social Studies Integration Facilitator, Rich Task Facilitator, and RTI²  / Data Coordinator
• Reading Parent Involvement Coordinator

Cost and Sustainability

In the Paris Special School District, the Teacher Leadership Model will be sustained using a variety of funding sources. The sources used to maintain the availability of these offerings for teachers include: local extendedcontract, general purpose, and Title I funds. These funds have been used for similar purposes in previous years and are allocated to this model. Because the roles identified will be re-evaluated annually, each role will serve to propel the mission and vision of the system each year. Funding will be made available as roles continue to be relevant and purposeful.