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Harnessing the Power of Teacher Leaders . Fort Bend ISD Secondary Curriculum Coordinators Susan Voradakis – Social Studies susan.voradakis@fortbendisd.com Perri Segura – Science perri.segura@fortbend.k12.tx.us Trisha Peterson – Math trisha.peterson@fortbend.k12.tx.us

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harnessing the power of teacher leaders

Harnessing the Power of Teacher Leaders

Fort Bend ISD Secondary Curriculum Coordinators

Susan Voradakis – Social Studies susan.voradakis@fortbendisd.com

Perri Segura – Science perri.segura@fortbend.k12.tx.us

Trisha Peterson – Math trisha.peterson@fortbend.k12.tx.us

Sue Tull – ELA sue.tull@fortbend.k12.tx.us

Sharon McGlaun – “Retired” smcglaun@msn.com

TSSSA Conference – March 30, 2007

fort bend isd
Fort Bend ISD
  • Suburban District – southwest of Houston
  • Secondary Schools:
    • 10 High Schools
    • 12 Middle Schools
    • 2 Alternative Campuses
you might be a coordinator if you
You might be a coordinator if you…
  • Write curriculum
  • Create assessments
  • Read, research, and attend conferences
  • Organize district staff development
  • Train teachers, department chairs, administrators
  • Read, research, and attend conferences
  • Attend meetings
  • Mentor teachers, department chairs, administrators
  • Read, research, and attend conferences
  • Lead meetings
  • Facilitate, lead, and serve on committees
  • Read, research, and attend conferences….
what is the expected outcome
What is the expected outcome?
  • Understanding of CIA?
  • Implementation of state/district curriculum?
  • Data-driven decision making?
  • Improved test scores?
  • Teacher success?
  • Student Success?
  • Campuses sometimes operate in reactive rather than proactive mode (constant remediation of students rather than instruction).
  • Busy administrators provide little instructional leadership or expectations.
  • Teachers are expected to “collaborate” before or after school, or they work in isolation.
  • Data does not impact instruction.
  • Students do not reach their potential.
…School culture and supervision tend to ignore or

divert teachers from implementing and

continuously improving their mastery of effective

instructional and assessment practices. We don’t

commonly see teaching, followed by assessment,

then adjustment to practice on the basis of assessment

results. Isolation masks the starkly different results

achieved by different teachers.

- Mike Schmoker, Results Now

think pair share
Think Pair Share
  • How do you make the TEKS the focus of classroom instruction and assessment?
  • How do you bring about systemic change within a content area, grade level, and school?
The good news is that we know what to do.

Education research has equipped us with

abundant evidence on instructional and

leadership strategies that are likely to result

in improved student achievement.

– Doug Reeves, “Closing the Implementation Gap”

effective practice
Effective Practice
  • Marzano – High Yield Strategies
  • DuFour – PLC
  • Schmoker – Collaborative Planning
  • Gardner – Learning Styles
  • Tomlinson – Differentiated Instruction
  • McTighe & Wiggins - UBD
  • And many others …
Discuss the slide with your neighbor.
  • Write down any questions that you have based on the data.
The purpose of the presentation is to demonstrate

how to make a difference at the campus level by –

1. Impacting teachers directly, through teacher leaders. These leaders, rather than coordinators or other administrators, relay information and implement district expectations.

2. Implementing the TLC model of collaborative planning, deeper understanding of the curriculum, and reflective practices that drive instruction.


Teacher Leadership Corps

history of the program
History of the Program
  • Beginnings
  • Year 1 – one school
  • Year 2 – four schools
self reflection
Self Reflection
  • Do you have a similar structure?
  • What do team leaders do?
  • Do teams meet regularly?
  • What is the focus of the meetings?
  • Do teachers grow, does instruction improve, are student scores going up as the result of team meetings?
how is tlc different
How is TLC Different?

“I have been a part of small learning communities

which addressed cross curricular learning themes

to motivate students and staff. This TLC initiative is

different as it affects students by affecting

teachers’ instruction. That can be a sensitive area

for the unwilling. However, it is the most powerful

and most necessary. Mediocre instruction

produces mediocre students. We owe ourselves

and our students more than that.”

- TLC Teacher

goals of tlc
Goals of TLC
  • Short term - Improve student achievement on TAKS
  • Long term – Focus on TEKS and enhance classroom instruction
  • Long term – Develop effective peer coaching networks to support teachers and students.
tools of tlc
Tools of TLC
  • Curriculum Calendar with target student expectations
  • Collaborative Team Planning Form – focus on TEKS
  • Mini Assessments – collect information on impact of instruction
  • Data Reporting Forms – collect data to determine next course of action
target se s
Target SE’s
  • Develop team curriculum calendar for entire year
  • Identify areas for improvement –target SE’s
  • Plot target SE’s for specific instruction and assessment on team calendar
  • Can’t fix all problems, but have to start somewhere
collaborative team planning process
Collaborative Team Planning Process
  • Teams meet at least once per week
  • Not just lesson planning
  • Collaborating/discussing instruction
  • Creating time in the schedule does not create buy-in or understanding
mini assessments
Mini Assessments
  • TAKS Format
  • Limited to 1-2 SE’s
  • 4-5 questions each
  • Every 3 weeks
  • Can be integrated into regular test or as a stand alone assessment
  • Can be formative or summative
  • Determine “passing” standard (compare to TAKS)
  • Team decides on rules for administration of tests
data analysis
Data Analysis
  • Everyone sees everyone’s data
  • Discuss the results and the reasons for the results
  • Identify remediation strategies and incorporate into upcoming lesson(s)
“This is definitely the most rewarding program I

have ever been a part of. In looking at what the

team has accomplished so far this year: segmenting and

adapting the curriculum to fit the needs of the students;

incorporating best practices…, aligning our team

goals…, pinpointing problem areas and adapting our

teaching to those needs, I can truly say that TLC has

brought our department a long way.”

- TLC Teacher

lead tlc
Lead TLC
  • Monitor progress of teams through collecting documentation, meeting with teams, conducting walk-throughs, etc.
  • Provide support for TLC teachers
  • Liaison between campus and district administrators
role of administrators
Role of Administrators
  • Provides vehicle for legitimate instructional leadership
  • Attend team meetings
  • Monitor implementation through focused walk-throughs
  • Provide accountability for all team members
NCREL recommends, based on research on

schools that are making the most progress

with improving student results, that schools

provide teachers with three hours of

collaborative time each week.

– SMART Goals

other components issues
Other Components & Issues
  • TAKS Support
  • Coaching
  • Scheduling
Teachers must be clear about the connection

between their own learning and improvements in

student learning.

– Joan Richardson, “Think Outside the Clock”

growing our tlc s
Growing Our TLC’s
  • Book Study
  • Weekly Team Meetings
    • Share successes
    • Discuss difficulties
  • Lessons in Leadership
  • Effective Classroom Instruction Training
  • Content Area Trainings
additional resources
Additional Resources
  • TLC Program Outline
  • TLC Glossary
  • TLC Program – Use of TLC Period
  • Sample Curriculum Calendar
  • Collaborative Team Planning Form
  • Mini Assessment Data Form
  • Mini Assessment Reflections
  • Planning Considerations
  • Tic TAKS Forms – Grades 10 & 11
  • Resource List