MISSION
To retain our exemplary third-year teachers as a strategy to sustain a pipeline of collaborative transformational leaders focused on improving student and adult performance.
VISION
All MNPS schools have Teacher Leaders engaged in transforming school and district culture and practices to support the MNPS vision and beliefs about how to support learning.
Teachers Leaders are results-based leaders who build capacity of others by using five proven leadership and management skills:
- Setting Clear and Compelling Direction
- Shaping Culture for Learning
- Leading and Managing Change
- Transforming Teaching and Learning
- Managing Accountability Systems
Teacher Leaders demonstrate school-based leadership as they become both informal and formal leaders such as: grade or subject level chairs, members of a leadership team, coaches, mentors or facilitators of professional learning communities. Teacher Leaders demonstrate district-level leadership as: English Learner or data coaches; members of a district initiative; professional development trainers; and leadership mentors or coaches. Teacher Leaders work to strengthen the collaboration and communication between school and central staff.
As emerging leaders they participate in a year-long Teacher Leadership Institute and an ongoing variety of leadership experiences to maximize their talents and expand their leadership and networking skills with other district and community leaders. They use their expanded networks to broker the talents of others in support of transformational change at the school and district levels. Their involvement in extended networks serves to transcend the year-long Teacher Leadership Institute experience and creates synergy for continued professional learning and relationship building to further strengthen their foundational skills as leaders in local, state, national or international communities.
BELIEFS
Leadership and learning must be…
- Aligned to standards-based performance measures.
- Guided by diverse perspectives, ideas, people and experiences.
- Shaped by data-informed decisions.
- Inquiry-based and reflective.
- Experiential, job-embedded.
- Research-based and/or proven practices.
- Supported by distributed leadership.
- Apparent in interconnected relationships and tasks.
- Embedded in an interactive collaborative culture.
- Focused on continuous improvement of both students and adults.
"The Teacher Leadership Institute is supported by Metro Nashville Public Schools' Race to the Top funds, distributed by the U.S. Department of Education through the Tennessee Department of Education."
