State Chiefs Take Leadership Role in Elevating Teaching Profession

Washington, D.C. – A new policy brief from Chiefs for Change today underscores how Congress is threatening critical funding to support teacher leadership at exactly the wrong time.

Forward-looking school systems throughout the country are working to establish avenues for teacher leadership, and leading states are beginning to provide powerful models to guide that work.

With Title IIA funding – and the flexibility for its effective use under the new education law, ESSA – at stake until Congress finalizes FY18 appropriations, it is more important than ever for the most strategic and forward-thinking leaders to make investments aimed at engaging teacher leaders and embedding programs for their empowerment.

Sustained, Bold Reform: Investing in Teacher Leadership in New Mexico draws lessons from the distinct approach used by New Mexico Education Secretary Hanna Skandera and her successor Christopher Ruszkowski, both Chiefs for Change members, to modernize and elevate the teaching profession, providing an in-depth analysis of the state’s successful model for teacher leadership. With the state agency as a case study, this brief lends an insider view of the structures, systems, metrics, policies, and programs developed in the Land of Enchantment to empower teachers as leaders, advocates, and trusted partners in school and system improvement.  Bold leadership, sustained over time – and the coaching trees that help to ensure sustained leadership – matter.

Within this brief, Chiefs for Change further builds its vanguard model for planning and designing a teacher and leader advocacy continuum. The teacher leadership system in New Mexico aligns to the Chiefs for Change teacher leadership and advocacy continuum and explains how the state worked closely with educators to meet three key objectives for meaningful teacher leadership:

  1. Empowering and leveraging high-performing teachers to create and sustain effective education policies,
  2. Building a culture of innovation and shared responsibility toward constant improvement, and
  3. Leveraging teacher leaders to address and solve critical issues or challenges at the school and district levels.

About Chiefs for Change

Chiefs for Change is a nonprofit, bipartisan network of diverse state and district education Chiefs dedicated to preparing all students for today’s world and tomorrow’s through deeply committed leadership. Chiefs for Change advocates for policies and practices that are making a difference today for students, and builds a pipeline of talented, diverse Future Chiefs ready to lead major school systems.

For technical questions about the content of this brief, contact Margie Yeager, Chiefs for Change Director of Advocacy and Policy, at [email protected].

Featured

  • University of Kentucky Sees Positive Results from Energy Efficiency Program

    The University of Kentucky in Lexington, Ky., recently announced the results of its Energy Program in Facilities Management, put into place eight years ago, according to a news release. Between the fiscal years of 2017 and 2025, the university’s campus grew by 13.6% while the energy use per square foot dropped by 19.2%.

  • Kimball International Launches New Furniture for K–12 Classrooms

    Commercial furnishings company Kimball International recently announced the launch of four new products designed for a variety of professional environments, including K–12 schools, according to a news release.

  • cutaway view of a modern school building, showing various rooms and zones

    Layering AI into HVAC Systems Shows Reduction in Carbon Emissions

    Heating and cooling systems are just one of the many new ways that AI can be integrated into schools. According to a new study from Schneider Electric's Sustainability Research Institute, AI-powered HVAC systems in schools can lead to significant carbon emissions savings.

  • Singlewire Software Report Reveals Gaps in K–12 School Entrance Security

    Single Software recently released its first-ever School Entrance Security Report based on more than 500 responses from U.S. school staff members. According to a news release, the findings highlight a gap between K–12 leaders’ wishes for school safety and how safe the schools actually are, as well as the challenges facing students and staff in that goal.

Digital Edition