Published from 2005 to 2013, this newsletter explores the challenges and rewards that teacher leaders, coaches, mentors, instructional specialists, lead teachers, and master teachers face.

The Leading Teacher, Winter 2013, Vol. 8, No. 2

The Leading Teacher, Winter 2013, Vol. 8, No. 2 Newsletters Students talk back: Opportunities for growth lie in student perceptions By Valerie von Frank Some states and districts are finding new ways to ask, what do students know about their teachers? Research shows that students’ perceptions of teachers are highly correlated to student performance on…

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The Leading Teacher, Spring 2013, Vol. 8 No. 3

The Leading Teacher, Spring 2013, Vol. 8 No. 3 Newsletters Charting new career paths for teacher leaders By Anthony Armstrong According to the MetLife survey of the American teacher: Challenges for school leadership, many teachers are interested in teaching in the classroom part-time while devoting other time to active leadership roles or responsibilities in their…

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The Leading Teacher, Summer 2013, Vol. 8, No. 4

The Leading Teacher, Summer 2013, Vol. 8, No. 4 Newsletters Finding your voice in facilitating productive conversations Summer 2013 Vol. 8, No. 4 Learning to lead a meeting is more than just managing agendas. It means reading the group’s mood and stepping in at the right moment to turn attention back to productive work. Learn…

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The Leading Teacher, May 2012, Vol. 7, No. 6

The Leading Teacher, May 2012, Vol. 7, No. 6 Newsletters Published on May 15th, 2012 Build higher levels of job satisfaction: Collegiality, leadership are key factors for teachers Teacher satisfaction has experienced the largest recorded drop since the annual MetLife Survey of the American Teacher first started tracking teacher satisfaction in 1984. See how teacher…

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The Leading Teacher, March 2012, Vol. 7, No. 5

The Leading Teacher, March 2012, Vol. 7, No. 5 Newsletters Transatlantic teamwork: Teachers in Finland and Alberta, Canada, swap experience to fuel improvement By Valerie von Frank High schools in Finland and Canada have formed a collaborative partnership based on the hypothesis that the real work of reform occurs at the school level, not the…

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The Leading Teacher, Fall 2012, Vol. 8, No. 1

The Leading Teacher, Fall 2012, Vol. 8, No. 1 Newsletters Advocacy can be the avenue for change: Kansas educator describes the steps in making the case for professional learning By Anthony Armstrong When Learning Forward challenged Sheri Thomas, Kansas Learning Forward affiliate president and 4th-grade teacher, to take the Standards for Professional Learning back to…

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The Leading Teacher, December 2011, Vol. 7, No. 4

The Leading Teacher, December 2011, Vol. 7, No. 4 Newsletters Build relationships in online communities By Valerie von Frank As the research supporting the benefits of online learning communities continues to grow, and technology makes it easier to connect with colleagues, educators find themselves challenged with creating and sustaining relationships across digital divides. Working in…

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The Leading Teacher, November 2011, Vol. 7, No. 3

The Leading Teacher, November 2011, Vol. 7, No. 3 Newsletters Professional learning playback: Build substance and collaboration through video analysis By Valerie von Frank Research has shown that video helps teachers develop their thinking about what happens in their classrooms. Read how June Jordan School for Equity, a small high school in San Francisco, is…

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The Leading Teacher, October 2011, Vol. 7, No. 2

The Leading Teacher, October 2011, Vol. 7, No. 2 Newsletters Learning is the foundation for evaluation By Valerie von Frank When Rhode Island needed to revamp its teacher evaluation system, it brought teachers and administrators to the table to create a system based on solid research and teaching and professional learning standards. Read how they…

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The Leading Teacher, September 2011, Vol. 7, No. 1

The Leading Teacher, September 2011, Vol. 7, No. 1 Newsletters Meet the teacher: Coaches differentiate for professional learners By Anthony Armstrong  Ensuring differentiated instruction means much more than offering the usual variety of delivery methods or individually selected courses. Effective differentiation for learning is a complex and integral part of high-quality professional learning that cannot…

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