Identifying Leader Positions

LEADERSHIP POSITIONS EXPECTED ATTRIBUTES

INSTRUCTIONAL & OF STAFF IN THESE POSITIONS
NON-INSTRUCTIONAL

READING INTERVENTION SUPPORT Design, create, and help implement reading or

TEACHER writing intervention programs through the MTSS
framework to meet the needs of diverse school
populations. The Teacher will work with Student
Support Team members, General Education
Teachers, other academic staff, parents, and
students to ensure the school supports the
Reading Intervention needs of students.

MATH INTERVENTION SUPPORT Serves as a subject expert by organizing and

TEACHER implementing Math intervention for the school
through the MTSS framework. The Teacher will work
with Student Support Team members, General
Education Teacher, other academic staff, parents,
and students to ensure the school supports the
Math Intervention needs of students.

SPED LEAD TEACHER Under direct guidance of the Program Specialist,

the Lead Teacher will support higher level cases,
coach and provide support for teachers as needed
(case management, teaching duties).

EXTENDED SCHOOL YEAR TEACHER Case manage and provide Specialized Academic
(ESY) Instruction for students who will be attending. Will
provide SAI services per the students IEP, monitor
data and report progress at the end of ESY.

INDUCTION COACH Responsible for supporting the development and

growth of first/second year teachers. Will provide
extensive, individualized support to assigned
teachers through collaboration, observation, and
professional practice.

ROBOTICS TEACHER Provide students with an opportunity to deepen

and develop their knowledge of Robotics. Use of
appropriate instructional and learning strategies,
activities, and competitions will reflect students'
understanding of subject matter in Science, STEM,
and Robotics.
Identifying Leader Positions

Distributing Leadership Functions

Administrators and school models should begin to move away from relying solely

on the administrator to make all the decisions and instead move towards a shared

leadership approach where both administration and teachers are involved in making the

important decisions for improving the school. This shared leadership can create an

inclusive learning environment where teachers feel valued, empowered to have an

active role and part of the process.

Working to achieve the goals and expectations of the schools mission and vision

requires a whole staff approach, including the school community, to work together and

share in the responsibility. As the administrator begins to recognize and acknowledge

the expertise and skills of each individual staff member, they can begin to determine

what role they can and will play in any leadership positions to support student growth

and achievement of the school goals. Once leadership qualities have been observed in

teachers, administrators will need to find out if they are willing to take on the

responsibilities of being in a leadership role and continuing to support them throughout

that process.

Supporting Positive School/Learning Culture

When selecting teachers for leadership roles, administrators should follow a

non-biased process while looking for the individual who meets the qualifications of the

specific position, as well as exemplifies the positive attributes needed to maintain a

positive school culture. I think it is important to take into consideration individual

personalities and how they are able to work with others. Just this school year I have
Identifying Leader Positions

stepped into a leadership role and have noticed that one of the biggest challenges is

managing the different personalities that I work with and supporting those with strong

personalities as they attempt to work with one another. I think it is important for

administrators to be able to identify those individuals who are competent in their skill

base but also have the ability to provide support while managing the differing

personalities. Failure to provide leadership opportunities to all teachers could promote a

sense of inadequacy. I think it is important that all teachers have the option to pursue a

leadership role, and if it turns out to not be the right fit, taking the time to discuss what

their goals are so that they can be kept in mind for future opportunities. Last school, I

applied for a Program Specialist position on our Assessment Team, already knowing

that it was a position created for a specific teacher completing those tasks on that team

already. I interviewed and afterwards received a call from my Director saying that he

was highly impressed with my interview and had me on his radar, in a good way. We

then went on to discuss what goals I had for myself within special education. He let me

know that they were making some changes for next year and asked if I would be

interested in a 50/50 position that they were considering opening. This discussion

developed over time and within the next few months I accepted a 50/50 position for the

Assessment Team and a Lead Decoding teacher position. Allowing for transparency

among the administrator and the staff allows for more meaningful conversations to take

place for the betterment of the school community.