Berry (2016) explored how improving teaching leadership can result in deeper learning for

students. They looked at the conditions for deeper learning and examples of schools that were
achieving deeper learning. Deeper learning occurs when classroom instruction includes student
voice and choice, incorporates feedback and revision, and culminates with a publicly presented
product or performance. The findings were that teachers are needed for deeper learning to occur.
The authors suggested that the relationships that teachers build with students is what allows
students to achieve deeper learning. In order to develop quality teachers, the organizational systems
need reform to allow teachers to become leaders by collaborating with colleagues and truly learning
from one another. When teachers can share their effective practices, ideas, resources, and
assessments, then other schools can begin to develop practices that will support deeper
learning.This literature is related to CSTP 1 in that it describes how teachers can engage and
support all students. The authors suggest that teachers should work together in teams to create
cross-curricular units to develop deeper learning for students. The example in the article is an 11th
grade project-based learning about The Great Gatsby through dance, debates, reading, etc. As a
teacher leader, this article reminds me that I should continue working with my team to build out
meaningful project-based learning units that aim to provide deeper learning for all students. This
article also reminds me that I should feel comfortable sharing my teaching experiences with other
colleagues and be open to mentoring other teachers.

The ASCD article from the Whole Child Symposium explored teacher leadership. The article
recapped the conversation that took place during the symposium. The panelists talked about what a
teacher leader is, why we need teacher leaders, and how we get teacher leaders. The article
suggested that teacher leaders are school influencers and mentors. They are also seen as being
responsible for improving school culture. The article also suggests that it is important for teacher
leaders to be models for teaching in the classroom. Being a teacher leader does not equal becoming
a school administrator. Skilled classroom teachers should remain in the classroom and mentor other
teachers to become teacher leaders. The article also suggests that training needs to happen from
day one and that separate training tracks are needed for teachers who want to become classroom
teacher leaders and people who want to become school administrators.This literature is related to
CSTP 4 in that it advocates for teachers to become experts in the classroom, which means that they
would be experts at planning instructions and designing learning experiences. As a teacher leader,
this article reminds me that I should continue to work on honing my craft and growing professionally
so that I can become a mentor towards newer teachers.

These two articles suggest that it’s important to keep teacher leaders in the classroom.
Quality teachers who are experts in their craft are what is needed for students to be successful.
Teacher leaders are also important to have as mentors towards newer teachers. Teacher leaders
should not be the same people who want to become school administrators. Separate training tracks
are needed to develop teacher leaders and school administrators. As a teacher leader, these articles
help me to understand that all teachers should become teacher leaders. All teachers should work
towards mastering their craft and becoming highly skilled teachers, because that is what will make
the biggest impact on student learning.

Barry, B. (2016). Teacher leadership & deeper learning for all students. Center for Teacher Quality
Teacher Leadership: The What, Why, and How of Teachers as Leaders. A Report on the Fall 2014
ASCD Whole Child Symposium.