Multi-Classroom Leadership in Special Education: School Models

Institution	Public Impact, Opportunity Culture
Titel	Multi-Classroom Leadership in Special Education: School Models
Quelle	(2019), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Leadership; Standards; Teacher Leadership; Teacher Collaboration; Teamwork; Teaching Methods; Individualized Instruction; Excellence in Education; Accountability; Leadership Role; Outcomes of Education; Teacher Salaries; Students with Disabilities; Career Development; Small Group Instruction; Models; Special Education; Inclusion; Self Contained Classrooms; Paraprofessional Personnel; Student Teachers; Special Education Teachers + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Standard; Lehrerfunktionsstelle; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Lernerfolg; Verantwortung; Lernleistung; Schulerfolg; Lehrerbesoldung; Lehrervergütung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Berufsentwicklung; Analogiemodell; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Laienhelfer; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	Multi-Classroom Leadership is the cornerstone of an Opportunity Culture. Teachers with a record of high-growth student learning and leadership competencies, known as multi-classroom leaders or MCLs, teach part of the time and lead small, collaborative teams of two to eight teachers in the same grade or subject to meet each MCL's standards of excellence. MCLs guide lesson planning, help teachers practice and prepare for instruction, coach and develop the team and individuals, and lead improvements based on data. Team members use the MCL's instructional methods and tools to provide high-standards, differentiated instruction for high-growth learning, and they meet often to plan and improve. The MCL is accountable for the team's student learning outcomes. Teams may include paraprofessionals and teacher residents. MCLs earn pay supplements, averaging about 20 percent of base pay, funded by some position vacancies and reallocating other costs within each school. Schools combine Multi-Classroom Leadership with Team Reach when they want to reach more students with available teachers and/or increase teacher planning time, pay, and career advancement opportunities. Team reach teachers directly teach more students than usual, but typically without raising instructional group sizes and with increased small-group instruction. The MCL model, alone or in combination with Team Reach, can be used by special education (SPED) teachers. This brief describes four examples of how to reach all students who have disabilities with excellent teaching--three in inclusive models and one in self-contained SPED classrooms. (As Provided).
Anmerkungen	Public Impact. 504 Dogwood Road, Chapel Hill, NC 27516. Tel: 919-240-7955; Fax: 919-928-8473; e-mail: info@publicimpact.com; Web site: http://www.publicimpact.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01