Current through Register Vol. 50, No. 9, March 1, 2024
NECESSITY, FUNCTION, AND CONFORMITY:
KRS
161.028 requires the Education Professional
Standards Board to establish standards for obtaining and maintaining educator
certification. This administrative regulation establishes the standards
required for certified teachers to obtain or maintain certification as a
teacher leader.
Section 1. Teacher
Leader Standards for Educator Preparation and Certification. Effective August
1, 2019, the Education Professional Standards Board shall use the standards
established in this section in the evaluation and assessment of a teacher
leader for advanced certification and for the approval of teacher leader master
preparation programs.
(1) Standard 1. Foster
a Collaborative Culture to Support Educator Development and Student Learning.
(a) The teacher leader shall be well versed
in adult learning theory and shall use that knowledge to create a community of
collective responsibility within his or her school; and
(b) In promoting this collaborative culture
among fellow teachers, administrators, and other school leaders, the teacher
leader shall ensure improvement in educator instruction and, consequently,
student learning.
(2)
Standard 2. Access and Use Research to Improve Practice and Student Learning.
(a) The teacher leader shall keep abreast of
the latest research about teaching effectiveness and student learning, and
shall implement best practices if appropriate; and
(b) He or she shall model the use of
systematic inquiry as a critical component of teachers' ongoing learning and
development.
(3)
Standard 3. Promote Professional Learning for Continuous Improvement.
(a) The teacher leader shall understand that
the processes of teaching and learning are constantly evolving; and
(b) The teacher leader shall design and
facilitate job-embedded professional development opportunities aligned with
school improvement goals.
(4) Standard 4. Facilitate Improvements in
Instruction and Student Learning.
(a) The
teacher leader shall possess a deep understanding of teaching and learning, and
model an attitude of continuous learning and reflective practice for
colleagues; and
(b) The teacher
leader shall work collaboratively with other teachers to improve instructional
practices constantly.
(5) Standard 5: Promote the Use of
Assessments and Data for School and District Improvement.
(a) The teacher leader shall be knowledgeable
about the design of assessments, both formative and summative; and
(b) The teacher leader shall work with
colleagues to analyze data and interpret results to inform goals and to improve
student learning.
(6)
Standard 6: Improving Outreach and Collaboration with Families and Community
(a) The teacher leader shall understand the
impact that families, cultures, and communities have on student learning;
and
(b) As a result, the teacher
leader shall seek to promote a sense of partnership among these different
groups toward the common goal of excellent education.
(7) Standard 7: Advocate for Student Learning
and the Profession.
(a) The teacher leader
shall understand the landscape of education policy and shall identify key
players at the local, state, and national levels; and
(b) The teacher leader shall advocate for the
teaching profession and for policies that benefit student learning.
Section 2. The teacher
leader may utilize the guidance contained within the Teacher Leader Model
Standards published by the Teacher Leadership Exploratory Consortium.
Section 3. Incorporation by Reference.
(1) "Teacher Leader Model Standards", 2011 is
incorporated by reference.
(2) This
material may be inspected, copied, or obtained, subject to applicable copyright
law, at the Education Professional Standards Board, 100 Airport Road,
Frankfort, Kentucky 40601, Monday through Friday, 8 a.m. to 4:30 p.m., or
online at
http://www.epsb.ky.gov/mod/data/view.php?d=6&rid=352.