The Teacher

Leadership Competencies
NATIONAL EDUCATION ASSOCIATION NATIONAL BOARD FOR PROFESSIONAL CENTER FOR TEACHING QUALITY
The National Education Association is TEACHING STANDARDS For 20 years, CTQ has led efforts to improve
the nation’s largest professional employee Established in 1987, the National Board public education, drawing from the expertise
organization, representing over 3 million for Professional Teaching Standards is and insights of experienced educators.
elementary and secondary teachers, higher an independent, nonprofit organization CTQ has worked with thousands of teachers,
education faculty, education support working to advance accomplished teaching. administrators, and system leaders nationwide to
professionals, school administrators, retired Recognized as the gold standard in teacher create solutions to make public schools better.
educators, and students preparing to certification, the National Board believes
become teachers. higher standards for teachers means better
learning for students.

Copyright ©2018 National Education Association, National Board for Professional Teaching Standards, and the Center for Teaching Quality. All rights reserved.
No part of this publication may be reproduced in any form without the permission of the NEA TQ Department, except by NEA affiliates or members.
Table of Contents
3 Introduction
4 Purpose
5 Core Beliefs and Themes
6 Envisioning Teacher Leadership
8 Inside the Competencies: Finding Your Leadership Journey
9 Foundational Competencies: Diversity Equity and Cultural Competence
12 Overarching Competencies
19 Instructional Leadership Competencies
22 Policy Leadership Competencies
26 Association Leadership Competencies
31 Acknowledgments
Introduction
Teacher leadership is no longer optional. Its importance in student Importantly, however, leadership looks different for every teacher who
learning, teacher retention, school culture, school improvement, the pursues it. Teacher leaders come from all backgrounds, and with a
crafting of sound education policy, and productive and innovative wide variety of skill sets. They share a common desire to use those skill
teachers’ associations has been demonstrated by both research and sets to benefit students and improve learning. The current landscape
practice. Those who engage in teacher leadership in any capacity have of education requires that all these leaders, across a wide spectrum of
seen its impact on their students and colleagues, but the evidence goes experience, and with all these skill sets, participate in the changes and
far beyond the anecdotal. transformations that are necessary. Just as excellent teachers approach
their practice from an array of perspectives and with many talents, teacher
When it comes to teacher retention, for example, both new and leadership requires many individuals’ strengths and interests, coming
experienced teachers who leave the profession have indicated that together for the benefit of students and the profession.
they do so in part because of a lack of shared decision-making roles
and opportunities to lead. Teaching has been referred to by researcher Teacher Leadership Institute partners—comprised of the National
Charlotte Danielson as a ‘flat’ profession; the dearth of roles in which Education Association, the National Board for Professional Teaching
teachers can grow and extend their knowledge and practices beyond the Standards, and the Center for Teaching Quality—visualize a powerful new
classroom—while still having the option to engage closely with student model for teacher leadership that reflects the changing demographics
learning—can lead to dissatisfaction and flight from the profession, across our nation. The foundational premise of the model is to develop
especially among those who crave additional intellectual and career rigor. teacher leaders who can successfully advocate and support diversity,
These issues, in turn, can affect school culture negatively; high turnover regardless of race, ethnicity, culture, etc. in classrooms and communities.
rates, coupled with burnout among those teachers who do stay, make The teacher leadership model guides the professional growth of these
for a challenging environment in which it is difficult for any teacher to leaders to be culturally competent in their ability to create and support
feel supported, secure, or empowered. In addition, all these difficulties equitable learning environments for all learners at every school site and
ultimately affect student learning, as both high turnover and a school district in the country. The model offers the professional learning, support,
culture of uncertainty and negativity make it difficult for teachers to and experience necessary for teachers to expand their influence and offer
provide the best learning experiences possible for the students. their expertise in new, large, and innovative contexts. Teachers’ spheres
of influence can tend to start out small: the classroom, some colleagues
Teacher retention is just one of the many areas in which teacher leadership and, occasionally, their administration. Through teacher leadership,
can help solve the most pointed and relevant problems in education as envisioned and executed in the Teacher Leadership Institute, these
and, ultimately and most importantly, help students learn. Even without spheres can expand, allowing teachers to transform the profession and
occupying formal organizational roles, teacher leaders have a profound shape the landscape. This new powerful model, grounded in diversity,
impact on school culture and quality. Moreover, great achievements are equity, and cultural competence, brings together overarching
possible when teachers have formal opportunities both inside and outside competencies (common set of leadership skills) and three intertwined
the classroom. This can transform the profession on micro and macro pathways that define the ways in which teachers can forge new paths in
levels, offering more ways for teachers to grow within the profession, education: instructional leadership, policy leadership, and association
improving school cultures and the overall culture of education and, leadership.
consequently, creating environments in which students can flourish. Other
major issues with which teachers express frustration, such as not receiving
appropriate time and support to do their jobs well, can be addressed
when teachers take on larger roles in decision-making at many levels and
engage in mindful and meaningful leadership activities within their school,
communities, and beyond.

The Teacher Leadership Competencies 3

Purpose
The original publication, The Teacher Leadership Competencies, was • experience a unique, personalized set of learning opportunities that
designed to fulfill a purpose: to frame a vision for teacher leadership integrate the foundational, overarching, and leadership pathway
and express that vision in a set of competencies for these three vital competencies to help address the needs of their students, colleagues,
pathways. These competencies represent an aspirational vision for teacher and schools; and
leadership that can be truly transformative.
• design and implement individual leadership plans to put these
The development process took two sets of standards for teacher leaders competencies into action for the good of their students, communities,
as its foundational documents: the NEA Leadership Competencies colleagues, schools, and associations.
and the Teacher Leader Model Standards developed by the Teacher
Leadership Exploratory Consortium. Teacher leaders can use the competencies as guideposts as they reach
deep within themselves—learn about their own beliefs, dispositions,
This revised document, reflecting the rapidly changing demographics and talents, and expand their reach—taking action that advances the
in our schools, situates the diversity, equity and cultural competence learning of all students and the profession of teaching. As teacher
as foundational to the teacher leadership model. These foundational leaders grow from the emerging to the transforming stage in any of
competencies are adapted from K. Nuri-Robins’ research and The the competencies, their sphere of influence will grow, too, enabling
Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward them not just to make a difference with their own actions, but also to
Profound School Change resource. (Franklin CampbellJones, Brenda lead and inspire action in others. In addition, they can activate a critical
CampbellJones, and Randall B. Lindsey. Thousand Oaks, CA: Corwin, mass of fellow educators and/or other stakeholders to work together,
2010) resulting in developments that can support the learning of all students
and define excellence in education.
The teacher leadership competencies are meant to be a resource for
identification, reflection, guidance, and inspiration for participants in the This document describes some of the skill sets, knowledge, and traits
Teacher Leadership Institute at every stage of their leadership journey. of those who will participate in the Institute. They are not meant to
The competencies provide the structure for the Institute, an entirely new be exhaustive. The Institute partners look forward to learning from
leadership development program for teachers passionate about leading teachers who lead in order to refine future work. The competencies are
and transforming the profession. Using these competencies, the Institute distinctive, having been designed as a custom scaffold for this institute,
helps teacher leaders to: and they are unique in their melding of the three leadership pathways
with the foundational and overarching competencies. They envision
• experience diversity, equity, and cultural competence as integral to a mode of teacher leadership incorporating strength in a variety of
teacher leadership; realms, and allow for an iterative learning experience wherein teacher
leaders move through the competencies nonlinearly, but in the singular
• experience the overarching competencies as transferable skills for all manner in which each individual develops.
teacher leaders;

• explore the three pathways of teacher leadership, and understand how

they might develop various competencies of each in their practice as
professional leaders;

4 The Teacher Leadership Competencies

Core Beliefs and Themes
Several fundamental tenets of teacher leadership emerged during the • Teacher leadership cannot be an isolated task; one of the most
creation of the competencies. Paramount to the task was the idea that important roles of the teacher leader in any pathway is to make
the teacher leaders who designed this document were not envisioning a connections with others (both teachers and other stakeholders) to
world that didn’t already exist. These competencies do not express a mere strengthen their resolve and help them meet their goals.
possibility; they reveal what is already happening in classrooms, districts,
states, and the nation. Accomplished and energized teacher leaders are • Those who lead do so not just for self-development and self-
creating change at every level. They are using their considerable skills in actualization; they are committed to helping others achieve their
instruction, policy, and association leadership to create equitable learning potential by taking the risks that could lead to desired results.
opportunities for students in every corner of the country.
• All teacher leaders are operating out of a driving desire to meet the
Using these competencies, the Teacher Leadership Institute can help needs of all students. Leading the profession is always grounded in
participants self-identify where they fall on the competency continuum creating equitable learning environments that value and promote
and offer some direction for where their leadership can take them. It is diversity and inclusion in our classrooms and schools across the nation.
not assumed that participants will be ‘starting from scratch’; rather, it is
expected that many are already performing and transforming in some • Teacher leaders possess a genuine caring for their colleagues. A
areas. This competency document can simply help the participants to heartfelt desire to support the excellence of other teachers is an
determine their strengths and areas for needed growth, in order to unselfish and visionary goal, enhanced by a spirit of love and care for
broaden and deepen their vision for teacher leadership. their fellow humans, both children and adults.

Many other key themes emerged in the development process: • Teacher leaders also share a deep care for the teaching profession.
Regardless of where they find themselves in these competencies,
• Teacher leaders are ignited by a common passion. Regardless of where participants will share a foundational passion for teaching and a desire
their journey has taken them so far, they began because something to improve it.
prodded them and told them change was possible, and that it was
their responsibility to enact it. These leaders understood, in some
context, that a potential was not being realized, and set out to develop
the leadership skills to realize those possibilities. In many cases,
the teachers may have been left on their own to grow and develop,
without formal support or guidance.

The Teacher Leadership Competencies 5

Envisioning Teacher Leadership
Teacher leaders blaze new pathways—not along a linear trajectory, but Instructional Leadership
through an intricately braided landscape consisting of foundational
competencies, overarching competencies and three leadership pathways. Instruction is perhaps one of the most basic building
In the graphic on the following page, you will not find a distinctive blocks of teacher leadership. Leadership in instructional
starting point, but instead a thoughtfully selected area where an practice means something more than being the
emerging teacher leader might decide to embark upon the journey, and best possible teacher within the four walls of one
commit to developing into a transformative teacher leader. The role of classroom—it means reaching out and sharing great teaching with
these leaders is not sequenced, nor dependent upon completion of one others, including fellow educators, but also extending to a broad range
level after another. of stakeholders. Successful teacher leaders do not keep their effective
practices to themselves; they share that knowledge with others in order
Foundational Competencies: Diversity, Equity, to benefit all students.
and Cultural Competence
Policy Leadership
Diversity, equity, and cultural competence need to be
understood and recognized as integral to being a skilled Smart education policy should be shaped and guided by
teacher leader. In today’s global and interconnected what accomplished teachers know about teaching and
society, these leaders must be constantly growing in their ability to engage learning. Too often, individuals with little to no classroom
effectively with diverse people and groups who are culturally different experience are in charge of making policy decisions. Teacher leaders
from them. They seek to understand culture and its predominate impact are willing to step up and step out of their classrooms to serve in school,
on individuals and groups of people and understand how the dominate district, state, or national policy leadership capacities to help to shape,
culture can privilege or oppress individual and groups of people. They and eventually, implement the policies that support student learning.
must be prepared to take action to: expose and address inequity in the
educational system; collaborate purposefully with individuals and groups Association Leadership
from other cultures; and work to create and support policies and practices
that give rise to equitable learning environments. Association leadership means understanding how to
create and guide meaningful, positive, and powerful
Overarching Competencies collective action. It means learning to lead members of
groups—large, culturally diverse, and engaged—and
Although instruction, policy, and association pathways steering the activities of those members in the direction of desired change.
are intertwined, there exists a set of overarching skills Within the context of the association, teacher leaders can build bridges
that all teacher leaders must develop. An example of an with administrators and other stakeholders in order to advance quality
overarching skill is communication. Each of these leaders instructional practice and the right policies to make that practice possible.
must be able to create, articulate, and differentiate
messages that can engage diverse groups of people and advance All three leadership pathways are dependent upon the foundational
systemic changes. The additional ‘overarching’ competencies include: competencies (diversity, equity, and cultural competence) and the
reflective practice, personal effectiveness, interpersonal effectiveness, overarching competencies that characterize what all teacher leaders
continued learning and education, group processes, adult learning, and should know, do, and believe when leading systemic change.
technological facility.

6 The Teacher Leadership Competencies

DIVERSITY, EQUITY, AND OVERARCHING
CULTURAL COMPETENCE COMPETENCIES
Explore and Challenge Inequity Reflective Practice
Collaborate Purposefully Personal Effectiveness
Cultivate Social Just Learning Environments Interpersonal Effectiveness
Communication
Continued Learning and Education
Group Processes
Adult Learning
INSTRUCTIONAL Technological Facility
LEADERSHIP
Coaching and Mentoring
Collaborative Relationships
Community

ENVISIONING
TEACHER
LEADERSHIP

POLICY ASSOCIATION
LEADERSHIP LEADERSHIP
Implementation Leading With Vision
Advocacy Leading With Skill
Policy Making Organizing and Advocacy
Engagement Building Capacity
Community and Culture
The Teacher Leadership Competencies 7
 Inside the Competencies: Finding Your Leadership Journey
The designers of these competencies did their work with the
understanding that no single teacher leader is, or can be, at the
transforming stage in every competency of every pathway. These
competencies are meant to inspire teachers to realize their potential and
help their colleagues do the same. As you examine the competencies,
understand that each is a small piece of a whole, and your holistic
development as a leader can be influenced, but is not determined, by
your competency level in any one area. When using these competencies,
it is important to be honest about your practice and be generous with
yourself about both your achievements and the room you have to grow.

The development team was careful to create a competency document that

would not need to be treated as linear. As you enter new realms of teacher
leadership, join new teams, start new projects, or otherwise extend your
capacities and try new things, you may move in either direction, or both at
once, through the competencies. There is no such thing as ‘backward’ in
this document; there is only learning and action that will take you to new
places in your development as a teacher leader. At the performing stage,
you may find yourself suddenly emerging as your context changes, and
this is an exciting development, rather than a step in the wrong direction.
If you see these competencies and your development as fluid, you will
develop more fully than if you attempt simply to march forward.

The Teacher Leadership Institute partners, along with the teams that
developed and refined these competencies, offer them as a powerful
tool in understanding and defining what teacher leadership can and will
look like through a very diverse and interconnected 21st century lens.
Teacher leaders are encouraged to engage with them throughout their
participation in the Institute and beyond, as a tool for understanding
from where they’ve come, what has helped them grow, and where their
leadership pathways might take them on a broad, exciting, and genuinely
groundbreaking scale.

8 The Teacher Leadership Competencies

 FOUNDATIONAL COMPETENCIES: DIVERSITY, EQUITY, AND CULTURAL COMPETENCE
Competency Emerging Developing Performing Transforming
Explore and • Explore and acknowledge their • Realize and understand that forms • Respond consistently in an • Model, propose, design, and/or
Challenge personal identity and cultural of oppression and inequities such appropriate and effective manner to implement equitable policies and
Inequity background. as racism, sexism, classism, etc. are challenge inequities. practices to promote diversity and
real experiences that need to be inclusion.
• Explore and acknowledge the cultural • Engage proactively with hidden
addressed.
groups in their immediate setting and and/or subtle equity issues that have • Advocate for and facilitate changes
broader environment. • Recognize their limited skills or not gained major attention. into the systems of the organization
organizational practices when such as in the classroom, school,
• Explore and acknowledge that • Purposefully promote equitable
interacting with other cultural groups. district, association, and/or
inequities exist. practices within their environments
community.
• Engage in ongoing self-assessment, of influence such as classrooms,
• Acknowledge their limited skills
self-education, and self-reflection. schools, districts, associations, • Persuade and support colleagues
and organizational practices when
and/or communities. and other stakeholders to seek and
interacting with other cultural groups.
engage in equitable practices.
• Engage in ongoing self-education to
learn about other cultures.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Determine personal identity and • Identify and explain which culture(s) • Identify situation(s) of inequity, • Work with one or more persons of
cultural background. are dominant and privileged in their discrimination, and other social different cultural groups to advocate
environments. injustice in order to mediate, and/or for change that results in more
• Determine cultural identities and
intervene within their environment: equitable practices.
differences among individuals in their • Identify culturally dominant practices
this may include self-correcting.
setting and broader environment such create inequities for other cultural • Work with one or more persons of
classroom, school, district, association, groups. • Share with others evidence of hows different cultural groups to advocate
and/or community. culturally dominant practices create for policies that result in increased
• Apply knowledge of cultural
inequities among other cultural access to diversity and equity, either
• Identify inequities that exist in their differences among individuals in their
groups. within or beyond their environment.
setting based on cultural differences. environment to plan, implement,
and/or adapt practices to address • Intentionally create opportunities
• Determine and acknowledge their
inequities. that raise awareness for individuals
personal beliefs and biases (conscious
of different cultures to explain and/or
and unconscious) toward various • Engage in ongoing self-education
present alternative solutions to issues
cultural groups. and self-reflection regarding cultural
of inequity or social injustice.
differences and equity.
• Engage in ongoing self-education
regarding cultural differences.

The Teacher Leadership Competencies 9

 FOUNDATIONAL COMPETENCIES: DIVERSITY, EQUITY, AND CULTURAL COMPETENCE
Competency Emerging Developing Performing Transforming
Collaborate • Recognize the differences among, • Develop and exhibit an appreciation • Create and support regular • Facilitate and/or inspire others to
Purposefully between, and within cultural groups. and acceptance for the differences opportunities for stakeholders create alliances with individuals and
among, between, and within cultural of all cultures to contribute their different cultural groups, leading
• Acknowledge the cultural groups
groups. knowledge, skills, and perspectives to organizational and/or systemic
that are present and absent in their
in a variety of ways. change.
collaborative group settings. • Explain the value and benefits of
including other cultural groups in their • Apply a deep understanding of the • Inspire others to create alliances
• Recognize and understand strengths
collaborative groups. importance of diversity and equity with individuals and groups to
and limitations of their collaboration
when guiding and supporting the challenge inequitable policies and
skills and/or organizational practices • Explain the strengths and limitations
work of diverse cultural groups. social injustice practices that impact
when interacting with other cultural of their skills and/or organizational
underserved or marginalized cultural
groups. practices when interacting with other • Determine and implement a plan
groups.
cultural groups. to overcome obstacles and/or
• Engage in ongoing self-education and
resistance. • Facilitate projects or presentations
self-reflection. • Engage in ongoing self-education,
that challenge inequitable policies
self-reflection, and self-improvement.
and social injustice practices to
impact underserved or marginalized
cultural groups.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Demonstrate an awareness of the • Create learning environments for • Create or facilitate involvement for • Invite, include, or promote leadership
differences between, among, and students and/or adults to include and stakeholders from across cultures in roles within the school, district,
within cultural groups. value cultures beyond their own. significant planning, data gathering, and/or association for individuals
data analyzing, and/or decision- and/or groups historically underserved
• Conduct a cultural audit and/or survey • Involve students, parents,
making processes. or marginalized in that setting or
of their personal groups to identify colleagues, and/or community
broader environment.
the demographics: Which cultures are members from various cultures to • Guide cultural group dynamics in
present and absent? create opportunities and activities setting goals and/or solving problems. • Work collaboratively with individuals
that celebrate and value cultural and/or groups across cultures toward
• Recognize the need for flexibility, • Model the importance of using
differences. a specific improvement goal and/or
adaptation and cross-cultural diversity and equity to guide work
policy change.
communication skills when interacting • Explain the limitations of their and/or achieve goals.
with other cultural groups. skills and practices when engaging • Identify and explain the shared visions,
with other cultural groups and take
• Recognize interactions with individuals shared goals, shared perspectives,
steps to adjust behavior based on
and groups of different cultural shared work habits, and/or shared
self- reflection.
backgrounds rather than their own interpretations of success.
because of their intentional desire to • Assesses their skills and practices
understand different perspectives. when engaging with other cultural
groups and engage in ongoing
• Recognize and acknowledge
self-education, self-improvement,
limitations of their skills and practices
and self- reflection.
when engaging with other cultural
groups, and engage through ongoing
self-education.

10 The Teacher Leadership Competencies

 FOUNDATIONAL COMPETENCIES: DIVERSITY, EQUITY, AND CULTURAL COMPETENCE
Competency Emerging Developing Performing Transforming
Cultivate • Acknowledge and appreciate the • Understand and value the differences • Create ongoing support for regular • Propose policies and practices
Socially Just differences among, between, and among, between, and within cultural opportunities for stakeholders of all through collaboration with others
Learning within cultural groups in their setting groups in their setting and broader cultures to contribute their knowledge, to support diversity and inclusion
Environments and broader environment. environment skills, and perspectives in a variety of that drives changes into the school,
ways. district, and/or association’s system.
• Recognize issues that arise in diverse • Understand issues that impede
environments that prevent cultivation socially just learning environments. • Strategize and implement plans to • Inspire and/or support others,
of socially just learning environments. effectively create and/or support including those of other cultures, to
• Prepare to handle social injustices in
socially just learning environments. advocate for more innovative and
• Explore information about socially just the learning environment ethically and
creative methods to cultivate socially
learning environments. effectively. • Lead others, including those of
just learning environments.
other cultures, to advocate for
• Explore through self-education and
more innovative and creative ways • Facilitate the establishment of
self-reflection about socially just
to cultivate socially just learning networks of socially just learning
learning environments.
environments. environments.
• Engage in self-education and self- • Engage in self-education, self-
reflection about socially just learning improvement, and self-reflection for
environments. socially just learning environments.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Provide evidence of recognition and • Create socially just learning • Use contributions from stakeholders • Work for changes in policy or
celebration of cultural diversity as environments that address diverse of cultures in addition to their own practice at system levels that
an expectation in their immediate cultural issues. to plan, deliver, assess, or reflect on provide historically underserved or
environment. establishing socially just learning marginalized stakeholders significant
• Create or maintain through
environments. influence; e.g., leadership roles in
• Identify issues that impede the collaboration with stakeholders
functions of those systems.
cultivation of socially just learning effective protocols to facilitate • Share the importance of developing
environments. respectful cross-cultural the plans and models to effectively • Cooperate with individuals of
communication and meaningful create socially just learning other cultures to make an existing
• Demonstrate an awareness of
participation of diverse stakeholders. environments. educational system more democratic
characteristics of socially just
in their school and/or district.
environments. • Respond to specific examples of • Reflect on their behavior and changes
cross-cultural miscommunication, to become more socially just. • Create and implement a new,
inequity, and/or social injustice in culturally proficient model in their
• Use self-reflective practices to
constructive ways. school and/or district.
self-assess growth in issues about
• Reflect on their behavior and establish diversity, equity, and cultural • Advocate for self-reflective practices
a goal to become more socially just. competence. to assess themself and others in
growth about issues of diversity,
equity, and cultural competence.

The Teacher Leadership Competencies 11

 OVERARCHING COMPETENCIES
Competency Emerging Developing Performing Transforming
Reflective • Acknowledge themselves as a teacher • Help to create conditions to • Encourage a broad and diverse range • Help systems to function with a culture
Practice leader; also acknowledge leadership encourage reflection among of stakeholders to reflect deeply on of mindful and meaningful reflection.
areas in need of further growth. colleagues and administrators. their roles and responsibilities within • Lead the development and
instruction, policy, association, and
• Model strong, reflective instructional • Engage in leadership opportunities implementation of large-
other facets of teaching and leading.
and leadership practice. both inside and outside of the scale instructional, policy, and
classroom. • Develop and implement strategies organizational ideas to incorporate
• Understand the role of data and
and/or policies to promote growth, growth and reflection.
reflective analysis in practice. • Reflect on their growth, role, and
improvement, and reflection.
responsibilities as a teacher leader to • Lead the collection and analysis of
• Search for purposeful leadership
bring about change. • Support others in understanding and data to support the cultural shift that
opportunities both inside and outside
using data and reflection to drive incorporates the cycle of reflection as
of the classroom. • Make strategic plans that are informed
instructional practice, policy, and a consistent, intentional, and regular
by data and reflective analysis.
organizational decisions. practice.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Increase awareness of teacher • Work with colleagues to understand • Employ a variety of communication • Engage in activities that establish and
leadership and growth areas by use and engage in reflective practices. methods, such as cognitive coaching promote a system-wide culture of
of needs assessments, formal surveys, cycles, communication logs, emails, growth and reflection.
• Use data and reflection to develop
and/or informal surveys. and/or conversation maps.
strategic plans for growth. • Use group reflective practice to create
• Serve as a teacher leader both inside • Engage a broad and diverse group of and/or adapt a strategic plan for
• Establish and model norms and
and outside of the classroom and/or stakeholders to assess and reflect on growth and system-wide policy for
expectations for improvement.
school. their role(s) in association, instruction, school, district, and/or state.
policy leadership, and decision-making
• Engage in targeted professional • Utilize data to develop and implement
through conversations, journaling,
learning with other teacher leaders. a systemic cycle of reflection to drive
blogs, or other forms of cultural shifts and decision-making
• Improve practice and professional communication. about instructional practices and
growth by using data analysis or
• Help establish policies and procedures leadership roles.
SMART goals.
to encourage colleagues to become
reflective practitioners.

12 The Teacher Leadership Competencies

 OVERARCHING COMPETENCIES
Competency Emerging Developing Performing Transforming
Personal • Understand their leadership style, • Capitalize on their leadership style, • Adapt to situations and build trust and • Help others define their leadership
Effectiveness personal strengths, and passions. personal strengths, and passions. credibility to support lifelong learning style, strengths, and passions.
in self and with others.
• Realize how their personal strengths • Engage in ethical practice by • Nurture credible and trusting
and leadership style develop collegial developing trust and credibility with • Balance the roles and duties of communities of lifelong learners.
trust and credibility. others. teacher and teacher leader with other • Create new opportunities for teacher
professional responsibilities, including
• Explore the opportunities for teacher • Assume teacher leadership roles and leadership.
meaningful work with students.
leadership while accepting the respond to adversity with resilience • Engage in strategic, vision-aligned
possibility of limitations and adversity. and humility. • Model resilience and humility in risk-taking to achieve meaningful
adverse situations. goals.
• Support and advise others on
responding to adversity with humility
and resilience.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Identify leadership style, strengths, • Utilize knowledge of strengths and • Adjust behavior and practice to build • Use experiences to explain new
and passions. leadership style to further teacher credibility and trust. learning and growth as a teacher
leadership goals. leader to colleagues, stakeholders,
• Explain how to use leadership style, • Prioritize duties of teacher leader with
and other community members.
strengths, and passions to develop • Connect strengths and leadership other professional responsibilities.
trust and credibility with colleagues. style to credibility, ethical practices, • Help others to respond appropriately
• React with humility when faced with
and trust with colleagues. when faced with adversity.
• Investigate possible teacher leader adversity.
roles for future involvement. • Overcome adversity in working in • Take strategic risks in achieving
teacher leader roles. higher-level goals.
• Identify potential challenges to
development as a teacher leader.

The Teacher Leadership Competencies 13

 OVERARCHING COMPETENCIES
Competency Emerging Developing Performing Transforming
Interpersonal • Gain familiarity with skills to support • Seek opportunities to become more • Serve as support for others by • Foster others’ development in their
Effectiveness colleagues. effective in supporting colleagues by effectively communicating and interpersonal effectiveness.
building trust. building empathy, humility, and trust.
• Demonstrate a personal vision for the • Support others in effectively
profession in terms of association, • Build critical relationships and create • Foster interpersonal skills in others. communicating.
instruction, and policy. a shared vision intended to promote • Encourage and inspire others to take • Guide others in helping broad and
action based on student needs. action in a shared vision to benefit diverse stakeholders build trusting
students. relationships.
• Facilitate others in building and
embracing a student-centered vision
that expands boundaries.
• Mobilize colleagues on a shared,
student-centered vision.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Learn techniques for working with • Demonstrate growth in skills as • Communicate effectively with • Create a tool and/or procedure to
colleagues effectively. a teacher leader in supporting colleagues to build empathy, humility, help others assess interpersonal
colleagues. and trust—and a shared community effectiveness.
• Express a vision for the profession
for student benefit through emails,
in terms of association, instruction, • Create a shared vision based on • Help others to identify areas for
videos, and/or personal narratives.
and/or policy. student needs. growth and personal development.
• Lead discussion to identify and define
• Develop strong relationships with • Facilitate a support system for
a shared vision.
colleagues based on mutual trust and effective collegial communication.
a shared vision for student learning. • Plan, organize, and host events aimed
to share a student-centered vision.
• Facilitate and/or train others in
activities designed to build empathy,
humility, and trust.

14 The Teacher Leadership Competencies

 OVERARCHING COMPETENCIES
Competency Emerging Developing Performing Transforming
Communication • Acknowledge the challenges of • Articulate the message that • Effectively deliver messages to • Influence other teacher leaders to
successful teaching and learning, meaningful student-centered goals advance systemic change and build their capacity to effectively
and willingly address and meet are worthwhile and identify thoughtful differentiates the message in communicate and powerfully advocate
those needs. approaches to address systemic accordance to the audience. with stakeholders at many levels.
needs.
• Share messages to inspire others. • Use skillful messaging and consistency • Use communication to navigate and
• Craft engaging and/or inspiring of focus to identify modes of counter multiple, and sometimes,
messages that are composed with communication to reach varying adversarial power structures.
thought and care. audiences.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Administer surveys to identify school’s • Share the importance of student- • Prepare and present an effective • Serve on a panel discussion as a
challenges and needs that impact centered goals in instruction, policy, personal narrative and/or written moderator or a participant and/or
student growth. association, and through social media. article tailored to various audiences. offer instruction in a workshop or
webinar.
• Understand school’s challenges and • Communicate via print or visual media • Embody a strong passion for the
needs that impact teaching and to a broad and diverse audience to shared vision and consistently convey • Enable others to effectively
learning and/or system effectiveness. pursue positive change in accordance it in a variety of messaging methods. communicate to multiple audiences
to the shared vision. through facilitation of a panel
• Communicate to inspire others about
discussion, a seminar, or a workshop.
a shared vision through various
methods. • Navigate the system for effective
change by hosting a blog or other
public communication.
• Enable others to advocate for the
shared vision.

The Teacher Leadership Competencies 15

 OVERARCHING COMPETENCIES
Competency Emerging Developing Performing Transforming
Continuing • Create meaningful professional • Participate in learning opportunities • Design learning opportunities for • Lead continuing education programs
Learning and learning goals and find resources to outside of familiar contexts, including others and themself around shared for fellow teacher leaders, including
Education meet those goals. higher education and/or advanced professional learning goals, including higher education courses, large-
professional learning to meet both job-embedded professional scale professional-development
• Read scholarly journals and other
professional goals. development and outside activities opportunities, and leadership and
publications and share experiences in
such as higher education. advocacy for professional learning.
various venues. • Engage in collegial discussion about
their experiences based on best • Participate in research projects, • Present their research at major events
• Identify relevant developments in,
practice research. seek publication in scholarly journals, and conferences, regularly contribute
instruction, policy, and/or association
and/or find new media venues to scholarly publications, and/or
issues and/or concerns. • Share new ideas with colleagues
for teacher leaders to share their design new ways for fellow teacher
based on research analysis and
experiences and knowledge. leaders to reach and teach a broader
readings from professional resources.
audience.
• Lead sessions at conferences and
• Attend events to learn about the
events addressing association, • Organize learning events and include
issues being advanced.
instruction, and/or policy issues other teacher leaders as presenters
and/or concerns. for their association and instructional
leaders, and/or for policymakers and
other stakeholders.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Identify and locate resources to • Pursue professional learning. • Design learning opportunities for • Design and deliver professional
further professional learning goals. others aligned to professional learning development for other teacher
• Read and share what they have
goals. leaders.
• Explore professional publications. learned with others.
• Utilize existing research by sharing and • Create learning for others by utilizing • Teach at the higher levels of
• Share experiences via social media
job-embedded professional learning education.
platforms and/or other venues. applying its ideas to their practice.
strategies as well as activities outside • Share personal research through
• Know relevant issues in instruction, • Participate in educational convenings their school. conferences, journals, and other
policy, association, and learning. such as professional conventions,
association conferences, and/or policy • Conduct and participate in research venues.
• Join professional organizations. and share outcomes.
forums to improve their practice • Assist other teacher leaders to design
in terms of instruction, policy, and • Seek opportunities to share teacher and deliver professional learning.
association regarding education leader voices. • Plan and implement conferences,
concerns and issues. • Apply to present at conventions or to panels, or other gatherings to provide
lead conference sessions, workshops, opportunities to other teachers
and/or panels. leaders to share their expertise.
• Engage policymakers and other
stakeholders in discourse about
education and engage other teacher
leaders in these conversations.

16 The Teacher Leadership Competencies

 OVERARCHING COMPETENCIES
Competency Emerging Developing Performing Transforming
Group • Contribute and participate in group • Understand the fundamentals of • Manage group dynamics with • Mentor group leaders to skillfully
Processes meetings, and learning opportunities leading group dynamics. proficiency and effectiveness. manage group dynamics.
and/or events. • Navigate difficult situations while • Guide groups through challenges, • Create new groups or use existing
• Understand the roles of learning respecting diversity of opinion and conflicts, controversy, and adversity. groups and facilitate those groups to
opportunities for teacher leadership. styles. overcome challenges and to engage
• Apply an understanding of the
diverse opinions and experiences
• Engage in work with others with contribution of diversity to group
in order to meet objectives, solve
an open, unbiased mind-set, and a work.
problems, and achieve desired
respect for diversity.
outcomes.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Actively engage in learning groups. • Examine the role of the leader in • Manage group dynamics. • Mentor new groups and/or group
group dynamics. leaders.
• Understand how group processing • Mediate group conflict.
contributes to teacher leadership. • Learn about managing difficult • Offer solutions to challenges
• Model respect for diversity, and value
situations and respecting various by actively engaging a group of
• Value and respect the contributions of diversity itself.
styles and opinions. stakeholders with diverse opinions and
all group members.
experiences in solving problems.
• Empower others to lead groups.

Adult Learning • Understand the differences in the • Build their awareness of adult learning • Lead learning activities to enhance the • Design and implement new learning
ways in which adult learners grow to better understand how to impact practice of others at various levels of opportunities for colleagues,
professionally. colleagues. leadership. respecting where they are in their
practice, while focusing on extending
• Respect adult learners’ expertise and • Address adult learners’ diverse needs • Implement adult-learning strategies
not only their personal and professional
value the direct impact they have on while utilizing their areas of expertise. while utilizing colleagues’ diverse
growth but also their collective growth.
student success. areas of expertise.
• Develop learning experiences that can
be extended and replicated across
diverse contexts and communities.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Investigate ways in which adults learn • Apply knowledge of adult learning to • Lead professional learning activities to • Develop professional learning
and grow. interactions with colleagues. enhance the practice of others. opportunities for colleagues, targeted
to their specific needs and designed to
• Research ways in which adult learning • Learn to meet the needs of adult • Identify and involve specific
encourage growth.
impacts student success. learners to enhance their professional colleagues to utilize their unique areas
growth. of expertise to positively impact adult • Design and deliver learning
learning. experiences across various contexts
and communities that others can
replicate for other groups of adult
learners.
• Empower and enable colleagues to
present learning experiences to others.

The Teacher Leadership Competencies 17

 OVERARCHING COMPETENCIES
Competency Emerging Developing Performing Transforming
Technological • Use technology as a tool beyond • Use and explain appropriate • Demonstrate appropriate use of • Lead technological innovation and
Facility instruction and for leadership. technology methods when building existing technology to offer learning transformation to create new forms
networks with stakeholders. opportunities for stakeholders to who of and uses for technology as a tool
• Utilize technology to manage
it would be otherwise inaccessible. for communicating, advocating,
professional responsibilities and • Explore technology innovations to
managing, networking, as well as for
expand their capacity as a teacher build capacity. • Communicate with a broad and
learning and teaching.
leader. diverse audience through various
• Use technology to collaborate for
technological methods. • Use innovative virtual environment
• Use technology for both synchronous a shared vision and/or meaningful
and show inventiveness in connecting
and/or asynchronous collaboration. purpose. • Incorporate technology innovation
other teacher leaders for change.
into daily practice and share
• Use technology for both synchronous
innovations with colleagues. • Use technology to lead colleagues
and asynchronous collaboration.
and support them in development of
• Use technology to collaborate and
a shared vision and/or a meaningful
facilitate a shared vision and/or a
purpose.
meaningful purpose.
• Use technology to create synchronous
• Use technology to engage colleagues
and asynchronous communication and
in synchronous and asynchronous
collaboration.
communication and collaboration.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Utilize technology for both • Engage in professional collaboration • Model use of current technology to • Create new forms of technology
instructional and leadership through technology. further student learning. and/or innovate existing technology in
opportunities. order to further teaching and learning.
• Establish networks with stakeholders • Model use of existing and emerging
• Use technology tools to manage through the use of technological tools. technology to further student and/or • Connect teacher leaders to
work and to expand teacher leader adult learning. affect change by utilizing virtual
• Increase knowledge of new
capacity. environments and using other forms of
technological advancements through • Utilize current technology to reach a
technology.
• Collaborate through the use of online workshops and/or professional broad and diverse audience where a
technology. conferences. digital divide might exist. • Research and share information about
innovative technology.
• Create electronic documents such • Collaborate synchronously and • Facilitate collaboration with a broad
as e-newsletters, lesson plans, asynchronously with colleagues in and diverse audience using existing • Share narratives about technology’s
and/or emails. order to establish a shared vision. and emerging technologies in order to ability to impact change.
further a shared vision.
• Establish an online professional social
media presence. • Expand professional social media
to include videos, podcasts, and/or
• Create a professional website with
video blogs.
narrative contributions, photos, and/or
hyperlinks.

18 The Teacher Leadership Competencies

 INSTRUCTIONAL LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Coaching and • Value the importance of their • Promote a collegial environment of • Engage in formal roles of coaching • Lead the creation of new systems
Mentoring professional growth and development trust and respect. and mentoring. and/or innovate existing systems
for the benefit of the students. to foster the development of other
• Foster the development of colleagues • Utilize multiple measures to identify
teacher leaders by envisioning what
• Invite colleagues to observe their and value their skills and abilities. effective teaching and successful
they need and developing systems to
teaching practices. student learning.
• Guide colleagues to make their meet those needs on a large scale.
• Engage in peer assistance for personal own professional decisions by • Identify and promote colleagues
• Create opportunities for fellow
growth and development. asking appropriate questions and who would be good mentors and/or
teacher leaders to design coaching
encouraging reflection. leaders.
and mentoring opportunities in their
• Connect colleagues based on own contexts.
strengths, needs, and personal and
academic qualities, and determine
methods to meet those needs.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Strive to develop professionally • Establish a trustworthy work • Provide formal coaching or mentoring • Work within or beyond their school
beyond their current practice in environment with colleagues in which to colleagues. and/or district to establish systems
a manner to positively impact there is an open exchange of ideas. that encourage and support teacher
• Collect evidence and provide
their students including collegial leader development.
• Work with other teachers to provide colleagues with meaningful feedback
interaction, course participation, information about their own practice about their practice. • Determine the vision of teacher
workshop attendance, etc. to promote growth and development. leaders and enable teachers to fulfill
• Build collegial communities based
• Allow colleagues to observe their that role.
• Seek opportunities to give and receive on needs and foster an environment
practice and gather evidence for their feedback on instructional practice. of learning and teaching among • Prepare and support teacher leaders
improvement. colleagues to inform and improve their for future mentoring and/or coaching
• Provide targeted professional
practice. roles.
development based on data analysis
and instructional needs. • Seek additional teacher leaders • Bring mentorship and/or coaching
to serve as coaches or mentors to systems to a broader scope.
colleagues and match them based on • Design appropriate coaching and
strengths and needs. mentoring programs for schools,
districts, and/or states.
• Build and sustain outside partnerships
and programs to support the needs
of mentors and/or coaches in schools,
districts, and/or states.

The Teacher Leadership Competencies 19

 INSTRUCTIONAL LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Facilitating • Understand the importance of a • Collaborate about policies and • Facilitate collaboration for the • Bring together diverse perspectives
Collaborative collaborative culture, articulate the initiatives that impact teaching and improvement of existing—or the and contexts by uniting them in
Relationships need for such a culture, and work with learning. innovation of new—programs, shared work and vision.
colleagues to create a productive policies, and initiatives.
• Articulate how collaboration can • Engage stakeholders to collaborate
environment. improve teaching and learning. • Connect colleagues to meet one effectively regardless of time or place.
• Show a willingness to work as part of another’s needs in their developmental
• Know how to build consensus and • Objectively evaluate and learn from
a group to address and implement stages; working, when necessary, to
peer capacity on issues related to decision-making processes and
resolutions to needs and/or bridge gaps of time and place.
student learning. outcomes.
challenges.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Seek opportunities to learn about the • Develop a deep understanding of • Implement initiatives and/or policies • Build a systemic collaborative
importance of a collaborative culture policies and initiatives that impact through collaboration. structure among schools’ districts,
and identify the positive results of a teaching and student learning. and/or states programs.
• Connect and support colleagues to
collaboration. • Engage in collaborative discussion meet their developmental needs. • Evaluate and learn from decision-
• Work with others to develop a with colleagues about learning and making processes and the decisions’
• Facilitate collaboration that bridges
collaborative culture. teaching. impact.
gaps of time and place.
• Determine the collaborative culture of • Establish data-based structures to • Reflect on their leadership skills and
• Participate in a constructive,
their school or environment. engage with colleagues about their my impact on others in order to build
collaborative culture to make
practice. a stronger collaborative environment.
• Compare their current collaborative decisions and implement resolutions.
culture to their new understanding. • Develop and/or participate in groups • Develop a shared vision and
like professional learning communities ownership of work based on
or teacher-based teams. differing perspectives from diverse
stakeholders regardless of place,
background, or other factors.

20 The Teacher Leadership Competencies

 INSTRUCTIONAL LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Community • Recognize the unique needs, culture, • Use a deep understanding of cultural, • Facilitate the creation of partnerships • Lead and support stakeholders to
Awareness, and context of students and advocate educational, and political concerns including those among colleagues, revitalize the culture and community
Engagement, for their learning and well-being. and issues to address student needs. communities, parents, policymakers, within which students live, grow, and
and Advocacy • Demonstrate awareness of their and students. develop.
• Create a strategic plan to engage
community by advocating for unique various communities to address • Inspire and improve the community. • Make a deliberate effort to connect
student needs with sensitivity to student needs. to disenfranchised and/or disengaged
• Address the current future needs of
culture and context. populations to create a sense of
student
belonging in various educational
• Elevate the teaching profession. settings.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Identify the unique needs, cultures, • Develop a deep understanding • Facilitate an action plan to create • Effectively lead and strongly support
communities, and contexts of of their cultural, political, and productive partnerships with stakeholders and policymakers to
students. educational settings. students and colleagues, parents and impact the culture and community of
community partners, and stakeholders their students.
• Identify how the unique needs, • Develop a strategic plan to create
and policymakers to address the
cultures, and contexts of students interest and connect with schools, • Identify broad and diverse
needs of students.
impact those students learning and families, community partners, and stakeholders to advocate for
well-being. other stakeholders. • Build and strengthen the school and disenfranchised and/or disengaged
community connection by connecting members of the community and lead,
• Identify current and new methods of
schools and families with community organize, and support advocacy
advocacy for students in their schools.
partners and other stakeholders. efforts.
• Elevate and strengthen the teaching • Foster a spirit of community and sense
profession; e.g., host a teacher career of belonging.
day or publish an op-ed during
American Education Week.

The Teacher Leadership Competencies 21

 POLICY LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Implementation • Demonstrate awareness that policy • Discern information to gain a • Engage and include policy into • Lead collaboration with diverse
impacts school environment. meaningful understanding of the practice. stakeholders about effective and
intent of policy at the school level. innovative policy implementation.
• Engage in inquiry to learn the policies • Create and utilize a culture of research
of their school. • Implement mandated policies. and inquiry in regard to policy. • Evaluate policy impact at many levels
as a result of inquiry and research.
• Understand the effects of policies on
their school environment. • Implement policies through innovative
strategies to minimize the harm of
inequitable policy while maximizing
the benefit of equitable policy.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Identify and explain the impact of • Identify the process stages for policy • Analyze policy impact at many levels • Lead collaboration among diverse
policies on the classroom. adoption and implementation. as a result of research and/or data stakeholder on effective and
analysis. innovative policy implementation as
• Identify and explain the impact of • Identify methods for involvement in
a committee and/or PLC member to
policies on school and the broader the process. • Establish a culture of research
implement goals for specific policies.
education environment. through inquiry about policy issues by
• Identify the intent of school policy.
collaboratively engaging colleagues. • Conduct a focus group, survey, or data
• Explain the effects of policies on • Inform others about policy through analysis to evaluate the policy impact
student learning. • Implement policies by designing
various communication methods. at many levels.
decision-making frameworks that
• Implement policies with equity promote equity and fairness. • Create an action plan and/or
through a variety of narrative innovative strategy for policies to
methods. minimize the harm of inequitable
policy while maximizing the benefit of
equitable policy.

22 The Teacher Leadership Competencies

 POLICY LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Advocacy • Research and understand the scope of • Use professional expertise to respond • Facilitate purposeful conversations • Create and strengthen alliances
various policies. positively for mandated policies. to learn from diverse perspectives of through powerful communication
multiple stakeholders. methods with various stakeholders.
• Recognize the positive and negative • Listen to others’ ideas to evaluate
impact of policies on students and existing and/or proposed policies that • Reflect on diverse perspectives as well • Inspire colleagues to take action on
education. impact students, teachers, classrooms, as on their understandings. policy.
schools, districts, and community.
• Realize the impact of positive • Use various communication methods • Analyze data and trends from
advocacy. • Advocate for positive changes to to purposefully organize diverse policies and share the results with
existing policies and for best practices alliances. stakeholders.
in new policies. • Reflect on individual and systemic
policy impact.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Conduct research about education • Seek the perspectives of colleagues • Communicate policy proposals • Build and/or strengthen alignments or
policies that impact the school on policy problems and solutions to colleagues through research relationships with stakeholders.
environment. by agenda planning and/or idea conducted on identified policy issues. • Organize opportunities to empower
mapping.
• Identify and explain the positive • Build capacity for policy others to advocate for the profession
and negative effects of policies that • Analyze proposals to generate policy implementation through collaboration through policy reform.
affect students, teachers, schools, or shifts. and/or analysis of a needs assessment.
education. • Demonstrate advocacy actions by • Draft new, or revise existing, policy for
• Identify current and new methods writing letters to politicians and/or consideration and adoption.
of policy advocacy for the benefit decision makers and/or attending a
of students and broader learning rally or march.
communities.

The Teacher Leadership Competencies 23

 POLICY LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Policy Making • Demonstrate awareness of the process • Effectively explain policy and its • Demonstrate effective policy • Build and sustain relationships around
of creating policy. relationship to current work to others. content knowledge based on deep policy shifts to leverage change.
understanding of research.
• Identify key stakeholders and • Engage with stakeholders. • Drive policy change for school
influences. • Build and strengthen alliances with a improvement or student rights.
broad and diverse set of stakeholders. • Take a role as a policymaker or other
formal leadership role beyond the
school setting or environment.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Identify and explain the policy- • Share processes for identified policy • Create research-based policy • Create and build relationships with
creation process. projects with colleagues. proposals and build capacity for their policy stakeholders to continue the
implementation, then share them change process.
• Identify key stakeholders and • Communicate with colleagues and
through professional media posts
policymakers and their viewpoints. stakeholders about policy projects by • Use written proposals such as
and/or email.
attending meetings and/or signing endorsements and proclamations,
petitions. • Build and strengthen collaborative or technology tools such as videos,
alliances to create and implement podcasts, radio broadcasts, or sound
policy and share the message through bites to support policy change.
personal narratives. • Pursue and accept a formal policy role
beyond school (e.g., elected office,
appointed office/position, etc.)

24 The Teacher Leadership Competencies

 POLICY LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Policy • Prepare themself for conversations • Develop powerful messages • Take formal leadership roles • Identify and support other teacher
Engagement about current issues regarding about school culture, climate, and that directly influence or involve leaders to take a role in policy making.
and education. environment. policymaking. • Foster the development of coalitions
Relationships • Know the names, roles, alignments, • Connect with policymakers, using • Build strong relationships with and gain the support of organizations
and functions of various policymakers. methods that effectively engage them policymakers that encompass the in pursuit of a positive policy agenda.
and enhance their willingness to listen ability to both listen to them and • Influence other teacher leaders to own
and learn. influence them. the positive policy agenda.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Maintain awareness of current • Use powerful messages about school • Pursue and accept a formal leadership • Empower other teacher leaders to
educational issues through engaged culture and environment shared on role with influence or direct take action in campaigning for policy
research. professional social media. involvement with policymaking. advocacy.
• Reflect on the implications current • Maintain strong connections with • Improve or strengthen relationships • Develop coalitions pursuing a positive
educational issues have on their policy policymakers through personal with policymakers to enhance learning policy agenda.
leadership. contacts. and leverage influence by attending • Practice collaborative leadership by
board meetings, facilitating a
• Maintain awareness of current and • Engage policymakers in ongoing empowering other organizations and
community meeting and/or organizing
changing names, roles, alignments, dialogue recorded in a communication teachers with full ownership of the
a meet-and-greet.
and functions of various policymakers log with the purpose of enhancing policy agenda.
through political mapping. perspectives of all. • Record and share the results of
policy advocacy through narratives,
testimonies, or other recorded
methods.

The Teacher Leadership Competencies 25

 ASSOCIATION LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Organizational • Understand the (local, state, and/or • Design, facilitate, and/or coordinate • Organize and guide a critical mass • Enlist members for participation in
Effectiveness: national) association’s mission, vision, the members’ work under direction of members to invest themselves in and innovation of the vision and values
Leading and values. and/or mentorship of other leaders in support of the association’s mission, of the association.
With Vision • Identify how to use the understanding pursuit of the association’s mission. vision, and values. • Broaden the vision and values of the
of the association’s mission, vision, • Advance the vision and values of the • Pursue strategic goals through association and activate meaningful
and values to guide their influence association. targeted actions based on the mission, change.
when working with colleagues and vision, and values of the association. • Foster and empower both members
others. • Measure success with meaningful and leaders to work beyond the
data about progress toward the current or traditional roles of the
desired vision. association.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Explain how the association’s mission, • Actively participate on a committee • Guide group efforts with association • Lead others to pursue transformative
vision, and values connect to them as and/or in learning groups. members to support the association’s vision and values for the association.
a teacher leader. mission, vision, and values.
• Organize the work of others to pursue • Lead others in anticipation of,
• Discuss how the mission, vision, the mission, vision, and values of the • Lead others to pursue goals and preparation for, and response to new
and values guide their work with association. actions to support the association’s challenges and greater achievements.
colleagues and others. mission, vision, and values.
• Manage activities with others to • Build upon and strengthen the vision,
implement the mission, vision, and • Collect data on the effectiveness of beyond current and traditional roles
values of the association. their work with colleagues to progress for teacher leaders.
toward the association’s vision and
values.

26 The Teacher Leadership Competencies

 ASSOCIATION LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Organizational • Recognize the need for leaders • Design, facilitate, and/or coordinate • Conduct association business with • Lead the creation of new methods
Effectiveness: to exercise skillful stewardship of the association’s business under the integrity and skill, effectiveness and and/or the innovation of existing
Leading the (local, state, and/or national) direction and/or mentorship of other efficiency. methods of the association to conduct
With Skill association’s vision and resources. teacher leaders. business in ways that allow for a
• Strengthen the capacity of the
broader vision and greater success.
• Understand the need for members • Encourage others to participate in the association through strategic use
to change from dues payers to association’s work. of additional resources, increased • Expand the capacity of the association
passionate partners for the work of membership, and more involvement. to identify and engage new partners,
the association. additional markets, and resource
providers.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
the following evidence: following evidence: following evidence: following evidence:
• Explain the value of skillful • Actively participate in association • Demonstrate integrity and the skills • Lead the association members and
stewardship and the resources of work with the guidance and support of to effectively conduct association others to introduce and implement
the association’s vision. teacher leaders. business. new processes, protocols, and/or
solutions to further and broaden the
• Discuss the value of membership • Coordinate activities to help transition • Use resources to purposefully
vision.
growth and engagement in the members from passive involvement to strengthen the capacity of the
association. active participation in the association’s association. • Collaborate with strategically selected
work. external partners to effectively
• Recognize not only the role of partners • Recruit and engage members in the
increase the scope, outcomes, and
but also their impact to further the • Participate with colleagues and other association.
vision of the association.
desired outcomes for students, as stakeholders to influence decision- • Use strong relationships to build
well as teachers, schools, and the makers to desired change. impactful networks with broad and
profession. diverse stakeholders to change policy
that affects students and teachers,
schools, and the profession.

The Teacher Leadership Competencies 27

 ASSOCIATION LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Organizing • Identify the role of partnerships to • Participate with (local, state, and/or • Build strong relationships and/or • Serve as an empowered teacher
and Advocacy pursue desired outcomes for schools national) association members, utilize compelling issues to develop leader who policymakers,
and districts and/or teacher instruction coalitions, administrative leaders at impactful networks (members, organizations, and unions seek to
and student learning. all levels, and decision-makers of leaders, and coalitions within and collaborate with in order to advocate
other organizations to generate across organizations). for the association.
desired change. • Generate significant changes across
a broad range of issues that impact
students, faculty, and staff as well as
schools and districts.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Explain the importance of • Collaborate effectively within and • Identify and prioritize issues that are • Influence stakeholders based on their
partnerships. beyond education stakeholders to compelling to others and that offer the knowledge and command of the
develop policies. greatest potential benefit. issues.
• Discuss how to leverage partnerships
for desired outcomes. • Work with others to influence policies • Strategically connect with others • Navigate challenging relationships.
for desired change. to address issues in ways that are • Bridge diverse interests to find
mutually beneficial and meaningful. agreement or compromise.
• Facilitate the adoption and
implementation of policies.

28 The Teacher Leadership Competencies

 ASSOCIATION LEADERSHIP COMPETENCIES
Competency Emerging Developing Performing Transforming
Building • Understand both the range of • Collaborate in implementing • Develop and provide professional • Engage association members and
Capacity of leadership skills and styles of professional growth activities to help growth opportunities for members potential members to discover their
Others communication that members may members develop. working to realize their potential as greater potential at the local, state,
possess. active members or (local, state, and/or and/or national level.
• Expand association leadership skills at
national) association leaders.
• Know their strengths and limitations the local, state, and/or national level. • Mentor members to envision and
of personal leadership skills and achieve knowledge and skills
communication styles. necessary to build capacity as
potential association leaders.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Acknowledge the range of skills and • Work with members to develop • Create and lead professional growth • Empower members and potential
communication styles of successful their professional growth and opportunities association members to members to identify and develop
leadership. communication skills. become more active and/or leaders. their own leadership potential and
communication ability.
• Assess their leadership skills and • Work to expand their leadership skills • Identify and develop leadership
communication styles. and communication styles. strategies to empower the potential in • Overcome obstacles for themself
themself and others. and others.
• Increase ownership of a shared
association vision.
• Build leadership and communication
through achievement.

Learning • Understand the importance of • Understand the landscape of major • Utilize interest-based and/or problem • Lead members and other stakeholders
Community contracts and policies. policy and contractual initiatives. solving strategies to guide the in their effort to develop new and
and Workplace development and implementation innovative policies and contractual
• Identify how contracts and policies • Use research to identify contract
Culture of desirable changes in working articles to enhance learning
can create, sustain, or develop provisions and policy options for
conditions. environments for students, educators,
positive teaching and learning a positive impact on teaching and
and/or families.
environments. learning conditions. • Advocate for contract provisions and
policy options that have a positive
• Foster a positive workplace culture of
impact on teaching and learning
support and encouragement.
environments.

Evidence Indicators of growth at the emerging Indicators of growth at the developing Indicators of growth at the performing Indicators of growth at the transforming
stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the stage include, but are not limited to, the
following evidence: following evidence: following evidence: following evidence:
• Describe the relationship between • Identify current education issues as • Establish appropriate strategies • Understand the relationships among
working conditions, teacher they relate to working conditions and to bring about desired changes in education community members and
instruction, and student learning. share that information with others. working conditions. others.
• Utilize research to develop their • Advocate for policies and provisions • Organize members in the
stance on issues that positively impact that positively impact teaching and development and implementation of
teaching and learning conditions. learning. innovative strategies to bring desired
change in working conditions.

The Teacher Leadership Competencies 29

30 The Teacher Leadership Competencies
Acknowledgments
This document created thanks largely to the experience and insightful contributions of the following teacher leaders and their educational organizations:

Jennifer Barnett Cheryl Redfield, NBCT

Center for Teaching Quality National Board for Professional Teaching Standards
High School English Language Arts, Social Studies, and Technology Middle School English Language Arts
Talladega County Schools, AL Gilbert Unified School District, AZ

Mauro Diaz, NBCT Tammy Wawro, NBCT

National Board for Professional Teaching Standards National Education Association
Middle School Science Iowa State Education Association President
Natrona County School District, WY On release from Cedar Rapids Community School District, IA

Sandy Merz, NBCT Blake West

Center for Teaching Quality National Education Association
Eighth-Grade Engineering, Math, and Science High School Computer Science, Technology Integration, Math
Tucson Unified School District, AZ Blue Valley Schools, KS

We gratefully acknowledge the following individuals and organizations for their work in this endeavor: Thank you to the Arizona K12 Center
for their commitment to supporting teachers as leaders of their profession. Additional thanks to Heather Price-Wright for helping to articulate
the words and expertise of teacher leaders through the writing of this document, and to Anika Bausom Creative Design for her creativity in capturing
what it means to be a teacher leader. Special thanks to the National Network of State Teachers of the Year (NNSTOY) for their leadership and guidance
in the development of this very important work. Finally, we want to express our gratitude to NEA’s Teacher Quality Department for their help in
developing and articulating the foundational competencies that are included in this second edition.

The Teacher Leadership Competencies 31

DIVERSITY, EQUITY, AND OVERARCHING
CULTURAL COMPETENCE COMPETENCIES
Explore and Challenge Inequity Reflective Practice
Collaborate Purposefully Personal Effectiveness
Cultivate Social Just Learning Environments Interpersonal Effectiveness
Communication
Continued Learning and Education
Group Processes
Adult Learning
INSTRUCTIONAL Technological Facility
LEADERSHIP
Coaching and Mentoring
Collaborative Relationships
Community

ENVISIONING
TEACHER
LEADERSHIP

POLICY ASSOCIATION
LEADERSHIP LEADERSHIP
Implementation Leading With Vision
Advocacy Leading With Skill
Policy Making Organizing and Advocacy
Engagement Building Capacity
Community and Culture