Education expert and award-winning researcher Chad Dumas provides teacher team leaders with clarity on their role and approach, accompanied by actions that help teams get going, gain momentum, overcome obstacles, and refine skills that maximize their effectiveness in professional learning communities. Uncover the responsibilities, assumptions, and mindsets of effective teacher team leaders and utilize 40 simple, go-to moves, techniques, and strategies that will transform team collaboration.
K–12 teacher team leaders can rely on this handbook to: - Understand the three key responsibilities of the team leader in a PLC
- Cultivate assumptions and mindsets for successful team collaboration
- Utilize tools to implement simple actions that transform team functioning
- Reflect on their progress and determine future action steps
- Address common challenges that impede their effectiveness
Contents: Introduction
Part I: Teacher Team Leader Foundations Chapter 1: Defining Your Role
Chapter 2: Understanding Your Approach
Part II: Teacher Team Leader Actions Chapter 3: Getting Started
Chapter 4: Gaining Momentum
Chapter 5: Overcoming Obstacles
Chapter 6: Refining Your Skills
Chapter 7: Addressing Challenges from the Field
Epilogue
References and Resources
Index
Dr. Chad M. V. Dumas is a Solution Tree Professional Learning Community at Work®, Priority Schools, and Assessment Collaborative associate and international consultant, presenter, and award-winning researcher. His focus is on building capacity for self-, team, and system improvement. Having been a successful teacher, principal, central office administrator, professional developer, and consultant in a variety of school districts, he brings his passion, expertise, and skills to his writing and speaking as he engages participants in meaningful and practical learning. Chad offers readers and audiences educational research, engaging stories, hands-on tools, and useful knowledge and skills they can implement immediately.
The results of Chad’s work speak for themselves. One district was identified as “Persistently Lowest Achieving” upon his arrival, and within a few years multiple schools were recognized as national Model PLCs for improving student learning. Chad has served on and led accreditation visits for Cognia around the United States and world; presented nationally and internationally; collaborated with school boards, intermediate service agencies, state departments of education, and professional associations; and trained as an agency trainer for Adaptive Schools.
Dumas received a bachelor’s degree in music education from the University of Nebraska, a master’s degree in educational administration from Concordia University, and a doctorate in educational administration from the University of Nebraska.
