Teacher Leadership Pool (TLP) is changing from an interview process to a prerequisite/competency model. This change is meant to support aspiring teacher leaders in their skill and knowledge development in working with adults.
-Increasing one’s capacity in Teacher Leadership is valued.
-TLP is intended to ensure people have the right skills for the job.
-TLP is not meant to be exclusive, all candidates with the skills and knowledge for the work are encouraged to be in the pool.
-TLP was moving in a competency-based direction beginning 2022-23, we are beginning one year earlier due to legislative changes from the 2021 session.
What is the new process?
Educators who take three courses in teacher leadership will be in the TLP upon completion of the three courses and submission of transcripts and a survey. They are then in the pool permanently as long as they remain Effective or higher in annual evaluations. A link to submit transcripts and take a survey will be available on this website by end of day Friday September 17, 2021 and candidates may submit at any time, there is no deadline.
Any educator who has not yet fulfilled the three-course requirement or is already in the TLP may apply for a TOSA position. If a candidate is selected for a TOSA position and is not in the TLP, they will have 3 years and must take 3 courses in Teacher Leadership during this time. Teacher Leadership courses may be taken during contract time.
A list of courses is available on this website. Educators may also submit courses through the in-service division, such as a book study or take from another agency. If interested in an in-service course or another agency, please contact for pre-approval to ensure it will satisfy the course requirement.
What if I am already in the Teacher Leadership Pool?
TLP members who are in the pool and have not yet re-qualified will be eligible to re-qualify. Re-qualification consists of a task that asks candidates to reflect on their leadership work and their goals. Those who have already re-qualified once will be in the TLP permanently as long as they remain Effective or higher in annual evaluations.
Click here for the schedule of Teacher Leadership Pool Information Sessions.
Teacher Leadership Courses that satisfy the professional learning requirement:
Building Your Capacity as a Teacher Leader- WCSD
Foundations of Mentoring- WCSD
Instructional Support Institute “Blue Friday” -WCSD
Learning Facilitator Coaching Institute-WCSD
Master Lead Teacher Program- WCSD/NWRPDP
Observation and Feedback-WCSD
Strategies for Building Capacity Through Effective Teacher Leadership Practices-WCSD
Teachers Leading Change - NWRPDP
NEA courses listed in attachment below
Other courses as applicable, please contact us if you have taken or are interested in a course outside of this list to check that it qualifies.
Upcoming Teacher Leadership Courses through NEA:
Information on asynchronous courses offered in Teacher Leadership through the Nevada Education Association is available here. These self-paced, free, online courses are rigorous and can be used for Nevada Licensure renewal though do not qualify for WCSD salary advancement.
Upcoming Teacher Leadership Courses in MyPGS:
Teachers with three years of experience or more will receive training in Foundations of Mentoring as offered through the New Teacher Center of Santa Cruz, California. Teachers will learn about mentor roles, needs of beginning teachers, attitudinal phases of new teacher development, building a trusting relationship and other basics of mentoring a novice or student teacher. Teachers who complete 15 hours of training are eligible to apply as a WCSD Mentor Teacher.
Offered: 9/23/2021-9/25/2021 and 2/24/2022-2/26/2022
Topics for this highly interactive course include: types of observation evidence, evidence vs opinion, scripting, observation tools, adult learning theory, the language of data-driven feedback, and the four standards, among others. The class is built around practice time, watching classroom videos, sharing observation techniques, using the feedback template and conducting planning and reflecting conversations, based upon the four standards of the Teacher Professional Growth System. The instructors for this course are Consulting Teachers who have considerable experience as instructors and as mentors who observe teachers and give feedback.
Offered: 10/13/2021-11/3/2021 and 4/20/2022- 5/11/2022
During this course, participants will define coaching and be able to explain why coaching is an effective initiative for improving student achievement. Over a decade of research supports the fact that the classroom teacher is the #1 factor in student achievement. In essence, the more effective the teacher, the greater the student achievement rates. Participants in this course will examine the correlation between their roles and the professional growth of the classroom teacher.
The course begins with a review of the core beliefs and guiding principles of coaching. Then, the course defines instructional coaching and provides depth on initial coaching strategies used by new coaches as they develop their role within a school. This course provides content, modeling segments, discussion and collaboration opportunities, and tools to assist coaches as they support the professional growth of teachers.
Questions? Email Marissa McClish