R277. Education, Administration.
R277-307. Teacher Leader.
R277-307-1. Authority and Purpose.
(1) This rule is authorized by:
(a) Utah Constitution Article X, Section 3, which vests general control and supervision over public education in the Board;
(b) Section 53E-6-902, which requires the Board to:
(i) define the role of a teacher leader; and
(ii) establish the minimum criteria for a teacher to qualify as a teacher leader; and
(c) Subsection 53E-3-401(4), which allows the Board to make rules to execute the Board's duties and responsibilities under the Utah Constitution and state law.
(2) The purpose of this rule is to:
(a) define the role of a teacher leader; and
(b) establish the minimum criteria for a teacher to qualify as a teacher leader.
R277-307-2. Definitions.
(1) "Teacher" has the same meaning as defined in Subsection 53E-6-902(1).
(2) "Teacher leader" has the same meaning as defined in Subsection 53E-6-902(2).
R277-307-3. Minimum Criteria for a Teacher Leader.
An LEA may designate a teacher as a teacher leader if the teacher:
(1) has a professional educator license;
(2)(a) has an educator evaluation effectiveness rating of effective or highly effective for at least the two years prior to being designated as a teacher leader; or
(b) has a successful or equivalent evaluation rating using a local board-approved evaluation system for at least the two years prior to being designated as a teacher leader;
(3) demonstrates competence in working with adult learners and peers;
(4) demonstrates:
(a) consistent leadership;
(b) focused collaboration;
(c) distinguished teaching; and
(d) a commitment to ongoing professional growth; and
(5) is recommended by the building administrator to be designated as a teacher leader.
R277-307-4. Roles of a Teacher Leader.
(1) A teacher leader may exhibit leadership in a school through formally or informally designated responsibilities.
(2) A teacher leader shall maintain the teacher leader's assignment as a classroom teacher while exercising appropriate leadership responsibilities, consistent with this section.
(3) A teacher leader may perform the following functions:
(a) Professional learning lead, including:
(i) generally supporting school-based professional learning; or
(ii) serving as a learning designed or facilitator for professional learning activities;
(b) Formally trained and recognized mentor, including:
(i) modeling effective instructional strategies for other teachers;
(ii) training, supervising, and mentoring:
(A) student teachers;
(B) new teachers; or
(C) teachers that supervise student teachers; or
(iii) coaching the development of effective instruction;
(c) Lead or master teacher, including:
(i) guiding other educators in collecting, understanding, analyzing, and interpreting student-achievement data and using those findings to improve instruction;
(ii) leading efforts to modify or improve curriculum; or
(iii) facilitating and coordinating professional learning communities;
(d) Education policy advocate, including:
(i) positively contributing to informed decisions made by policy makers; or
(ii) sharing information with colleagues regarding impact of policy on classroom practices;
(e) School outreach lead, including:
(i) leading specific school improvement initiatives; or
(ii) acting as a liaison for community projects; or
(f) Education ambassador, including:
(i) networking within and beyond local, state, and national education organizations; or
