| State
Regional Coordinators |
| Field-based LINCS Regional Coordinators work
directly with school and district staff: modeling lessons, observing and
coaching classroom teachers, facilitating study groups, and otherwise
providing individualized support to schools. Each LINCS Regional Coordinator
is a content specialist in one or more of the three LINCS content focus
areas, has extensive training in the Whole Faculty Study Group process, and
serves as an "expert voice" in support of change.
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|
Content Leaders |
| All schools/districts that participate in
the LINCS Process identify "Content Leaders" for every school that is
served. Each content Leader is school or district-based educator who is
proficient in the content area on which the school/district is focusing. The
Content Leader's role is to work alongside classroom teachers, modeling
lessons, coaching, and providing other feedback as needed to support the
implementation of standards-based teaching and learning strategies. Content
Leaders receive a minimum of 18 days of intensive professional development
to prepare them for their essential role as facilitators of teacher
learning. It is essential that Content Leaders be accessible to the teachers
they assist and are knowledgeable about the school's instructional capacity.
They therefore are expected to spend most if not all of their time,
providing direct support to teachers.
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|
School Teams |
| Each school entering the LINCS Process
assembles a School Team whose members will lead and support the entire
faculty as it implements the Whole Faculty Study Group Process schoolwide.
The School Team, which consists of the principal and a cadre of teacher
leaders, receives intensive professional development during the summer to
prepare for the implementation year. Follow-up professional development in
the fall and spring creates opportunities for School Team members to
refresh and expand their developing knowledge and skills. |
| Whole
Faculty Study Groups |
| Research demonstrates that some of the most
powerful staff development occurs when teachers meet collaboratively on an
ongoing basis (preferably several times each month) for professional
learning tied to their students’ specific learning needs. Whole faculties at
LINCS schools are expected to set aside time to meet in study groups aimed
at developing deeper content knowledge, finding and practicing innovative
teaching strategies, planning lessons collaboratively, and reviewing student
work. |
