ASCD's Capacity-Building Models
Teacher Leader Model
The teacher leader model builds capacity within a school or district. Teacher leader teams work with ASCD Faculty members to learn content in depth and to learn how to plan, lead, and implement effective professional development in support of the content.
The ASCD teacher leader criteria can be used to select teacher leaders for school or district-based teams. Although it is unlikely all teacher leaders will meet the criteria prior to selection, the goal of the district or school should be to have them meet these standards during the time they are developing expertise in the identified instructional practice approach.
ASCD Faculty members support the development of teacher leaders by providing workshops on the content, model lessons, curriculum development support, school-based coaching of teacher leaders, and observation of demonstration classrooms. In addition, teacher leader teams work with ASCD Professional Development Coaches to focus on developing their expertise in adult learning and effective school-based professional learning practices. An additional important aspect of this model is workshops and ongoing support for school-based and district-level administrators in learning what the teachers are learning and the instructional leadership practices and policies that support implementation at the school and district level.
Consortium Model
A consortium is a group of districts or schools interested in working together to build capacity. ASCD Faculty members guide teams from participating districts as they learn content and effective professional development practices. Teams should include district- or state-level administrators, school-based administrators, and teacher leaders.
The consortium meets 5–10 times over the course of a year at a central location. Each session includes work with ASCD Faculty members, problem solving, networking activities, and action planning. Between sessions, participants have assignments to complete focused on implementation of practices. ASCD Faculty and staff members are available virtually to answer questions.
Building local capacity is an important feature of the consortium model. District and state personnel attend consortium meetings as partners with school teams and participate in additional learning facilitated by ASCD Faculty members focused on supporting implementation of the content and effective professional development practices.
Between sessions, ASCD Faculty members, Professional Development Coaches, and district and state team members work with school teams in their buildings. Possible work may include curriculum seminars, meetings with school-based coaches and administrators to reflect on implementation issues, and classroom observations and conferencing. At the midpoint in the implementation, ASCD Faculty or staff is available to facilitate an implementation self-assessment, during which action plans are monitored and adjusted as necessary for continuous improvement.
School Improvement Coach Model
ASCD Faculty members are assigned to individual schools focused on specific instructional and leadership approaches as a result of the needs assessment process. The faculty member works with selected teacher leaders and school-level administrators on learning concepts, strategies, and developing a plan for implementation, all customized for the school. In addition, leadership coaching is provided for the principal and administrative team in instructional leadership to support implementation.