Cobb Reporter

Cobb’s Teacher Leader Academy (CTLA) is marking its tenth year of operation, providing educators with a platform to lead from their classrooms. Since the 2015-16 school year, 1,095 teachers have graduated from this year-long professional learning program.

The academy's focus is on developing teacher leadership skills, enhancing K-12 content-area expertise, and fostering innovative instructional practices. It also aims to design effective professional learning strategies that impact student achievement. Despite being relatively unknown to parents and students, CTLA contributes significantly to making Cobb an ideal place for teaching and learning.

“This was the most rewarding and amazing experience I have ever encountered in Cobb! I loved connecting with like-minded and highly motivated individuals,” said one teacher about the CTLA experience.

Participants are selected through a competitive application process based on current district needs. Content area supervisors choose candidates considering various factors, including principal recommendations. Since its inception, CTLA has included teachers from diverse subjects such as CTAE, ELA, Health/Physical Education, Math, Performing Arts, Science, Social Studies, Visual Arts, and World Languages. Recently added cohorts include ESOL, Library Media Specialists, Special Education, and STEM.

This year's cohort comprises 170 teachers from 80 schools across the district. New cohorts introduced this year focus on School Counseling and Advanced Learning; K-5 Content Integration; and Instructional Transformation Through Digital Learning.

During each meeting day at CTLA, participants engage in general teacher leadership topics in the morning before joining their content area cohort sessions in the afternoon to enhance their disciplinary knowledge. From 2015 to 2019, the district emphasized teacher leadership through both teacher and student voices. Since then, it has continued focusing on roles of teacher leaders using DISC assessments for understanding leadership styles and building coaching skills.

“Every single meeting was a journey and an adventure,” commented another CTLA participant.

A key element of CTLA is the Impact Project where participants address identified needs within their school or community by implementing innovative solutions driven by personal passion. Examples include Movement in Mathematics at Kemp Elementary School resulting in a grant-supported Movement Lab; while Harrison High School saw the establishment of Hoya Writing Center staffed by peer tutors alongside English teachers.

Teacher leaders influence extends beyond individual classrooms affecting broader educational improvement efforts through contributions towards school development initiatives along with advocacy work within education sector itself too as well noted: “I feel more empowered confident ability help other grow leadership classroom found voice.”