iowa’s teacher leadership & compensation system october 8, 2015 partnering for the success of...
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Iowa’sTeacher Leadership & Compensation System
October 8, 2015
Partnering for the success of
students
Today’s Outcomes
I can articulate the focus of the statewide TLC system.
I can explain the early challenges and strengths of the TLC system.
I can make connections from my work as a pre-service teacher educator to the TLC Framework of System Supports.
I can articulate ways to prepare pre-service candidates for entry into a TLC system.
• Individually record what you Know (K column) and what you
Want to know (W column) about TLC
• Share with an elbow partner what you Know about TLC
• Join another elbow partner group and discuss what you
Want to know about TLC
Table Talk with KWL
K W L
Focus of the Statewide TLC System
History of Teacher Leadership & Compensation
Iowa Department of Education
February, 2012 Task Force on Teacher Leadership and Compensation Established
October, 2012 Task Force releases final recommendations
July, 2013 House File 215 establishes the Teacher Leadership and Compensation System
August, 2013 Commission on Educational Leadership and Compensation convenes
September, 2013 Planning grants available
January, 2014 First round of local plans submitted
March, 2014 First round of districts notified of approval
History of Teacher Leadership & Compensation
Iowa Department of Education
Teacher Leadership & Compensation SystemDivision VII of HF 215 created the Teacher Leadership and Compensation System, as well as the Teacher Leadership Supplement (TLS) categorical funding stream.
• Goals: • attract and retain effective teachers• promote collaboration• reward professional growth and effective teaching • improve student achievement by strengthening instruction
• Planning Grants: $3.5 million available in 2013
• Phased-in Entry: $50 million available per year for the 2014-15, 2015-16, and 2016-17 school years. Funding is cumulative and includes a growth factor, so in 2016-17 and beyond TLC will be $150 million+ initiative.
Iowa Department of Education
Division VII of HF 215 provides school districts three models to consider in developing a local teacher leadership and compensation plan.
Teacher Career Paths Model (284.15)
Instructional Coach Model (284.16)
Comparable Plan Model (284.17)
Based on the work of Iowa’s Teacher Leadership and Compensation Task Force and creates model, mentor, and lead teacher roles.
Includes three leadership roles: model teacher, instructional coach, and curriculum and professional development leader
Includes minimum criteria all plans must meet: (1) minimum salary of $33,500 for all full-time teachers; (2) increased support for new teachers; (3) differentiated, multiple teacher leadership roles; (4) rigorous selection process; (5) aligned professional development system.
Teacher Leadership & Compensation Models
Iowa Department of Education
IF we effectively compensate teachers; recruit and promote excellent teachers
and provide support as they collaborate reflectively to refine their practice;
create the political will and understanding necessary to remake the status of the
teaching profession; give highly effective teachers opportunities to grow, refine,
and share their expertise; and develop a clear system with quality
implementation, THEN… student learning will increase, student outcomes will
improve, and students will be prepared to succeed in a globally competitive
environment.
Theory of Action
Iowa Department of Education
TLC Plan Application Part 1: Planning Process
Part 2: Vision and Goals for TLC Plan
Part 3: TLC Plan connection to school improvement initiatives
Part 4: Utilization of teacher leaders to improve new teachers
Part 5: Teacher leadership roles and responsibilities
Part 6: Teacher leader selection criteria and process
Part 7: Teacher leader’s role in improvement of professional development program
Part 8: Impact/Effectiveness of TLC program with monitoring and adjustment of plan
Part 9: Capacity to implement and sustain TLC program
Part 10: Estimated budget
Five “Must-Haves” for Local Plans
• Minimum salary of $33,500
• For new teachers: Additional coaching, mentoring, and
opportunities for observing instructional practice
• Differentiated, multiple, meaningful teacher leadership roles
• Rigorous selection process for leadership roles
• Aligned professional development
All Participating Districts
Iowa Department of Education
In 2014-15, the Commission approved applications from 76 districts for implementation in year two and 83 additional districts in year three. They join 39 districts from year one.
TLC Evaluation
Iowa Department of Education
The central focus of the Department’s evaluation plan is on ensuring the TLC system achieves the goals of attracting and retaining effective teachers, promoting collaboration, rewarding professional growth and effective teaching, and improving student achievement by strengthening instruction. Our approach to evaluation includes four key components.
• Collaboration• Instructional
improvement• Achievement
• Progress toward locally-determined goals
• Fidelity of implementation
• Trends
• Leadership Roles
• Salary Data
Iowa BEDS
Plan Changes Tracker
External Support
End of Year
Report
Resources
https://www.educateiowa.gov/teacher-leadership-and-compensation-system
TLC System Application FAQ’sApplication Process and Scoring RubricTLC Year 1 & 2 Selection Process and Results
KWL
I can articulate the focus of the statewide TLC system.
Talk and add to your “W” and/or “L” columns
Early Challenges & Strengths of the TLC System
What We’re Hearing – Early Strengths
Iowa Department of Education
TLC implementation is off to a strong start. Stakeholders in all roles have expressed enthusiasm and have highlighted tangible results in the first few months of implementation. These early positive results are common across all districts, regardless of size or geography.
“TLC lets our teachers be the leaders they are.”
Superintendent, Colo-Nesco
“This is the first time in my career I’ve been involved in creating professional
development.”
“A teacher’s day is full, so to be able to ask for
support from a coach has been an awesome
experience.”
“I’ve noticed a really good vibe since we’ve
implemented TLC. It has reenergized the staff.”
“TLC has strengthened collaboration and has led to
the better use of data to drive instruction… We’re
already seeing big gains in student achievement.”
“TLC has exponentially increased the development
of teachers… and has accelerated their work in
delivering better instruction.”
Teacher Leader, Cedar Rapids Teacher, Benton CSD
Board Member, Colo-NescoPrincipal, Sioux City Asst. Supt., Southeast Polk
What We’re Hearing – End of Year Strengths
• Improved support for new teachers and the mentors who support them.
• Teacher leaders received quality professional learning, increasingly supported teachers as the year progressed, improved curricular alignment and coherence, and were satisfied with their roles.
• Collaboration increased, improved, and was more fully supported.
• Teachers feel positively about TLC, feel more supported, and were given more opportunities for professional growth.
• Retention improved.
• The quality of professional development was improved.
• Initiatives were implemented with more fidelity and were more fully supported.
• Student engagement increased.
Iowa Department of Education
Districts and teachers remain enthusiastic about TLC implementation and the impact it is having. These positive results represent themes seen in the end of year reports submitted by districts.
What We’re Hearing – Early Challenges
• The fast pace of change can be difficult for schools.
• School districts have found that clearly defining each leadership role is critical, but this can be difficult to do when the roles are new to the system.
• TLC changes the role of the principal, and in many cases this can spark difficult conversations.
• Implementing TLC can shrink the pool of available substitute teachers. For example, a school district hired 27 teachers this year who were formerly substitutes.
• Rural school districts may face additional challenges, including filling all of their leadership roles from within and managing the logistical challenges of teacher leaders serving schools in multiple communities.
Iowa Department of Education
While implementation is proceeding smoothly, districts have also shared challenges in implementing their TLC plans.
What We’re Hearing – End of Year Challenges
• Student achievement was not improved.
• Mentors and mentees need more time to meet.
• Not all districts reached 25% participation levels.
• Districts are adjusting roles and responsibilities.
• Internal cohesion, data collection, and review needs to improve.
• Provide more support for administrators.
• Continue to improve professional learning and collaboration.
• Ensure all teacher leader roles are fully utilized.
• Improve oversight and evaluation of teacher leaders.
Iowa Department of Education
Districts continue to have challenges as they implement their TLC plans. The needs below represent themes seen in the end of year reports submitted by districts.
KWL
I can explain the early challenges and strengths of the TLC system.
Talk and add to your “W” and/or “L” columns
Connections with Pre-service Educators
Preparing Pre-service Candidates
Creating a System of Support
Iowa Department of Education
The Department of Education is working with stakeholders across Iowa to identify, coordinate and provide opportunities for teacher leaders and school leaders to build the knowledge and skills they need to be successful in these new leadership roles. Adult
LearningCollaborative
CultureCommunicati
onContent,
Pedagogy &Assessment
Systems Thinking
Data Organizational Leadership
Focus Areas
Design and delivery of professional learning.
Facilitation of group processes and development of necessary structures for professional learning environments to be effective.
Cultivation of skills associated with effective dialogue with colleagues.
Implementation of research and best practice in content (Iowa Core), instruction and assessment.
Integration and alignment of district and statewide educational improvement efforts.
Facilitation of data analysis and data- informed decision making.
Facilitation and enactment of a vision for school improvement with teacher leadership as a point of leverage.
Iowa Department of EducationTLC System - Framework for Learning Supports
Information and Support
Iowa Department of Education
The Agora Community on the AEA PD Online website will serve as the one-stop-shop and collaboration hub as districts implement their local TLC plans.
bit.ly/tlcagora
Log in as guest to access Agora Community
Reflect For yourself: • How do you see your expertise supporting the TLC Learning Supports
Framework?• What skills or resources might you need in order to support pre-service
candidates and early career teachers as they enter TLC schools?
For your courses: • What specific outcomes related to pre-service teacher courses,
dispositions, or field experiences can you identify that will result in preservice teachers who are prepared to be successful in a TLC system?
• In which of the 7 categories do you see connections with specific courses you teach? (see handout)
KWL • Talk and add to your “W” and/or “L” columns
• Circle any “Ws” that were NOT answered
• Star one “L” that was most profound and share at your table
RecapI can articulate the focus of the statewide TLC system.
I can explain the early challenges and strengths of the TLC system.
I can make connections from my work as a pre-service teacher
educator to the TLC Framework of System Supports.
I can articulate ways to prepare pre-service candidates for entry into
a TLC system.
