Transcript Federal Programs Spring Directors’ Conference March 6-7, 2012 Developing Federal Programs of Excellence Linda Bragg Office of Title II, III & System Support.

Federal Programs Spring
Directors’ Conference
March 6-7, 2012
Developing Federal
Programs of Excellence
Linda Bragg
Office of Title II, III & System
Support
Evidence-Based Approach to
Effective Resource Allocation
Strategic Finance Choices for:
Professional Learning
• Continuous Improvement (Student Learning)
• Building Capacity for Collaborative Teaming
• The District’s Highly-Qualified Plan
•
1. Retention
2. Retraining
Points  Squares  Circles
The Big Ideas
MAJOR
POINTS
LEARNED
Points  Squares  Circles
Validate My Thinking
THESE
IDEAS
SQUARED
WITH
MY OWN
Points  Squares  Circles
Questions I Still Have?
THINGS
STILL GOING
ON IN MY
HEAD
As We Reflect on-Strategic & Research-based Finance Choices
for Developing Federal Programs of
Excellence …
…consider how academic coaching might serve to
support:
a.
b.
c.
d.
The District’s Continuous Improvement Plan
The District’s Professional Development Plan
Building Capacity for Collaborative Teaming
The District’s Highly-Qualified Plan
1. Retention
2. Retraining
Title Program Requirements
• Must be based on needs of the school
district listed within the 5 year plan for
continuous improvement
• Must be targeted first at schools identified
for improvement
• Must focus on increasing student
achievement
• Must be supplemental positions and not
supplant state or local funds
Title II Expenditures: FY 2010
$4,701,122
$3,081,854
$13,624,247
(Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)
Title II Expenditures: FY 2011
$2,980,760
$4,771,486
$13,462,821
(Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)
Interpretation of the Data
• West Virginia spends an over three
dollars on “workshop” professional
development for every dollar spent on
coaching or classroom size reduction.
(Title II)
• The trend indicates that districts are
reducing the practice of classroom size
reduction in favor of hiring coaches
High Impact Areas to Consider in a
District’s Plan for Continuous
Improvement
• New Teacher Retention
• Collaborative Teaming Processes
•
o Focus on Student Learning
o Professional Learning (data-based & teamidentified)
Technical Assistance for Educators who need
to improve performance (retraining) & for
implementation of programs or strategies
Addressing Retention as Part of
a Highly-Qualified Plan
Have we really considered
the critical importance of supporting
beginning teachers through a
comprehensive induction period and
not merely one-year mentorship?
Did
You
KNOW?
One third of new teachers leave
the classroom within three years.
Almost half of them are
gone after five years.
Over half of them say they’d stay
in teaching longer if they could
work with other
teachers.
New teachers eager to
make a difference...
Coaches with wisdom,
expertise and experience
eager to support new teachers...
Could coaching be an
opportunity
to better
support
beginning
teachers?
High Impact Areas to Consider in a
District’s Plan for Continuous
Improvement
• New Teacher Retention
• Collaborative Teaming Processes
•
o Focus on Student Learning
o Professional Learning (data-based & teamidentified)
Technical Assistance for Educators who need
to improve performance (retraining) & for
implementation of programs or strategies
Did You Know?
In every profession teamwork
is the path to high performance.
Health care teams
Legal teams
Fire and rescue teams
Space exploration teams
You probably work on a team.
75% of U.S. teachers
want more teaming and
collaboration.
How can we
support teachers in
meeting student
needs?
High Impact Areas to Consider in a
District’s Plan for Continuous
Improvement
• New Teacher Retention
• Collaborative Teaming Processes
•
o Focus on Student Learning
o Professional Learning (data-based & teamidentified)
Technical Assistance for Educators who need
to improve performance (retraining) & for
implementation of programs or strategies
Collaborate About What?
If we want our school improvement efforts to have a
significant impact on student learning, we should focus
those efforts on the factors that significantly
impact learning.
Highly Effective Collaborative Teams
1.
2.
3.
4.
Focus on 4 Critical Questions:
What is it we expect students to learn?
How will we know when they have
learned it?
How will we respond when they don’t?
How will we respond when students
already know it?
Let’s Ponder
In what ways could coaches assist
teachers or teacher teams with
focusing on the Four Critical
Questions?
Would utilizing coaches as part of
job-embedded PD be more effective
for translating learning into practice
than a workshop?
Individual Reflection
Partner Reflection
Table Talk
Take a few minutes to
reflect on what you have
heard and use your
graphic organizer to write
down your thinking.
High Impact Areas to Address in a
District’s Plan for Continuous
Improvement
• New Teacher Retention
•
•
Collaborative Teaming Processes
o Focus on Student Learning
o Professional Learning (data-based &
team-identified)
Technical Assistance for Educators who
need to improve performance (retraining) &
for implementation of programs or strategies
The Work of Coaches
Professional
Development
according
to Task
Force
Staff development is not just to
implement isolated instructional
1. Supportinnovations;
the Continuous
Process
its Improvement
central purpose
is
to buildforstrong
collaborative
work
2. Build Capacity
Site-based
Collaborative
Teaming
and Peer
cultures
thatCoaching
will develop the longcapacityTeachers
for change.
3. Supportterm
for Beginning
(and Mentors)
Michael Fullan
Translating Learning into Practice
“Embedded professional development is a
continuous cycle of improvement that fosters
collective responsibility; primarily occurs
several times per week; and must be
supported—by job-embedded coaching or
external assistance.”
Learning Forward (formerly NSDC)
Guiding Principles for Effective JobEmbedded Professional Development
• Establish teams
• Create an environment of shared
responsibility for student learning;
• Provide opportunities for them to share
• Engage in active learning that is sustained
over time through job-embedded action
research;
• Encourage to become exemplars of change;
Guiding Principles for Effective JobEmbedded Professional Development
• Provide a risk-free setting for transparency of
practice, collective work and reflection;
• Provide support (coaches) to serve as role
models for effective leadership and
professionalism; and
• Provide opportunities for contribution to
meaningful work;
• Provide sufficient time for integration of
learning into practice.
Professional Training and Translating the Learning into
Practice
Translating Learning into Practice
Coaching can provide the support that
teachers need to improve the quality of
their instruction that results in increased
student learning.
Educational Leadership, Jan. 2012
Individual Reflection
Partner Reflection
Table Talk
Take a few minutes to
reflect on what you have
heard and use your
graphic organizer to write
down your thinking.
High Impact Areas to Address in a
District’s Plan for Continuous
Improvement
• New Teacher Retention
•
•
Collaborative Teaming Processes
o Focus on Student Learning
o Professional Learning (data-based &
team-identified)
Technical Assistance for Educators who
need to improve performance (retraining) &
for implementation of programs or strategies
Roles of WV Coaches
Coaching Roles
that Could Support Collaborative
Teaming Processes
•
•
•
•
•
Resource Provider
Data Coach
Curriculum Specialist
Instructional Specialist
Support Mentors of
Beginning Teachers (or
mentor themselves)
• Supporter of
Collaborative Teams
• Classroom Supporter
• Learning Facilitator
• Supporter of School
Leadership Teams
• Implementation Coach
• Learner
Coach as a Supporter of Struggling
Teachers
•
•
•
•
•
Resource Provider
Data Coach
Curriculum Specialist
Instructional Specialist
Support Mentors of
Beginning Teachers (or
mentor themselves)
• Supporter of
Collaborative Teams
• Classroom Supporter
• Learning Facilitator
• Supporter of School
Leadership Teams
• Implementation
Coach
• Learner
Beginning
Teacher Mentor
Learning
Facilitator
Continuous
Improvement
Technology
Integration
Data Coach
Curriculum
and
Instruction
Collaborative
Teaming Coach
Funding
Sources for
The Work
of Coaches
according toCoaches
Task Force
Federal:
• Title I
• Title II, Parts A and D
• Title III
1. Support the •Continuous
Improvement Process
Title VI
• IDEA
2. Build Capacity
for Site-based Collaborative
Teaming and Peer Coaching
State:
3. Support for Beginning
• Step 7 Teachers (and Mentors)
• State
Local:
• Levy
Possible Sources of Funding for
Coaches
•
•
•
•
•
•
•
Title I
Title II
Grants (Technology, SIG monies, MSP, etc.)
Special Education
General Fund
Rural & Low Income Schools (RLIS)
Step 7
Ways in Which One Virginia School
District Currently Funds Coaches’
Salaries
• 2006-2007 80% Title I/20% General fund
• 2007-2008 50% Title I/50% General Fund
• 2008-2009 39% Title I/31% Title II/30%
General Fund
• 2009-2010 39% Title I/31% Title II/30%
General Fund
Number & Type of Coaches
School
Improv, 37
Mentor, 27
Technology,
89
Curriculum &
Instruction 181
Curric & Instruc
Technology
School Improv
Mentor
Coaches By Funding Source
ARRA, 3
ARRA
County, 48
Title II, 127
County
Ed Jobs, 16
ECE, 1
Ed Jobs
IDEA, 14
Levy, 6
RLIS, 10
State, 37
ECE
IDEA
Levy
RLIS
State
Title I, 137
Step 7
Step 7, 5
Title I
Title II
Example of WV School District Using
Title II for Coaches
Example of WV School District Using
Title II for Coaches
Let’s Ponder
Is Professional Development in your district
primarily based on….
• Teacher preferences?
• Grant determinants?
• Various district offices’ control?
OR
Is Professional Development in your
District ….
• Research-driven & based on most impact on
student achievement?
• Aligned to performance goals & capacitybuilding?
• Accessible to integrated budgets?
• Based upon staff needs, determined by data?
• Connected to district policies for teacher
recruitment, retention or support?
• Measured for effectiveness of the investment?
What Strategic Finance
Choices Will your District
Make for:
• Professional Learning?
• Continuous Improvement (Student
Learning)?
• Building Capacity for Collaborative Teaming?
• The District’s Highly-Qualified Plan…
Retention?
Retraining?
Individual Reflection
Partner Reflection
Table Talk
Take a few minutes to
reflect on what you have
heard and use your
graphic organizer to write
down your thinking.
Task Force Recommendations for
supporting coaches and mentors
Policy Support
(teacher induction)
Professional
Development
Strategic
Resource
Allocation
WVDE’s Professional Learning Structure
of Support for
West Virginia Coaches
The Work of Coaches—a
Snapshot
Coaching for School Growth
Supporting All Educators
A. Coaching Team Processes (collaborative and leadership teams)
B. Coaching for Professional Performance (individual educators)
1. Specific Technical Assistance for Individual Teachers
2. Induction: Mentorship and/or Coaching of Beginning
Teachers
• Year-long blended delivery: Face-to-Face and Online Modules
& Networking
• Based on the levers of the West Virginia Continuous
Improvement Process & Learning-by-Doing Model
• Access to specialized training
• Graduate credit
• State level and regional support
• Possible future plans: WV coaching standards and evaluation
that may eventually lead to an advanced credential or
endorsement for academic coaches
Coaches support
teachers and
teacher teams as
professionals and
students benefit!
Contact Information
Linda Bragg
[email protected]
Phone: 304-558-3199
Coaching for Learning Web Site will be launched during the May 29-31 training.