Big Lake District Improvement Plan

Transcription

1 General Information: The Quality Compensation (Q Comp) Aid application is authorized under First Special Session Laws 2005, Chapter 5, Article 2, Sections 39-46; Minn. Stat. 122A.413, 414, and 415. Submit the completed application (per instructions in the Guidelines available on the MDE Website) to the above address, attention: Kristie Anderson. DISTRICT IDENTIFICATION INFORMATION District Name and Number: Big Lake Public Schools #727 Superintendent: Jonathan R. Miller Phone: Fax: Charter School Name and Number: CHARTER SCHOOL IDENTIFICATION INFORMATION School Board Chair: Phone: Fax: Authorizing Organization: Authorizer Liaison: School Name and Number: Principal: Phone: Fax: SCHOOL IDENTIFICATION INFORMATION Phone: Fax: ADDITIONAL CONTACT INFORMATION Contact Person s Name: Crystal Thorson Phone: c.thorson@biglake.k12.mn.us Fax: Street Address: 501 Minnesota Avenue City: Big Lake State: MN Zip Code: ASSURANCE OF AUTHENTIC WORK This Q Comp application is authentic and is written by the applying entity. Sources are sited appropriately on any material that is paraphrased or copied. Language taken from a template should be customized sufficiently to meet the needs of the entity that is applying. It is to be understood that failure to comply may result in denial of the application. 1

2 EDUCATIONAL IMPROVEMENT PLAN (EIP) AND Q COMP ASSURANCES 1. The district and each of its sites have developed an aligned Educational Improvement Plan (EIP) based on student achievement needs. 2. The district s EIP has been approved by the School Board. 3. Teachers were involved in the process for developing the EIP. 4. The EIP includes measurable goals and objectives for improving school district performance, school site performance, teacher performance and individual student performance. 5. The EIP program includes measures of student, family and community involvement and satisfaction. 6. The EIP includes measures of student attendance and completion rates. 7. The Q Comp program includes an objective and comprehensive teacher evaluation system, based on the educational improvement plan and multiple evaluations of a teacher s instructional performance that include classroom observations by a locally selected evaluation team during the school year. 8. The Q Comp program includes career advancement options for teachers who will be responsible for implementing professional development activities. 9. The EIP and the Q Comp program clearly identify the assessment that will be used to measure school-wide achievement gains (Minnesota Comprehensive Assessments, Series II or locally selected standardized assessments or both) and student achievement gains, where applicable, that will be used to measure student performance and progress. 10. The EIP and Q Comp program include an integrated, ongoing, site-based professional development plan with activities held during the individual employment contract day that are aligned with the goals and objectives. 11. The EIP and Q Comp program include a data system with information about students and their academic progress. 12. The EIP and Q Comp program include a teacher induction and mentoring program for probationary teachers that provides for continuous learning and sustained teacher support. The undersigned hereby certifies on behalf of the school, intermediate site, district or charter school that all of the above statements of assurances and the requirements of Minn. Stat. 122A.413, Subd. 3 are true. The undersigned further certifies the educational improvement plan (EIP) documents required to meet the standards of Minn. Stat. 122A.413 Subd. 2 are on file in the district for review at request. Signature District Superintendent or Charter Board Chair Date Signature District Exclusive Representative of the Teachers Date Charter Authorizer/ Liaison for Charter Schools 2

3 DISTRICT SUBMISSION FOR PRE-APPROVAL OR APPROVAL STATUS Check the appropriate box below: (Double-click on the shaded check box field to select the Checked option.) All teachers in the district All teachers at the following school site(s): (identify each site) If a district authorizes individual sites to implement a plan, a Memorandum of Agreement (MOA) must be submitted with the application explaining how the salary schedule is amended for the site(s). Check the appropriate box below regarding the district s master agreement status: 1. Current ratified master agreement or ratified MOA includes the Q Comp application. 2. Ratification of the master agreement or MOA is pending during the Q Comp application process. If a district has a ratified master agreement without a professional pay system (notwithstanding Minn. Stat. 179A.20 or other law to the contrary), a school board and the exclusive teacher bargaining unit may enter into a supplemental agreement solely for the purpose of complying with the alternative teacher pay provisions. If checking box 1 above, please include the following information with this application: 1. A copy of the formally adopted collective bargaining agreement, MOA or other binding agreement that authorizes the implementation of the Q Comp program consistent with Minn. Stat. 122A.414, 2. A copy of the official school board resolution, and 3. A copy of the vote certification or licensed staff vote for individual sites applying for Q Comp signed by the superintendent or building principal and the president of the teachers union indicating the percent of teachers/licensed staff voting to implement Q Comp, the total number of teachers in the district/site and the number of students in the district/site. If checking box 2 above, please send the above information once the master agreement has been ratified to MDE The undersigned hereby certifies the information is accurate and complete. All documentation is attached, the Q Comp a binding contract between the district or site and the Minnesota Department of Education (MDE). All changes to the approved plan must be reported and approved by MDE Signature District Superintendent Date Signature District Exclusive Representative of the Teachers Date 3

4 CHARTER SCHOOL SUBMISSION FOR PRE-APPROVAL OR APPROVAL STATUS Teacher* Vote Certification: All teachers at (charter school) were informed that the school intends to apply for Q Comp, given a chance to review and provide input on the plan, and voted on whether or not they wanted the plan implemented at the school. Please indicate the results of the vote: Total number of teachers at the school: Total number of teachers voting to implement Q Comp: Percent of licensed teachers voting for Q Comp implementation: Date the vote was conducted: Give a reason for any discrepancy between the total number of teachers at the school and the total number of teachers voting to implement Q Comp: School Board Approval Certification: Attach a copy of the board minutes showing that the school board approved the submission and implementation of the Q Comp application (charter school). The minutes should show that the school board was informed on the content of the plan, given a chance to review and provide input on the plan, and intends to support the school in implementing the plan as outlined in the application. The undersigned hereby certify all of the following: (Double-click on the shaded check box field to select the Checked option.) The application is the authentic work of the charter school. The teacher vote information is true and accurate. The attached board minutes are true and accurate. The school is in full compliance with all applicable Minnesota Statutes and reporting requirements. Signature Charter School Board Chair Date Signature Charter School Authorizer Liaison Date *Teacher includes all licensed staff at the school such as classroom teachers, school nurses, school psychologists and school counselors. 4

5 Q COMP PROGRAM To qualify for Q Comp Aid under Minn. Stat. 122A.413, district, school site, charter school or intermediate district (entity) must have an alternative teacher professional pay system as described in Minn. Stat. 122A.414. All components of the Q Comp Program must meet the state requirements. To apply, complete the following sections (1-6) describing the applicant s design of a Q Comp Program. Each entity may reference specific sections of the master agreement, if appropriate, and may attach additional pages as supplements if needed. Incomplete applications or applications stating see attached will not be accepted. Open the Q Comp Guidelines located on the MDE Website, which explains each component and provides examples of how to design and implement plans ( ). Q Comp Application Components 1-5 Component 1 Career Ladder/Advancement Options Teachers holding career ladder positions are referred to as teacher leaders in this application. (Teacher leaders are expected to retain primary roles in student instruction and facilitate site-focused professional development that helps other teachers improve their skills.) 1.1 Provide a comprehensive overview of the district that describes the demographics and other vital information. BACKGROUND INFORMATION Big Lake Public Schools serve Big Lake and 64-square miles of east-central Minnesota with two elementary schools (prek-5), a middle school (6-8), and a high school (9-12). Big Lake Public Schools has an enrollment of 3500 students in grades K 12th grade. Big Lake is 30 minutes northwest of the Twin Cities in Sherburne County and is in transition from a rural community to a semi-suburban environment. The combined city and township population is 16,795. The school district consists of two elementary schools with a grade configuration of K-5 th, one middle school with a grade configuration of 6-8 th grade, and one high school with grades 9 th -12 th grade students. Three schools are in a campus setting with the second elementary school a few blocks away. The 2009 and 2010 MCA II results show that Big Lake Public School District did not make AYP in the Limited English Proficient (LEP) Math student group. While there is a sense of urgency to remedy our scores, we are looking together at the entire K-12 system for strategic, sustainable change. The proposed change involves a shift in the way teachers collaborate and begin to understand how to meet student needs, based on formative data. District Student demographics and School District information: 91% White % Hispanic 3 % Black 1% Asian 1% American Indian 2% Limited English Proficient Population 12% Special Education Population 28% Free and Reduced Price Lunch Population 96% AYP Attendance Rate 99% Graduation Rate 5

6 DISTRICT IMPROVEMENT PLAN The Big Lake School District is currently in stage 2.1 (Needs Improvement), for LEP Math. An annual Improvement Plan is currently in place, outlining many of the same goals as Q-Comp, and laying the foundation for a successful Q-Comp implementation. The school district has committed to the following actions, which have the greatest likelihood of improving student achievement, through an extensive overhaul of K-12 curriculum in the past four years, including: K-12 alignment of core curriculum to Minnesota Academic Standards and curriculum mapping, identifying power standards and learning targets, and developing formative assessments vertical alignment of skills necessary for student success from one grade level to the next NWEA/MAP testing (year 4), K-12 in reading, math, and science increased staff development in the use of data to inform instruction, and in curriculum implementation Each August, our School Improvement teams, consisting of 4-6 teachers from each building and their principals, gather to examine the previous year s data and to prioritize needs for the coming year. During the Big Lake Improvement planning process, the following challenges have been identified, through a hypotheses of practice discussion: inconsistency in the amount of time spent on core instruction K-12 students being pulled out of core instruction K-12 for interventions (Special Ed and EL) a system of identifying and tracking progress of our most at-risk learners Middle School staffing teaching multiple core subjects. lack of common planning time Consistent plan for MCA modification during testing. Compartmentalization of students affecting ownership of students The identified needs for the year are listed below: continued need to revisit and revise curriculum maps, even though they appear to be complete inconsistent use of NWEA/MAP and other formative data, K-12, to monitor progress toward meaningful attainable goals teacher capacity to address the needs of the Special Ed and LEP students within the core classroom need for staff training in effective differentiation strategies identification of appropriate strategies and materials to meet the needs of our at-risk students The District Improvement Plan includes the following strategies and frameworks, to address the needs of our students and teachers: SMART GOALS Development of goals that are Strategic, Measurable, Attainable, Resultsoriented, and Time-bound is a continued focus from the district, building, grade/dept, classroom, and individual student level. The SMART goals are aligned to the school district s Strategic Vision and Mission for student learning. The school district will incorporate framework and strategies outlined in The Handbook for SMART School Teams, by Anne Conzemius and Jan O Neill. Academic vocabulary (Robert Marzano) Our at-risk students simply do not have equal preparation and exposure to vocabulary, especially academic vocabulary, such as words found on the MCA s. Big Lake schools have agreed upon specific mathematics vocabulary words, K-12, which will be systematically taught through the six step process. Understanding and application of these words will enable students to understand the vocabulary on the MCA, to promote higher understanding and achievement. Cornell notes and Mark it up strategies are being implemented at the Middle School level. High Yield Instructional Strategies (Robert Marzano) Teachers in Big Lake are using the nine high yield instructional strategies presented in Marzano s book Classroom Instruction that Works. Consistent and deliberate use of these strategies has been proven through research to dramatically impact student achievement. 6

7 Professional Learning Communities (Rick and Rebecca DuFour) During the school year, school district teachers K-12 have begun to participate in facilitated meetings three times a year, during the school day to review, analyze, and interpret student data. As a result of these guided meetings, areas of growth have been identified and instructional strategies piloted. Response to Intervention, Tier I (Differentiation in the core classroom) The school district is in the process of implementing a framework to create a system of strategies designed to support and target student learning at the level that is necessary for student learning and success. At the district level, we have conducted research and attended trainings designed to build our capacity of analysis and practically regarding the framework centered on targeting interventions for students. Our guiding resource was Response to Intervention: Policy Considerations and Implementation, by The National Association of State Directors of Special Education (NASDE). During the 2010 school year, district leaders used RtI Blueprints for Implementation to develop a long range plan to begin RtI implementation, K-12. Vertical teaming The Big Lake District has implemented the vertical teaming model to align and articulate curriculum and instruction, incorporate Advanced Placement course outcomes to guide teaching of skills and knowledge and habits of mind throughout our school system. In this manner, curriculum teams and departments have created the framework for student success in course offerings. The district has incorporated resources and trainings from the College Board to successfully train and support instructional staff on this initiative. These vertical teams are now working to address the needs of the entire student population, using data to guide their work. The school district will continue to revise all core and non-core curriculum maps to be aligned to Minnesota State Standards. The guiding resource was Keys to Curriculum Mapping: Strategies and Tools to Make It Work, by Susan Udelhofen. NWEA/MEASURES OF ACADEMIC PROGRESS (MAP) The school district is entering year three of implementing Measures of Academic Progress assessments in Reading, Math, Language Arts, and Science for all students and will be using the results for educational planning and addressing the individual needs of students, particularly students within the special education subgroup of reading. The assessment results will provide teachers and administrators with valuable, individualized information on student learning in the areas of reading, math, writing, and science. Common Formative assessments (Larry Ainsworth, Thomas Guskey) Once we have completed standards mapping, the focus has shifted to learning targets, power standards and common formative assessments. (Larry Ainsworth, Douglas Reeves, Richard DuFour) Administrators have attended the Minnetonka Assessment Institute for the last two years, to learn how to implement formative assessments in our schools. STRATEGIC FRAMEWORKS During our Q-Comp planning year, the Big Lake School District began to develop a revised strategic plan, adopted in October 2010 by the Board of Education, to guide district work for the next five years. Our revised Mission Statement states: Our core commitment is to assure individual student success in partnership with, and service to, our community where education, relationships and family matter. 7

8 The Big Lake Q-Comp plan evolves from and is aligned with the six directions of our Strategic Plan, as described below: A. Enhancing student, parent, staff, and community connections Throughout the planning process, the planning team has communicated with transparency to each other and to our teachers. We have addressed areas of concern as they arose, and we have confronted misconceptions with facts. Q-Comp wiki, blog and newsletter, along with survey-monkey have all been utilized, and will continue to provide important venues for communicating progress, as we move forward. Components 2 and 3 of Q-Comp will change the teacher isolation paradigm and provide incentive for teachers to share their expertise with one another. We are confident that this alone will bring student achievement to a whole new level. Collaboration will enhance connections throughout the district, which will in turn positively impact communication with our parents, students and community. B. Integrating data-informed instruction, assessment and learning as a core competency in every classroom We have been gathering NWEA/MAP data for four years, yet we have not yet created a system-wide protocol for the use of this data in our classrooms. Our Q-Comp PLC facilitators will be trained to help their peers do this work in PLC s on a regular basis, and they will work together to create consistent agendas and talking points, as this work is introduced. Building upon progress made in the last four years, teachers will begin to fully understand how to access and utilize student data in their daily work. A concerted effort by our school improvement teams in the last two years to build meaningful SMART goals (as illustrated below) from the District level all the way to the individual student will now be reinforced by Q-Comp. Due to the fact that SMART goals are already in place in Big Lake, teachers will be ready to craft quality SMART goals for their performance pay, which will have the greatest likelihood of impacting achievement at the building and district levels. Identify a limited number of very focused goals. Use well-designed processes to drive those goals into every classroom in every school. Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas Many. Learning by Doing: A Handbook for Professional Learning Communities at Work Bloomington: 2010 C. Embedding professional development and collaboration into our daily work focused on student achievement This year, Big Lake has scheduled four District/School Improvement Team meetings, late starts, and other designated times throughout the school year, for staff and administrators to review student assessment data, discuss instructional strategies, and plan specific ways to meet the needs of our students in reading and math. This time has been used to begin functioning in PLC s and data teams, focused on increasing student achievement. Teachers are working to develop Tier I (core classroom) intervention strategies through a response to intervention (RtI) framework, especially geared toward the needs of individual students who are not making AYP. While we have devoted resources in the last three years to vertical team meetings primarily at the 6-12 department level, we have not found a way to consistently meet and do this work at the Pre-K-5 level. 8

9 Big Lake administrators and teachers have attended Midwest Leadership Summits in Rochester, MN for the last four years, in an effort to build capacity and a vision for implementation of Response to Intervention in our schools. In the school year, efforts to pilot Tier I interventions across the district began in earnest. Teachers are at various levels of proficiency with differentiating their instruction and owning their students. Principals have begun to tackle the curricular, structural and resource allocation issues associated with a true RtI framework, including scheduling and facilitating data team meetings. As leaders and teachers begin to understand what Tier I interventions require, they are simultaneously addressing fundamental questions and shifts needed to begin to move to Tier II and III levels of intervention. This is innovative work, driving big change. Our Q-Comp plan will give us the momentum to move forward with PLC s focused on data, instruction and student learning. D. Aligning and refining our resources to maximize efficiency and effectiveness Although the district has a history of rapid growth and progressive initiatives, budget constraints due to declining enrollment, inadequate state support, and economic crisis greatly impacting Sherburne county have limited our ability to allocate resources consistently toward improvement. Although Q-Comp has been explored in previous years, the components are now more fully understood, through our commitment to vertical teaming, Professional Learning Communities, Response to Intervention, and NWEA MAP testing. One of the greatest benefits of our planning year is to examine how Q-Comp would complement existing programming and become a catalyst for the important work of our district. Through our planning process, we have found ways to reorganize our current schedule and resources, in order to utilize our staff development days differently, to allow for a systemic shift in collaboration time for all teachers in our district. E. Shifting technology from a department to a systemic core capacity and asset for all aspects of our district work A technology needs assessment was conducted in 2007 as a part of the creation of our District Technology Planning Process, identifying the following areas to target: 1. Utilize technology to assess student learning 2. Develop and train staff on the use of technology 3. Augment student learning through the access and use of new technologies While these target areas still apply, it became clear during the 2010 strategic planning process that technology is now at the forefront in all arenas, impacting resource allocation, curriculum, instruction and professional development. The vision cards and decisions made to address Strategic direction E will greatly impact the future of our students, as we begin to plan for the 21 st century learner in innovative ways. If Big Lake is to shift technology to a systemic core capacity and asset for all aspects of our district work, then our Q-Comp plan needs to build leader, teacher and student capacity, and integrate technology where appropriate, when addressing the five components. Technology PLC s In 2011, each building developed a PLC focused on technology. This team will serve as a visioning team for each building and for the district. As we move forward, technology decision-making and instructional uses for technology will originate in these PLC s. Each building is now working on criteria for technology decisions, needs assessments, and a framework for piloting new technologies. e2t2 Model The Big Lake District is currently the recipient of an e2t2 grant, which funded the introduction of SMART boards to our district Strong staff development is the foundation of this grant. These interactive tools were to be introduced in to classrooms of teachers who, through an application process, indicated not only an interest in learning how to use this tool in their classroom, but also were willing to collaborate and to mentor others in the future. This grant utilized an innovative model of teacher forums (PLC s) 9

10 which met in person monthly and online, through wikis, to address concerns, post lessons, and share learning. The staff development opportunities focused on instruction in the use of the SMART boards and student response systems, providing participants with key instructional strategies for using the technology as well as an opportunity to explore their curriculum and create technology integrated lessons. Professional Learning Communities comprised of grant recipients were formed at each school. Monthly meetings, called SMART forums, provided grant participants an opportunity to give and receive support from one another, share lessons and materials created and potentially receive minilessons on technology topics. A wiki was created, to provide a repository and an online user s group. As we enter the evaluation phase, we are already seeing the power of this job-embedded component. We plan to build upon this model in our Q-Comp PLC s. PD 360 and Observation 360 PD 360 is the world s largest online, on-demand video library of professional development resources for educators that uses an online technology platform to make professional learning practical, scalable, and measurable. Our teachers, administrators, professional learning communities, coaches, mentors, instructional leaders, and paraprofessionals will have available hundreds of indexed and searchable video segments that present real, best-practice classroom examples and feature respected education experts, such as Michael Fullan, Rick DuFour, Doug Reeves, Rick Stiggins, and many others. Educators can instantly find the help they need on nearly every topic, including differentiation, assessment, English language learners, leadership, and more. Our Q-Comp plan will use PD 360 to create a structured learning experience for an individual teacher, a PLC, or a building. PD 360 bridges the gap between training and classroom implementation with job-embedded follow-up, tracking, and reflection tools. PD 360 gives educators access to an online community of teaching professionals that allows interaction and collaboration either within a district or across the United States and the world. To facilitate greater learning, PD 360 also offers a completely integrated observation tool. Observation 360 works on an ipad, ipod, or iphone. Every component of the Big Lake Observation framework can be linked to specific video learning segments in PD 360. Immediately following a classroom observation, teachers can view a report in PD 360 with specific video learning segments automatically assigned to them based on the results of the observation. Big Lake plans to build tailor-made professional development courses online in pd360 to introduce PLC norms and agendas during our first year of Q Comp implementation, to ensure that PLC s have the resources and support needed during their collaboration time. This will streamline and help facilitate the process, while providing online accountability, reflective practice, and record-keeping components to our PLC s. Our principals and peer observers will use the ipad, observation 360, and the Big Lake Observation Framework to perform walkthroughs and individual observations, to strengthen the professional development of teachers across the district. We have designed our own templates, to align with Q-Comp guidelines and district goals. This exciting component of our Q-Comp plan will model for Big Lake teachers and leaders the power of online learning communities, which in turn will help teachers enact similar technologies in their classrooms with students, through Google Apps, blogs, wikis, and other collaborative tools. F. Aligning our actions, words and decisions for leadership, partnership and performance During the Q-Comp planning process, the planning team discovered that the plan itself was the glue that would hold all of our strategic directions and improvement initiatives together, and that the funding would provide the initial boost and additional staffing needed to build momentum and allow teachers to experience first-hand the benefits of collaboration centered on student achievement. Through this planning process, we have invested considerable time and resources, to examine our current practices. We have a sense of renewed trust and energy around common goals. We have pushed ourselves to move ahead boldly, through the ups and downs in the process. We firmly believe that we are at a point of readiness for the Q-Comp implementation, and that we have the resources to do so with integrity and fidelity. 10

11 It is our intent to fully integrate the components of our required District Improvement Plan and the Big Lake Strategic plan with our Q-Comp plan. While these plans will exist separately for various reasons, the Q-Comp plan ties them all together. We believe that the degree of alignment that Q-Comp will provide for our district is an exciting and integral part of Big Lake s overall strategic shift toward technology integration, data-informed instruction, and job-embedded professional development. 1.2 Describe how teacher leaders will support individual teacher growth in instructional practices and promote student achievement gains district-wide. The following Career Ladder positions support the focus of our plan: Peer Observer (4 FTE) Each school will utilize one peer observer, who will conduct the number of observations required to meet requirements of Q Comp performance pay. This teacher leader will be trained in the following teacher observation formats, in order to effectively provide feedback and appropriately coach teachers to improve instructional practices, based on needs identified through PLC s and classroom observations: Charlotte Danielson Framework for Teaching, as adapted for Big Lake Public Schools Teacher Expectations and Student Achievement (TESA) Formative Assessments, Learning targets, and Standards-based instruction Use of pd360 and observation360 Peer observers will be responsible for differentiating their coaching, by tailoring their observations and professional development plans to the specific needs of the new teacher. The Peer Observer will facilitate the implementation of a new teacher PLC, to assist teachers new to Big Lake with the orientation process. This includes working with PLC groups to match mentor teachers to mentees, and provide regular coaching to both the mentor and mentee, to improve instruction and student achievement. There will be four Peer Observers with one Peer Observer assigned to each school building in the district. Peer Observers will be compensated based on the teacher contract with a salary augmentation of $ $ (approved 1/30/12) $ (approved 9/27/12) per contract year. Peer Observers will serve in the capacity for a term of three years. Professional Learning Community Facilitator (one for each data team of 6-8 teachers) In order to make a full shift from teachers working in isolation, to teachers working together, to teachers truly collaborating around student data, our planning team has decided that Q-Comp career ladder positions need to include highly qualified PLC facilitators, who will be trained during the summer and during quarterly sessions during the school year, to plan data-centered agendas and receive additional training in protocols and norms of PLC s. The facilitators will ensure continuity and integrity of the shift from grade level and department meetings to PLC, focused on student growth. These teacher leaders will be trained in the following job-embedded professional development frameworks, in order to effectively facilitate and lead building PLC s, focused on increasing the quality of instruction and student achievement: Professional Learning Communities Formative Assessments, Learning targets, and Standards-based instruction Use of pd360 and observation360 In addition, PLC facilitators will lead PLC s in conducting field research in the following instructional strategies, as outlined in the Big Lake Improvement Plan: Robert Marzano s high yield instructional strategies Robert Marzano s academic vocabulary Differentiated instructional strategies as developed for all staff in course work on PD

12 The PLC Facilitator will serve during the school term on a year-to-year basis with a maximum service period of three consecutive years. The PLC Facilitator will receive salary augmentation of $ $ (approved 1/30/12) per year. 1.3 In the table below, please identify the position title, qualifications, responsibilities and teacher ratios for each teacher leader position. Position title: PLC Facilitator (30 positions) Job Description: Lead PLC meetings by developing meeting agendas, establishing a meeting schedule, facilitating meetings, preparing reports, keeping records, such as meeting minutes and attendance. Qualifications: Highly qualified teacher per Minnesota licensure and federal standards Tenured in District 727 preferred Flexible, self-motivated, collaborative and able to work with diverse teams Shows proficiency in communicating instructional strategies and skills to other teachers Life-long learner with knowledge of or willingness to learn about current research-based best practices that improve student learning Demonstrates technology skills and a desire to learn by doing. Demonstrates skills in organization, leadership, communication and collaboration Responsibilities: Lead PLC s in conducting field research in the following instructional strategies, as outlined in the Big Lake Improvement Plan: Robert Marzano s high yield instructional strategies Robert Marzano s academic vocabulary Differentiated instructional strategies as developed for all staff in course work on PD 360 Develop meeting agendas Establish meeting schedule that accommodates members of the PLC Facilitate team meetings to assure that the team is working toward site goals Prepare and report minutes (including attendance) of the meetings Participation in required training Maintain records of PLC meetings Hiring Process: PLC team compositions will be determined at the building level PLC facilitator positions will be posted with job responsibilities and qualifications Interested staff will submit an application to building principals. Principals will compile applications and submit them to appropriate PLC s. If insufficient applications are received, principals will recruit additional applicants. PLC team will receive hiring criteria aligned with the job responsibilities and qualifications PLC team members will select the candidate that best meets those criterion The name of the candidate will be submitted to the building principal for final screening and approval. Evaluation: PLC team facilitators will be evaluated by supervisors, Director of Teaching, Learning and School Improvement, with support from Q-Comp advisory committee PLC facilitators will be evaluated by members of the PLC Salary Augmentation: $ $ (approved 1/30/12) Ratio 1:6-8 12

13 Position Title: Peer Observer (4 FTEs) Job Description: This position will provide peer observation, evaluation and feedback to each teacher. The observer will schedule pre and post observation conferences with each teacher. Observer will provide each teacher will a written report regarding observations, portfolio information, data, and other evidence. Qualifications: Highly qualified teacher per Minnesota and federal standards Ability to remain impartial and objective Continued instructional responsibilities preferred Have a background of professional development and experience and seven or more years teaching experience with five years or more experience in Big Lake Schools preferred Be proficient in standards crossing all domains of the Big Lake Observation Framework for effective teaching Requires a two or three year commitment Have experience and training in a wide range of instructional and student management strategies Collaborator who will work with various teams and staff to design and improve professional development Ability to interpret disaggregated student data and work to design instructional strategies to support student achievement gains Demonstrates high degree of technology skills and a desire to learn by doing. Responsibilities: Observe and evaluate each member of the Big Lake licensed staff three times per year using the Charlotte Danielson Framework for Teaching, as adapted for Big Lake Public Schools, and teacher expectations and student achievement (TESA). Establish and follow a timetable for completing of evaluations, including collating, organizing, and reporting all materials related to evaluation process. Collaborate with other observers and supervisors to ensure inter-rater reliability, and participate in activities which strengthen the reliability of observations across the district. Provide coaching and mentoring to staff on an as-needed basis. Lead and facilitate a new teacher PLC to assist teachers new to Big Lake with the orientation process. This includes working with PLC groups to match mentor teachers to mentees and provide regular coaching to both the mentor and mentee, to improve instruction and student achievement. Attend all training and team meetings as required. Facilitate connections among teachers through peer-to-peer observations where applicable. Provide each teacher with information regarding effective strategies and education opportunities to assist with the teacher s progress toward proficiency. Assist teachers in implementing the following instructional strategies, as outlined in the Big Lake Improvement Plan: Differentiated instructional strategies, as developed for all staff in online course work via PD360. Learning targets and standards-based instruction. Strategies for guided reading and reading across the content areas. Use of PD360 and Observation360. Evaluation: Peer Observers will be evaluated by the Q-Comp Coordinator (Director of Teaching, Learning and School Improvement), supported by the Q-Comp Advisory Committee. Peer Observers will receive feedback from all teachers evaluated. Salary Augmentation: $ $ (approved 1/30/12) $ (approved 9/27/12) annually Ratio 1:50 13

14 1.4 In the table below, please identify the student and teacher/licensed staff count as of October 1, Total Student Count October 1, 2010 Teachers/Licensed Staff Count October 1, Describe the hiring process for each teacher leader position in the following areas: a) Describe how teachers will be made aware the teacher leader positions are available. The Q-Comp plan and details regarding the teacher leader positions will be communicated to all union members at staff meetings and through district , through a Q-Comp wiki and blog, and through the Big Lake EdMN newsletter. Positions will be posted on the District s electronic employment application system (Applitrack) through the human resources web page. The application will require electronic submission of a resume and three letters of recommendation. In addition: Positions will be publicized through union communications. Positions will be discussed and publicized through informational meetings presented to members of the union. Available positions may be discussed at administrative meetings, school leadership and improvement team meetings, department meetings and staff development workshops. Positions may be announced through the regular bulletin and newsletter circulations distributed on a regular basis to all staff members. b) Describe how teachers express interest in the various teacher leader positions. District licensed personnel interested in the applying for the Peer Observer positions will be required to complete the online application through the Human Resources section of the district website. Candidates interested in the position of Professional Learning Community Facilitator must express their interest in the position to their PLC by submitting a completed application for the position to the PLC. The members of the PLC will discuss the qualifications of interested candidates and decide as a group the candidate that will be recommended to serve as the PLC Facilitator. The name will be submitted to the building principal for further screening and approval by the Directors of Teaching, Learning and School Improvement and Human Resources. c) Describe how the candidates will be selected to fill each teacher leader position. District personnel interested in applying for teacher leader positions will be required to apply online and include a current resume and three letters of recommendation. For all teacher leader positions, candidate selection will involve a screening process using the Applitrack tool, facilitated by the Human Resources Department, to narrow the applicant pool to only the most qualified candidates. The specific process may vary slightly, depending on the number of positions to be filled and qualified applicants, as follows: Peer Observer: The district anticipates significant interest in the position of Peer Observer. The screening process for this position will involve the evaluation of applications by the Director of Teaching, Learning and School Improvement and Director of Human Resources. An interview team consisting of the Director of Teaching, Learning and School Improvement, Director of Human Resources, building principals, a teacher representative from the anticipated building of assignment and members of the Q-comp Advisory Committee will conduct the interviews. The final selection will be made by this team through a consensus process. 14

15 Professional Learning Community (PLC) Facilitator: The district will require approximately 30 PLC Facilitators. Interested staff will submit an application to building principals. Principals will compile applications and submit them to appropriate PLC s. If insufficient applications are received, principals will recruit additional applicants. The PLC members will receive hiring criteria aligned with the job responsibilities and qualifications. PLC members will internally select a candidate who best meets the qualifications to serve as PLC Team Leader. The name of the candidate will be submitted to the building principal for final screening and approval. 1.6 Specify the amount of release time and/or salary augmentation each identified teacher leader will earn as compensation for completing the extra duties of the position. Peer Observer: The position of Peer Observer will be a full time, school year positions. There will be four Peer Observers with one Peer Observer assigned to each school building in the district. Peer Observers will be compensated based on the teacher contract with a salary augmentation of $ $ (approved 1/30/12) $ (approved 9/27/12) per contract year. Peer Observers will serve in the capacity for a term of three years. Professional Learning Community (PLC) Facilitator: The PLC Facilitator will serve in the capacity during the school term. The PLC Facilitator will serve on a yearto-year basis with a maximum service period of three consecutive years. Substitute coverage for trainings will be provided, in order to ensure high quality PLC implementation. The PLC Facilitator will receive salary augmentation of $ $ (approved 1/30/12) per year. 1.7 Describe the evaluation process for each teacher leader position in the following areas: a) Describe how the evaluation is based on the fulfillment of the position s responsibilities. Peer Observer: Peer Observers will be observed and evaluated three times a year, based on the Big Lake Observation Framework for Peer Observers, (see Component 1 Appendix), which is aligned to the responsibilities of the position. Following each observation, the peer observer will be given specific feedback in order to strengthen their role in the district. In addition, a reflective practice tool through pd360 will be utilized by the peer observer, to record professional growth during the year. Domains found in the rubric include: Planning and Preparation Collaborative Culture Instructional Coaching Professional Responsibilities Each domain has clearly defined components with four levels of competency including: Unsatisfactory Basic Proficient Distinguished Professional Learning Community (PLC) Facilitator: PLC Facilitators will be observed at least 4 times a year, twice by the building principal and twice by a peer observer. The facilitator will be observed in action during a PLC meeting. In addition, a reflective practice tool through pd360 will be utilized by the facilitator, to record professional growth during the year and following each PLC meeting. The reflections and quarterly observations will be evaluated using the rubric outlined below, which is aligned to the responsibilities of the position. Domains found in the rubric include: 15

16 Planning and Preparation Collaborative Culture Instructional Coaching Professional Responsibilities b) Describe how the results of the evaluation will be used to determine salary augmentation. Peer Observers must maintain proficient or distinguished ratings in all areas of the rubric on their final evaluation, in order to receive their salary augmentation. Professional Learning Community Facilitators must achieve proficient or distinguished ratings in all areas of the rubric on their final evaluation, which will be discussed in a joint meeting with the peer observer and the principal, in order to receive their salary augmentation. If the Peer Observer or PLC Facilitator receives an unsatisfactory rating in any area of the rubric in any of their evaluations, their evaluator will follow the sequence as outlined in the Big Lake Teacher Assistance plan to ensure that any deficiencies are brought to a basic level or above by the next evaluation. Continued issues with performance will be addressed progressively, with the intent to assist the teacher leader to receive additional training to remedy the area of concern. Unsatisfactory ratings subsequent to the improvement process will be addressed by the Director of Teaching, Learning and School Improvement and the Director of Human Resources, to determine whether the teacher should continue in this leadership role or return to the classroom setting. 16

17 APPENDIX COMPONENT 1 Big Lake Observation Framework For Peer Observer Big Lake Observation Framework For PLC Facilitator 17

18 Peer Observer Evaluation Framework (The following rubric had been loaded into an observation360 template, accessible on the ipad. The results automatically go to the teacher leader following the observation summary upload, via and are recorded in the teacher pd360 account, along with links to suggested related video training) Adapted from Danielson, Charlotte. Enhancing Professional Practice: A Framework for Teaching. Virginia: ASCD, 2007 PLANNING AND PREPARATION Demonstrating Knowledge of District Professional Development Plan Distinguished Your knowledge of trends in Professional Development is wide and deep; you are regarded as an expert by colleagues Proficient You demonstrate thorough knowledge of district-supported professional development Basic You demonstrate basic familiarity with district-supported professional development Unsatisfactory You demonstrate little familiarity with district-supported professional development Demonstrating Knowledge of District Instruction Distinguished You are deeply familiar with the building s instructional program, and you are working to shape its future direction by actively seeking information to increase teacher skill Proficient You demonstrate thorough knowledge of the school s program and of teacher skill necessary to deliver that program Basic You demonstrate basic knowledge of the school s program and of teacher skill necessary to deliver that program Unsatisfactory You demonstrate little or no knowledge of the school s program and of teacher skill necessary to deliver that program Demonstrating Knowledge of Resources, within and beyond the District Distinguished You actively seek out new resources from a wide range of sources to enrich teachers skills in implementing school programs Proficient You are fully aware of resources available in the school and district and in the larger professional community, for teachers to advance their skills Basic You demonstrate basic knowledge of resources available in the school and district, for teachers to advance their skills Unsatisfactory You demonstrate little or no knowledge of resources available in the school and district, for teachers to advance their skills 18