Focus on Educational Best Practices in Teaching and Learning to Meet the 21 st Century Learning Needs of All Students

Transcription

1 GOAL #2: Invest in Human Capital and Leadership WEST BRANCH COMMUNITY SCHOOL DISTRICT s STRATEGIC PLAN SCHOOL IMPROVEMENT ADVISORY COMMITTEE S (SIAC) SIAC Process Initiated: School Year Goals & Themes Framework Developed: School Year UPDATED: 3/2012-8/2012-3/2013-8/2013 9/30/2013 GOAL #2: Invest in Human Capital and Leadership Focus on Educational Best Practices in Teaching and Learning to Meet the 21 st Century Learning Needs of All Students SIAC GOAL 2 TEAM MINUTES STATE DOCUMENTATION: CSIP / C-PLANS STUDENT ACHIEVEMENT DATA RESEARCH / SUPPORT GOAL 2 GWAEA SUPPORT & RESOURCES REGIONAL ACTION NETWORK SOURCES & DOCUMENTATION PROBLEM OF PRACTICE & THEORY OF ACTION Q.E.D. Transformational Change Model Benchmarks Aligned to Goal 2 THE WBCSD WILL UTILIZE Q.E.D. S TRANSFORMATIONAL CHANGE MODEL BENCHMARKS TO ASSESS PROGRESS: (QED TRANSFORMATIONAL CHANGE MODEL, VERSION 4.6, OCT EASTERN IOWA COMPACT / WBCSD DESIGN TEAM) Q.E.D. Transformational hange Model: Benchmarks TRADITIONAL 1 TRANSITIONAL 2 TRANSFORMATIONAL 3 SIAC (SC) / ADMIN. TEAM PARENT (P) / STUDENTS (S): ASSESSMENT AVERAGE / DAT

2 EDUCATOR DEVELOPMENT RECERTIFICATION HOURS EVERY 3-5 YEARS GROUP LEARNING COLLABORATIVE INQUIRY DRIVING THE LEARNING DEPETH / BREADTH EQ AND COMPETENCY- BASED INQUIRY PERSONALIZED / PASSION-BASED LEARNING ACCOUNTABILITY STUDENT TEACHER LEARNING TEAM CONTEXT FOR LEARNING CLASSROOM SCHOOL COMMUNITY LEADERSHIP FOR LEARNING HEIRARCHIAL, DEFINED BY POSITIONS SITE-BASED, SHARED EVERYONE TAKES RESPONSIBILITY FOR WHAT MATTERS PROFESSIONAL CULTURE LETTER GRADES / GPA NO-ZERO PROFICIENCY REPORTING STUDENT SUPPORT DEFICIT MODEL RESPONSE TO INTERVENTION STRENGTHS-BASED / ASSETS & LEARNER PROFILES

3 THEMES GOAL (#2) OBJECTIVES SHORT- TERM 11-12, 12-13, (3- Year) THE WBCSD WILL: Action Steps that Lead Us Toward Meeting these Objectives for Short- Term Goals OBJECTIVES LONG- TERM THE WBCSD WILL: Action Steps that Lead Us Toward Meeting Objectives Long- Term Goals EVIDENCE OF PROGRESS Reports to Community Regarding Progress Work Being Accomplished on this Goal (ACCOUNTABILITY). Implement best actices in hiring d recruitment of h quality certified, ssified and ministrative ndidates to meet ture District needs th Competitive ages and Benefits sing 10 up 10 wn comparisons of e- size districts) OTE: District will plement State of Iowa approved ducation Reform rules, laws and uidelines (HF 215) uring school years and yond. The District ill need to utilize e Teacher Quality Committee and a newly formed istrict Site Council r the planning and mplementation of new Teacher Leadership and Career Pathways 2.1.a Continue to build competitive salaries (wages) and benefits that meet or exceed similarly sized surrounding districts. 2.1.a.(1) Investigate Interest- based bargaining processes 2.1.a.(2) Build 10 Up 10 Down competitive wages comparisons 2.1.a (3) Prepare for new Iowa legislative laws regarding Teacher Leadership and Compensation guidelines. 2.1.b. Successfully market (brand) the district and community through increased uses of multi- media sources, social- network tools, and 2.1.a. (1) Keep district s teaching staff salaries and wages competitive with comparable sized districts in region. 2.1.b. Begin successful marketing and branding using SIAC Committee, staff and Board of Education input along City of WB partnerships 2.1.a. (1) Implement State of Iowa / ISEA agreed upon tiered performance system as projected to be developed (Prepare for Budgetary Impact) (NOYE: State does not require implementation until 2016.) 2.1.b. Successful marketing processes in place utilizing stakeholders, media and local advertising, and Community Forum sharing (Including signage) 2.1.a. (3/12) & (3/13) Provided ongoing, joint minutes from desired WBEA / BOE Interest- based or monthly communication (and / or) advance communications with WBEA (and Board during negotiations) for fair settlements within District new money and overall fiscal realities. (Highly competitive %, and 2- year 4.18% and 3.75% for 13-14, school years total package settlements) 2.1.a. (9/2013) District Application for Teacher Leadership and Compensation Grant completed. 10/1 First meeting of Teacher Leadership and Compensation (Teacher Quality Committee) 2.1.b. () Ongoing website updates to provide transparency regarding community survey s, student survey information, enrollment trends, State Recognitions and honors for achievement, student extra- curricular

4 mass communication opportunities (job posting, school website, job fair) successes 2.1.b.(7/2013) District transitioned to State of Iowa s TEACHIOWA job site and eliminates need for AppliTrack contract through AEA consortium. AppliTrack is the State s choice as well but some features and capabilities have been reduced. District will consider adding back those features through the State. 2.1.c. Seek out and increase potential applicants (job fairs / networking resources) through improved human resource practices and technologies 2.1.c. Full utilization of AppliTrack Recruitment and HR System capabilities 2.1.c. Strong partnerships with regional educational institutions through increased attendance at teacher job fairs 2.1.c. (7/12) Utilized AppliTrack job application system through AEA consortium, but made transition to State of Iowa s System 7/2013. Applicant pool doubled and ease of contacting, surveying, reference checks as well as interview scheduling noticeable improvements 2.1.c. (7/2013) District transitioned to State of Iowa s TEACHIOWA job site and eliminates need for AppliTrack contract through AEA consortium. AppliTrack is the State s choice as well but some features and capabilities have been reduced. District will consider adding back those features through the State.. Establish 2.2.a. Utilize 2.2.a Establish 2.2.a. 2.2.a. Significantly 2.2.a ( ) All

5 ective erviewing ocesses technology and best HR hiring practices: Investigate web- based HR / Business tools (Ex: AppliTrack System) 1. Implement pre- reference screening and information processes 2. Apply standardized job related skill demonstrations (mini- lessons for teaching) in the interviewing process 3. Quality interview protocols for all positions i.e. questions aligned with district goal and focus 4. Implement professional follow- up communication processes upon offer and acceptance of District positions which includes professional, articulated mentoring experiences common interview processes and protocol with required teaching of mini- lessons and even visits to applicants current district if applicable. decrease achievement gap s found in IEP, low socioeconomic groups (Set achievement goal improvement monitor results) secondary teaching applicants provided mini- lesson for students and administration to observe and participate in. 2.2.a (7/12) Utilized AppliTrack job application system through AEA consortium, but made transition to State of Iowa s System 7/2013. Applicant pool doubled and easy of contacting, surveying, license checks as well as interview scheduling noticeable improvement. 2.2.a. (7/2013) District transitioned to State of Iowa s TEACHIOWA job site and eliminated need for AppliTrack contract through AEA consortium. AppliTrack is the State s choice as well but some features and capabilities have been reduced. District will consider adding back those features through the State. 5. Look for ways to eliminate need for paper / pencil practices regarding request forms: leaves,

6 prof. develop, maintenance needs, field trips. Continually prove and update e training / ofessional velopment (PD) ff to advance the erall skills at eting student and ily needs 2.3.a. Appropriate, collaborative ongoing training / PD for all certified and non- certified staff members 2.3.b. Encourage teachers to seek additional training and aligned with professional development and SIAC targets as aligned RTI and new Career Pathway models (Teacher Leadership and Compensation TLC) 2.3.a. Professional development (PD) is relevant and personalized to help meet staff where they are regarding specific pedagogical needs 2.3.b. Incorporate staff input more thoroughly in SIAC processes and assessment of progress 2.3.a. Annual assessment of (PD) and use of Teacher Quality funds and implementation with regard to improving student achievement as well as for meeting district needs around achievement initiatives 2.3.b. District has new teacher roles of mentor, coach and leadership roles in place by 2016 as designated by TLC laws. and District developed plan. SIAC team members incorporated into process along with Teacher Quality Team members. 2.3.a. Implement Study, Plan, Act, Assess cycles for PD impact using all available data, including increased walk through data and staff input. 2.3.b.. For 2013, District developed TLC framework through joint collaboration of WBEA, SIAC and Teacher Quality Team membership 2.3.a. (2011, 2012 & 2013) District PD has stayed committed to 3 major initiatives: PLC s, Standard- Based Teaching and Reporting, 21 st Century Skills. (Admin. Team will add more support to teaching team regarding 21 st Century Teaching during levels during sch. years.) 2.3.a. (7/2013) District PD investing additional PLC and Date Team work. Additional focus on effective uses of technology in the classroom (lesson design) as well as PD around Standards- Based Grading through use of Active Grade system. 2.3.b. (2012) Teachers continue to use Professional Career Development Plans with mutually agreed upon goals. 2.3.b. ( ) The District will be analyzing new 2013 State Ed. Reform Teacher Leadership and Compensation (Career Path Goals and Peer Review Rules) Addition of WBEA President to Facilities and SIAC processes District will receive additional RTI (Response to Intervention) PD through Hoover s selection as a Phase I site.. Differentiate 2.4.a. Advance 2.4.a. Provide 2.4.a. Assess data 2.4.a. Increases in Data 2.4.a. (11/12) Team sent to

7 ining and ofessional velopment portunities to tch the learning eds of staff assessment literacy skills of all staff to support best practices in using data to improve instruction; with special emphasis on advancing early literacy assessment, PK- 3. (Eliminate need for retention situations through targeted, intensive, response- to- intervention (RTI) processes.) 2.4.b. Meet training requirements for having qualified staff to teach Career and Technical Education (CTE) courses, Project Lead the Way (PLTW) courses, and advance math and science application work 2.4.c. Advance the concept that all teachers are reading / writing and literacy multiple days of application, administration and appropriate use of assessment training for staff over next two years. (Utilize ACT staff for support) 2.4.b.(1) Implement PLTW Introduction To Engineering course beginning Fall, 2012 & Spring 2013 Assess quality of program for future consideration of increased STEM initiatives 2.4. b.(2) Math teacher PLTW trained summer, c.(1) Writing Across- the- Curriculum and Writing- to- Think Trainings provided team work and authentic implementation of assessment data in decision making processes; noted increases should be sense through more articulated, required data support processes 2.4.b. (1) Multiple STEM / Project Lead the Way application courses in place by c.(1) Provide professional development for the improvement of writing skills across Team / Professional Learning Team processes seen through feedback data and student achievement trend line assessments 2.4.a.(1) Record of ongoing Kirkwood, Johnson County Regional Academy involvement and planning as well as annual reviews of Fed./ State Perkin Grant funds and requirements and work to add complimentary STEM and PLTW options for students. 2.4.c. (1)Development of PK - 12 Writing goals and power standard with accompanying student portfolios for ongoing GWAEA for additional PLC and data team processes. 2.3D.a. () Hoover Elementary School selected for RTi processes by State of Iowa due to excellence and prep. in implementation of Data Team and analyzing student work protocols. 2.4.b Intro to Engineering successful (Aaron Mueller, HS) 2.4.b Iowa STEM Scale Up Grant applied for and received. (approx. $15K) 2.4.b. (5/2013) $10K Gift from P&G to support District STEM initiatives 2.4.b FTE STEM / PLTW Teacher Hired. Gateways to Technology for Middle School 7 th grade students and IED and POE Engineering courses for High School students available. 2.4.c. (1)Continue to advance collaborative, collective responsibility focus through PLC s and Data Team work. Middle School will focus on

8 . Continue to ild, invest in, and ovide portunities for ff to improve erall collaboration, ilitation and dership pabilities. rofessional arning mmunities for proved Instruction ocesses and ilding rofessional pital of all staff) teachers first. the curriculum assessment of work and rubric assessments 2.5.a. Build leadership teams (through professional learning communities (PLC), and data teams, etc) 1. Connect teachers with experts and outside the school resources 2. Connect teachers (teacher leaders) with inside the school resources who are willing to teach (technology, strategies, etc) with those who would like to learn (possible PD option) 3. Encourage cross- subject or multi- grade level collaboration (Vertical Articulation) 4. Allow time for not only collaboration, but also focus on the 2.4.c.(2) All certified staff teaching SBG courses understand and implement professional (SBG) rubrics for clarity in writing standards and expression 2.5.a. All staff will receive ongoing professional development around Professional / Purposeful Learning Communities (PLC) s and Data Team processes. (As researched and implemented by noted education expert, Rick DeFore) advancing writing skills of students through PLC work ( ) 2.4.c.(2) 2.4.c.(2) 2.4.c.(2) MS and HS requiring and monitoring targeted standards developed around rubrics that clearly define standards of work for students. District will continue to work with staff on meaning of rigor (not necessarily more work) to meet S and E (Expert) levels. 2.5.a Professional learning culture is fully incorporated, embracing uses of data, formative assessment processes, and change to improve cultural aspects a. Data is made available to all stakeholders on student achievement as teacher post achievement goals and learning targets for groups 2.5.a. ( ) District invested in ongoing staff development around PLC and data team processes. 10 member team to DeFore Conference. 2.5.a. (8/2012) District developed protocols and processes for analyzing student work and selection of research- based best strategies as well as formative assessments will be a major focus for the next few years 2.5.a. (9/2012) Five additional staff members sent to GWAEA for (Solution Tree) PLC training.

9 implementation and monitoring of best practices strategies using formative and summative data team processes 2.5.b. Consider teacher / staff training and study for the implementation of Learning Target processes, as well as Personalized Learner Profiles for all students: Examples: Teachers post learning targets for each lesson for all students in each subject area. Teacher conduct student interest surveys to help students set personal learning goals around standards. 2.5.b. Continue District s Design Team work, part of the GWAEA Regional Network Schools, is investigating Personalized Learning Plans and Personalized Learner Profiles ideas (Work of CESA #1, Wisconsin) 2.5.b. 2.5.b. 2.5.b. Continue District s Design Team work, part of the GWAEA Regional Network Schools, is investigating Personalized Learning Plan ideas (Work of CESA #1, Wisconsin) 2.5.b. Mr. Hatfield and Mrs. Oswald will attend CESA #1 Training and information session in Nov to learn more about effective PLN and Learner Profile in various Wisconsin school districts (Receiving national attention). Continually prove evaluation ocesses and actice of all staff OTE: See te of Iowa skforce on Teacher dministrator aluation to include made up from 2.6.a. Investigate 360 degree evaluations (non- teaching staff) processes as aligned to State required / mandated evaluation processes 2.6.a. Study State s (possible) plans for tiered teacher evaluation system and administrative and management team performance evaluation system. 2.6.a. Implement aspects of performance based evaluation systems and continually express clarity of expectations (with Superintendent 1 st ) 2.6.a. Work with WBEA to implement State of Iowa Tiered Teacher Pay / Evaluation System, ? 2.6.a. Implement legislated Department of Education (2013, 2014, 2015 Iowa Task Force Evaluation Reform requirements and / or recommendations) updated evaluations processes all levels in an attempt to provide quality feedback to teachers and administrators using (TBD) student achievement data.

10 dent achievement ta.) 2.6.b. Implement legislated Department of Education ( Education Reform) evaluation processes at all levels in an attempt to provide quality feedback to teachers that supports and identifies great pedagogy or identifies practices deemed to be ineffective for improving student achievement. 2.6.b. Study State s (possible) plans for tiered teacher evaluation system and administrative and management team performance evaluation system and review: 1. Charlotte Danielson research on best teacher evaluation protocols 2. Review Effective Teaching Correlates (Iowa Core) 2.6.b. Implement aspects / requirements (?) of performance based evaluation systems and continually express clarity of expectations (New IA Code) 2.6.b. Work with WBEA to implement State of Iowa Tiered Teacher Pay / Evaluation System, ? (New Iowa Code) 2.6.b. Implement legislated Department of Education (2013, 2014, 2015 Iowa Task Force Evaluation Reform requirements and / or recommendations) updated evaluations processes all levels in an attempt to provide quality feedback to teachers and administrators using (TBD) student achievement data. 2.6.c. Clearly defined expectations and standards for common understandings of IA Core s Five (5) Correlates of Effective Instruction 2.6.c. Assess where staff is with Iowa Core compliance and implementation 2.6.c. Use Curriculum Mapping Processes to find Core Instructional gaps 2.6.c. Use Iowa Core audit processes to drive standards and competency implementation 2..6.c. (7/2013) Ongoing discussions by WB Administrative team about the need to focus PD (gradually) away from needed systems PD (PLC, 1:1, Standards work) down to classroom effective classroom behaviors and practices around these system support concepts. 2.6.d. Accountability to expectations and work to implement standards through improved monitoring and professional discussions and reflection about student progress and effective teaching and support practices. 2.6.d. Use of Instructional Rounds to drive collaborative discussions around Effective Teaching Correlates. Study Iowa Core s Effective Teaching Correlates and Implement improvement processes (Aligned 2.6.d. WBCSD curriculum 100% aligned to Iowa and Common Core Curriculum and Smarter Balance Assessment requirements and fully implementing Teacher Leadership and Career Pathway processes by d. Implementation of District s approved TLP (Teacher Leadership Pathway) from State of Iowa. By d. (6/12) Ed. Reform Bill (215) studied, communicated and planned for during school year. 2.6.d. (7/2013) Ongoing discussions by WB Administrative team about the need to focus PD (gradually) away from needed systems PD (PLC, 1:1, Standards work) down to classroom effective classroom behaviors and

11 (Advancing PD) to Problem of Practice and Theory of Action work) practices around these system support concepts.

12 SIAC TEAM / ADMINISTRATIVE TEAM / BOARD ASSESSMENT OF WORK TO ACHIEVE GOAL #2 lease date and place an X where the team sees the District regarding the stated goals. Please add notes for changes, improvements or recommendations below.) 1: DATE GOALS LIMITED PROGRESS 1 ADEQUATE PROGRESS 2 STRONG PROGRESS 3 AVERAGE SCORE SIAC RECOMMENDATIONS / NOTES:

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