Broadalbin-Perth Central School District
Total STLE Award
STLE Program Summary Local Education Agencies(LEAs) and local unions collaborated to develop programs that focus on various elements of a strategically planned Teacher and Leader Effectiveness (TLE) Continuum, including preparation, recruitment and placement, induction and mentoring, evaluation, ongoing professional development/professional growth, performance management and career ladder pathways.
The Broadalbin-Perth Central School District’s STLE 2 Grant was designed to improve educators’ effectiveness and increase their capacity to improve the academic achievement and college and career readiness of district students through the establishment of peer learning communities among district teachers and school building leaders. Broadalbin-Perth was committed to providing high-quality professional development for all its teachers and administrators in order to help them achieve professional success and for their students to achieve academic success.
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The district proposed a solution to develop an internal system of turnkey trainers who could provide scheduled, small group professional development, as well as one-on-one, on-demand training as part of an instructional “help desk”. The system was called the Academy of Peer Learning: United for Student Success (A-PLUSS) program, allowing teachers to reach out to one of their highly trained colleagues who specialize in the area they need improvement and receive professional development support. The Novice Teachers and Principals spearheaded collaborative efforts among their grade-level or subject-area peers in order to build the skills they needed to move to the professional level where Professional Teachers and Principals received outside professional development on one or more specific characteristics of effective teaching and school leadership, and use that knowledge to provide internal professional development services to all district faculty. The Teacher and Principal Leaders oversaw the entire A-PLUSS as members of an advisory board including the Superintendent. The advisory board coordinated all program activities, including scheduling outside professional development opportunities, evaluating candidates for the career pathways positions and monitoring the overall effectives of the A-PLUSS program.
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- Through the Academy of Peer Learning: United for Student Success community (A-PLUSS), Broadalbin-Perth created a “help desk” which allows teachers, administrators, and other staff to reach out to highly-trained colleagues for tailored support and professional development.
- By creating systems for in-house and peer-to-peer professional development, the district has found that their staff are more willing to participate in professional development activities when they don't have to travel or leave their classrooms to do so. The district reports that they have seen great collaboration among their teacher teams during their in-house trainings, and that local teacher training has served to build collaborative partnerships and renew teacher enthusiasm.
The Broadalbin-Perth Central School District expects to continue with the A-PLUSS peer learning community. Career ladder positions will be funded through the general fund budget if not able to secure additional grant funding.
STLE Areas of Focus and Impact Each Local Educational Agency (LEA) has identified measurable goals and outcomes aligned with their grant programs. Quantitative and qualitative data is meant to communicate the value and impact of this work by highlighting the reach of teacher and principal leaders, cost and time savings, as well as indicate the progress made towards the specific student achievement and talent management needs identified by each LEA. Program evaluation is ongoing; LEAs will continue to monitor impact through and beyond the grant period to better understand correlations between various district and building initiatives, the work of teacher and principal leaders, and the impact on student access and achievement.
- 69 A-PLUSS Teacher Leaders (Novice, Professional, and Teacher Leaders) directly impact 134 teachers which impact 1,735 students
- 4 Principal Leaders (Novice, Professional, and Principal Leaders) directly impact 134 teachers which impact 1,735 students
Areas of Focus
The Broadalbin-Perth Central School District set out to address the common talent management challenges of developing and providing equitable access to the most effective educators using career ladder pathways.
|Common Talent Management Challenge||Local Educational Agency (LEA) Efforts|
Teachers have had opportunities to attend workshops in areas such as guided reading practices, designing and aligning quality classroom assessments, literacy lessons, and improving student engagement, among others. Technology workshops have been provided to all teaching staff to enhance technology use in the classroom, and teachers on the career ladder are giving tutorials and training sessions to their colleagues allowing them to improve their proficiency with the technological tools available in the district. A variety of workshops have been provided to increase the number of students that use technology as part of their regular classroom instruction; this is especially evident in the newly developed STEM classes. Academy of Peer Learning: United for Student Success (A-PLUSS) Advisory Council Members were trained on My Learning Plan; council members then turn-keyed this tool at building faculty meetings. The advisory board also collaborated to determine professional development needs of district teachers.
Career ladder positions for teachers and principals receiving a composite rating of Highly Effective and Effective whose career ladder duties relate directly to the development and implementation of the peer learning community have been established to ensure that all Broadalbin-Perth’s students have access to the best teachers and principals throughout the district. Training through the A-PLUSS is intended to raise the professional practices of all district personnel.
|Other Areas of Focus||Local Educational Agency (LEA) Efforts|
|Annual Professional Performance Review (APPR)||
District leaders meet to discuss APPR evidence and plan professional development accordingly. Large scale professional development, as well as targeted workshops based on individual need, are planned for conference days, professional development days, team and department meetings and faculty meetings. A Principal Trainer has provided training to colleagues and has led Teacher trainers in professional development on the Danielson Model.
The district has selected data driven instruction facilitators who have been trained to lead data team meetings throughout the district. Through the A-PLUSS onsite training, career ladder teachers have provided training on unpacking and understanding the new standards, as well as instructing teachers on how to collect and analyze data from assessments to inform instructional next steps. Through attendance at conferences, and workshops, teachers and principal leaders have had the opportunity to explore, in greater depth the transition to the new standards and then are able to share this information with their colleagues. A-PLUSS trainers (Professional Teachers) and facilitators (Novice Teachers) take into consideration the needs of students with disabilities (SWD) and English language learners (ELL) in designing their offerings. The participation rates and feedback from the faculty lead the district to believe that the A-PLUSS Academy has had a positive impact on their professional learning and development. The access to up-to-date professional learning in-district allows more teachers to take advantage of professional development offerings.
|High Need Students||
A-PLUSS Trainers (Professional Teachers) have turn-keyed professional development in their respective areas of expertise around high need students. These areas include: use of iPad in the classroom, teacher management software, classroom instructional strategies, reading strategies for struggling students, and Response to Intervention (RtI). In addition, publications have been purchased to support after-school trainings on improved classroom management strategies, improved professional practices, and RtI.
Areas of Impact
The Broadalbin-Perth Central School District has identified quantitative and qualitative impact data that it has seen and hopes to realize since implementing career ladder pathways and related STLE grant activities.
|Initial Student Impact||
|Early Impact on Talent Management System||
Career Ladder Pathways Each LEA participating in STLE 2 or 3 was required to develop and implement or enhance career ladder pathways rooted in sound implementation of their evaluation systems. Career ladder pathways were based on a minimum of three “rungs” including: novice, professional, and leader levels that were associated with specific roles, responsibilities, and optional district-defined compensation incentives.
Career ladder pathways are a systematic, coordinated approach to provide new and sustained leadership opportunities with additional compensation, recognition, and/or job embedded professional development for teachers and principals in order to advance excellent teaching and learning.
|Teacher Title||Roles and Reponsibilities||Compensation||Number Serving in Role in 2014-15|
A-PLUSS Advisory Council Member:
|Principal Title||Roles and Reponsibilities||Compensation||Number Serving in Role in 2014-15|
A-PLUSS Advisory Council Member: