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Broadalbin-Perth Central School District

 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. | Focus & ImpactEach Local Education 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.> | Career Ladder PathwaysEach 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. | Sharing the WorkThe Strengthening Teacher and Leader Effectiveness (STLE) grant has resulted in the development and sharing of a wide variety of tools, tips, and resources. Local Education Agencies (LEAs) have been highlighted for their work through various media outlets and NYSED videos, and have also created tools and resources that are available to the field.

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.

Continuum Graphic

This graphic represents the Teacher and Leader Effectiveness (TLE) continuum recommended by the New York State Education Department.

Program Summary

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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Promising Practice

  • 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. 

Sustainability

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.

This graphic represents the five common talent management challenges. LEAs may address one or more of the five common talent management challenges of preparing, recruiting, developing, retaining and providing equitable access to the most effective educators using career ladder pathways.

Reach

  • 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 Challenges

Common Talent Management Challenge Local Educational Agency (LEA) Efforts
Development

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.

Equitable Access

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

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.  

Evidence-Based Instruction

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. 

Areas of Impact

Initial Student Impact
  • Increased the graduation rate by 17% for students with disabilities (SWD) from June 2013 to June 2014
  • Increased the number of students that demonstrated proficiency on New York State Grades 3-8 assessments by 4% in English Language Arts (ELA) and 9% in math from 2012-13 to 2013-14.
Early Impact on Talent Management System
  • Increased percent of teachers scoring Effective or Highly Effective on the State Provided Growth Ratings 20% from the 2012-13 to 2013-14 results.
  • 100% of secondary teachers will be reached through implementation of Phase 2 Positive Behavioral Intervention and Supports (PBIS) from the Principal Facilitator.

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 Career Ladder Pathway

Teacher Title Roles and Reponsibilities Compensation Number Serving in Role in 2014-15
Novice Teacher

A-PLUSS Facilitator:

  • Collaborate with their subject and/or grade-level peers on best teaching practices as defined in the district’s APPR agreement (Charlotte Danielson’s Framework for Teaching) for a minimum of 20 hours during the course of a school year.
  • Submit a brief report on their activities to their supervising principal in both January and June each year.
$500 stipend

37

Professional Teacher

A-PLUSS Trainer:

  • Participate in a minimum of five hours of professional development annually on their chosen characteristic(s) of effective teaching, as defined in the district’s APPR agreement (Charlotte Danielson’s Framework for Teaching).
  • Provide at least one scheduled small-group training that is open to all faculty each school year.
  • Work on a one-to-one basis for at least 20 hours during the school year with district faculty members who have self-selected as being in need of coaching and support regarding one or more characteristics of effective teaching. May conduct non-evaluative peer observations to inform this work.
$1,500 stipend

24

Teacher Leader

A-PLUSS Advisory Council Member:

  • Participate in at least 90% of A-PLUSS advisory board meetings each year (5-10 total).
  • Work with Principal Leaders and the superintendent to select Professional Teachers/Principals and Novice Teachers/Principals from eligible candidates for these career ladder positions.
  • Work with other A-PLUSS advisory board members to coordinate internal and external professional development opportunities that advance the mission of the A-PLUSS program.
  • Work with other A-PLUSS advisory board members to communicate about the A-PLUSS program to both internal and external stakeholders.
  • At least once per school year, provide a small-group or one-on-one training opportunity for district faculty.
  • Work with other A-PLUSS advisory board members and the superintendent to evaluate the effectiveness of A-PLUSS program activities on at least a quarterly basis
$3,000 stipend

8

Principal Career Ladder Pathway

Principal Title Roles and Reponsibilities Compensation Number Serving in Role in 2014-15
Novice Principal

A-PLUSS Facilitator:

  • Collaborate with their peers and/or faculty members on best practices of school leadership and effective teaching as defined in the district’s APPR agreements (LCI Multidimensional Leadership Performance Rubric for school building leaders; Charlotte Danielson’s Framework for Teaching for teachers) for a minimum of 20 hours during the course of a school year.
  • Submit a brief report on their activities to the superintendent in both January and June each year.
$500 stipend 1
Professional Principal

A-PLUSS Trainer:

  • Participate in a minimum of five hours of professional development annually on one or more characteristics of school leadership or effective teaching, as defined in the district’s APPR agreements (LCI Multidimensional Leadership Performance Rubric for school building leaders; Charlotte Danielson’s Framework for Teaching for teachers).
  • Provide at least one scheduled small-group training on school leadership or effective teaching that is open to all faculty and school building leaders each year.
  • Work on a one-to-one basis for at least 20 hours during the school year with other school building leaders who have self-selected as being in need of coaching and support regarding one or more characteristics of effective school leadership.
$1,500 stipend 2
Principal Leader

A-PLUSS Advisory Council Member:

  • Participate in at 90% of A-PLUSS advisory board meetings each year (5-10 total).
  • Work with Teacher Leaders and the superintendent to select Professional Teachers/Principals and Novice Teachers/Principals from eligible candidates for these career ladder positions.
  • Work with other A-PLUSS advisory board members to coordinate internal and external professional development opportunities that advance the mission of the A-PLUSS program.
  • Work with other A-PLUSS advisory board members to communicate about the A-PLUSS program to both internal and external stakeholders.
  • At least once per school year, provide a small-group or one-on-one training opportunity for district faculty and/or school building leaders.
  • Work with other A-PLUSS advisory board members and the superintendent to evaluate the effectiveness of A-PLUSS program activities on at least a quarterly basis.
$3,000 stipend 1

Sharing the Work   The Strengthening Teacher and Leader Effectiveness (STLE) grant has resulted in the development and sharing of a wide variety of tools, tips, and resources. Local Education Agencies (LEAs) have been highlighted for their work through various media outlets and NYSED videos, and have also created tools and resources that are available to the field.

Resources

  • Broadalbin-Perth created an internal system of turnkey trainers to provide professional development called the Academy of Peer Learning: United for Student Success (A-PLUSS) program, and allows teachers to reach out to their highly-trained colleagues for additional support in targeted areas. The following tools were created by the LEA as a system of accountability for A-PLUSS participants:
    • The A-PLUSS Facilitator Log includes selection criteria for teacher facilitators including contact hours and topics for improving the teaching practices of peers.  This resource also includes a tracking system for the professional development of the facilitator to ensure continuous growth and improvement.
    • The A-PLUSS Advisory Council Log includes selection criteria for Advisory Board Members as well as their assigned roles and responsibilities.
    • The A-PLUSS Trainer Log includes the selection criteria for Teacher/Principal Trainers including minimum contact hours for peer to peer professional development and coaching.
  • Broadablin-Perth, as a part of their career ladder pathway model, has A-PLUSS facilitators who have been trained to lead data team meetings throughout the district.  In this video, watch how the district has reimagined their data meetings to more productively analyze student data. 
  • The New York State Career Ladder Pathways Toolkit, a new, interactive, web-based toolkit that includes profiles of adaptable career ladder pathways models, resources, and best practices to help address the five common talent management challenges that contribute significantly to equitable access , resources that will help LEAs implement the Department’s recommended framework and steps to design and implement robust career ladder pathways.
  • To learn more about the Strengthening Teacher and Leader Effectiveness (STLE)  grant program and to access additional resources for career ladder pathways visit: EngageNY: Improving Practice Landing Page

The Office of Teacher/Principal Quality & Professional Development invites you to submit tools and resources to STLE@nysed.gov that will further help the field, including but not limited to: gap analysis templates, career ladder pathway design principles, communication plans, description of sample roles and responsibilities, tools that help gauge the return on investment and strategies for program evaluation. 

Local Media

We encourage you to continue to contribute to the on-going conversation on Twitter by sharing your work using #STLE.