Brockport 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.
At the start of STLE 3, the Brockport Central School District envisioned a Teacher Leader Effectiveness (TLE) continuum that supports current educators while attracting future candidates to meet the needs of diverse student groups. Through STLE 3, Brockport is providing differentiated support to improve educator and student performance, supporting the use of data systems through professional development, formulating formative and summative assessments to drive instructional practices and monitor progress regularly, holding teachers and leaders to measurable outcomes, and offering opportunities for both teachers and leaders to advance in their craft as designated by a distinct career ladder pathway that moves professionals from Novice to Professional to Leader.
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Prior to STLE, Brockport’s superintendent and Board of Education created a strategic plan for continuous academic improvement for 2013-16 based on district data and input from stakeholders. To meet its targets, Brockport Central School District implemented reform strategies aligned with New York State’s Regents Reform Agenda and district-specific initiatives. Early on, the district clearly defined the critical role that high quality teachers and leaders play in moving the district forward to ensure that all students graduate with 21st century skills that all them to easily transition to college or career. The primary goal of Brockport’s STLE 3 grant is to improve student achievement and district performance through a strategic focus on teaching and learning methods that are research-based and have a proven track record of success. By providing these opportunities, the district has established a high-performing school culture that is leading to equitable distribution of the most effective educators that set challenging and intellectual goals for themselves and individual students.
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- In partnership with Expeditionary Learning, Brockport has completed learning walks in each of their buildings to understand instructional trends.
- Professional development specialists have supported embedded coaching cycles with the district’s instructional coaches and demonstration classroom teachers.
- Brockport’s professional development offerings are linked to the Danielson rubric and the Diagnostic Tool for School and District Effectiveness. This linkage allows teachers to select differentiated support based on specific needs identified in their observations and evaluations. Instructional coaches follow up with embedded support following professional developments offered to aide teachers with planning, execution of lessons and viewing student work to ensure concepts and pedagogical practices are fully implemented according to research and best practices.
- Five teachers (one in each school within the district) have demonstration classrooms in ELA. These teachers have undergone 25 hours of training from a combination Expeditionary Learning Action Institutes and embedded coaching cycles.
- With its IHE partner, the College at Brockport, the district has conducted joint professional development between pre-service and in-service teachers.
The Brockport Central School District Board of Education, Superintendent and Business Official are preparing the district financially to be able to sustain programs and personnel related to career ladder pathways through inclusion in the General Fund for at least another school calendar year.
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.
- 5 Demonstration Classroom Teachers (Teacher Leader) directly impact 304 teachers which impact 3,567 students.
- 1 Demonstration School Leader (Principal Leader) directly impact 4 principals, 8 assistant principals and 304 teachers which impact 3,567 Students.
Areas of Focus
The Brockport Central School District set out to address the common talent management challenges of preparing, recruiting, retaining, and developing the most effective educators through their career ladder pathway model.
|Common Talent Management Challenge||Local Educational Agency (LEA) Efforts|
Brockport’s partnership with the College at Brockport allowed a teacher and an administrator to take on roles as Mentor Induction Leaders. Mentor Induction Leaders act as liaisons to the College, working very closely with the education department, and collaborate on a bi-weekly basis to create activities for pre-service teachers and administrators. In addition, joint professional development for pre-service teachers and administrators has occurred within the district, as well as mock interviews for teaching candidates. There has also been a district-wide focus on having Brockport’s staff understand the edTPA process and on having pre-service teachers understand the district’s APPR process.
2015-16 will be the first year Brockport will be hiring with their IHE partnership in place with the College at Brockport. Brockport will specifically be focusing on student teachers who participated in the mentor induction activities to see if they better understand the culture and are more prepared because of their experience with the Mentor Induction Leaders.
Brockport’s instructional focus was to implement learning targets in English Language Arts (ELA) across all K-12 classrooms as well as focus on higher level questioning. Expeditionary Learning (EL) has worked with the district’s coaches, administrators and a core group of teachers around protocols and learning targets. Together, they have completed learning walks in each of the buildings to understand instructional trends and professional development specialists have supported embedded coaching cycles with the instructional coaches and demonstration classroom teachers. In addition, two joint action institutes have been provided to 25 participants (teachers and administrators) to build capacity amongst all bargaining units. Teachers and Administrators who are selected for a demonstration classroom in literacy understand the tenets of the Diagnostic Tool for School and District Effectiveness (DTSDE) and have participated in a 25 hour training program regarding the expectations identified by ASCD to understand the protocol, systems and structures linked to having a lab classroom/school plus they have received in-depth training regarding research based practices recognized by EL. Coaches and individual buildings have had more than 10 days a piece of differentiated support by EL. Currently, the district has five English Language Arts demonstration classrooms, one in each building. Teacher candidates from the College at Brockport have utilized the lab classrooms and each school has had approximately ten teachers within or across schools that have observed their peers. The Governance Board has selected five additional teachers who will receive training and open demonstration classrooms in math in the fall of 2015.
A deliberate focus on alignment has occurred in the areas of Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS). The district is looking to streamline transitions for students with disabilities and examining ways to infuse Science, Technology, Engineering and Mathematics (STEM) activities for grades K-12. In addition, the Family Community Liaisons have created bonds with parents and community members through the 8 part series workshops focused on the College and Career Readiness Standards. A leadership summit is in the process of being designed for the fall of 2015 that focuses on highlighting the partnerships between institutions of higher education and school districts.
Brockport built a very strong teacher Mentor program with tiered support and have provided over fifty professional development offerings to new teachers and all staff in key areas linked to the Diagnostic Tool for School and District Effectiveness (DTSDE). Professional development was followed up with support from the Instructional Coaches who offered embedded coaching cycles in each building based on the topic received to ensure teachers received differentiated support in all key areas. Opportunities were also provided to educators and administrators who were identified as Highly Effective or Effective for advancement opportunities with compensated career ladder positions that included increased roles and responsibilities.
|Other Areas of Focus||Local Educational Agency (LEA) Efforts|
|Annual Professional Performance Review (APPR)||
Brockport’s APPR results significantly drive professional development. Teachers who receive an evaluation rating of Highly Effective and Effective had opportunities within the career ladder to lead professional development at the district level and submit proposals to the district platform. This platform linked each professional development offered to the Danielson rubric and the DTSDE, so teachers who are Developing or Ineffective could sign up for professional development in key targeted areas. Teachscape was also used, which allowed for identification of trends in observations and evaluations. This data indicated where strengths and weaknesses were as a district and allowed for utilization of the partnership with Expeditionary Learning to specifically focus efforts in distinct domains and allowed embedded coaching cycles to be focused and deliberate. This data allowed the district to build its professional development platform according to school specific needs and district needs.
Two teachers and one administrator hold the positions of Family and Community Liaisons. An 8-part professional development series for the community regarding “Debunking the Myths” surrounding the Common Core and three additional community events that support the social and emotional developmental health of families are underway. Community professional development sessions have included the following topics: Understanding the Diagnostic Tool for School and District Effectiveness (DTSDE), Understanding the Common Core Learning Standards, Common Core Resources for Students with Disabilities, Understanding the Shifts: Digging Deeper into ELA and Math, Understanding the 3-8 NYS Exams in ELA, and Understanding the 3-8 NYS Exams in Math.
Areas of Impact
The Brockport 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|
Mentor Induction Leader
Demonstration Classroom Teacher
|Instructional Coach: 5% salary differential; Mentor Induction Leader: $1,000 annual stipend; Demonstration Classroom Teacher: $2,500 annual stipend||
Instructional Coach: 6; Mentor Induction Leader: 1; Demonstration Classroom Teacher: 5
|Curriculum Writer: $22/hour; Committee Member: $500 annual stipend||
Curriculum Writer: 25; Committee Member: 105
Professional Development Provider
Family and Community Liaison Coordinator
National Board Certification
|Professional Development Provider: $22/hour prep and $25/hour delivery; Committee Co-Chair: $800 annual stipend; Mentor: $1,000 per protégé; Family and Community Liaison Coordinator: $1,000 annual stipend; National Board Certification: $2,000 stipend||
Professional Development Provider: varies; Committee Co-Chair: 6; Mentor: 28; Family and Community Liaison Coordinator: 2; National Board Certification: 1
|Principal Title||Roles and Reponsibilities||Compensation||Number Serving in Role in 2014-15|
Mentor Induction Leader
Demonstration School Leader
|Mentor Induction Leader: $1,200 stipend; Demonstration School Leader: $3,000 stipend; Clinical Supervisor: stipend paid by the College of Brockport||Mentor Induction Leader: 1; Demonstration School Leader 1; Clinical Supervisor: 0|
Professional Development Provider
|Curriculum Writer: $35/hr.; Professional Development Provider: $33/hour prep and $35/hour delivery; Committee Member: $500 annual stipend||Curriculum Writer: 0; Professional Development Provider: 0; Committee Member: 1|
Family and Community Liaison Director
|Mentor: $1,200 per protégé; Committee Chair: $1,200 annual stipend; Family and Community Liaison Director: $1,000 annual stipend||Mentor: 3; Committee Chair: 1; Family and Community Liaison Director: 0|