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Brockport 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

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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Promising Practice

  • 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.  

Sustainability

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.

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

  • 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 Challenges

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

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.   

Recruitment

 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.

Development

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.

Retention

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

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. 

Parent Engagement

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. 

Areas of Impact

Initial Student Impact
  • Student learning has been impacted because of the training Brockport Central School District teachers have received through their partnership with Expeditionary Learning and their embedded coaching cycles. Collaboration and trust has increased with staff and implementation of learning targets across all grade levels has occurred. A focus on the workshop model and higher level questioning has also been a focus. Students can articulate the learning target and are beginning to take ownership of their learning.
Early Impact on Talent Management System
  • Brockport has provided over fifty varied professional development opportunities that are supported by embedded coaching opportunities.  This is the first year that Brockport has had a comprehensive plan and a learning platform entitled, MyLearningPlan that allows easy access to opportunities, the tracking of hours and an evaluation process to understand staff needs.  An additional coach was purchased to ensure each building had its own instructional coach while allowing all coaches to travel to each building based on key areas of expertise. 
  • Over 50 teachers and pre-service teachers have viewed demonstration classrooms districtwide.  Teachers understand that the demonstration teachers are taking a risk in sharing what they have learned and are highly respected for collaborating with their peers.  The focus in each of these ELA classrooms is on learning targets, higher order questioning and the workshop model. 
  • The partnership with the College of Brockport has helped pre-service teachers and administrators have firsthand experiences in Brockport Central School District and equal participation in professional development opportunities.  As the district recruits and retains teachers, they now have the capability of better understanding candidates and the work the district is embarking on regarding a true professional development school model.

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

Curriculum Writer

  • Responsible for participating in PD that will enhance curriculum

Committee Member

  • Each committee member will work toward goals and an action plan regarding how they will close the achievement gap and meet the priority areas identified by the strategic plan in their respective committee.
Curriculum Writer: $22/hour; Committee Member: $500 annual stipend

Curriculum Writer: 25; Committee Member: 105

Professional Teacher

Professional Development Provider

  • Provides professional development at the District Level following a training regarding format and expectations

Committee Co-Chair

  • Co-facilitates committee with administrator to work toward goals and an action plan regarding how they will close the achievement gap and meet the priority areas identified by the strategic plan in their respective committee.

Mentor

  • Works with protégé to provide guidance, specific feedback, and advice on best practices in instruction and collegial conversations

Family and Community Liaison Coordinator

  • Plans and runs family information and community nights around RRA and the District’s Strategic Plan

National Board Certification

  • Receives certification and serves in a lead role within the District          
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

Teacher Leader

Instructional Coach

  • Leads the District in PD, models best practices during embedded coaching cycles and assists with Demonstration Classrooms.

Mentor Induction Leader

  • Works in collaboration with the College at Brockport to create/replicate induction program for aspiring teachers.

Demonstration Classroom Teacher

  • Models best practices for others to view.  Works collaboratively in embedded coaching cycles with ELA and instructional coaching staff.
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

Principal Career Ladder Pathway

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

Curriculum Writer

  • Responsible for leading PD that will enhance curriculum writing as well as write curriculum in ELA and Math.

Professional Development Provider

  • Provides professional development at the District Level following a training regarding format and expectations

Committee Member

  • Each committee member will work toward goals and an action plan regarding how they will close the achievement gap and meet the priority areas identified by the strategic plan in their respective committee.    
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
Professional Principal

Mentor

  • Works with protégé to provide guidance, specific feedback, and advice on best practices in instruction and collegial conversations

Committee Chair

  • Co-facilitates committee with teacher to work toward goals and an action plan regarding how they will close the achievement gap and meet the priority areas identified by the strategic plan in their respective committee.

Family and Community Liaison Director

  • Plans and runs family information and community nights around RRA and the District’s Strategic Plan
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
Principal Leader

Mentor Induction Leader

  • Works in collaboration with the College at Brockport to create/replicate induction program for aspiring administrators.

Demonstration School Leader

  • Models effective and highly effective practices in administration.

Clinical Supervisor

  • Oversees the placement of student teachers and administrative interns as well as provides feedback to enhance craft
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

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

  • As a part of select career ladder pathway roles and responsibilities, members may serve as a committee member or committee co-chairs on a variety of different committees that are aligned to Brockport’s Strategic Plan. Over 80 participants are involved in teacher and administrative lead positions that are moving toward committee goals.  This presentation details the work of the Response to Intervention (RtI) and Positive Behavioral Intervention and Supports (PBIS) committees.  
  • 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.