Deer Park Union Free 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 implementation of the Deer Park Union Free School District’s Strengthening Teacher and Leader Effectiveness (STLE) program has provided new and positive options for district principals and teachers to advance their career and professional expertise while addressing critical district needs. In particular, Deer Park has focused on highly skilled interventions for district populations that were identified to be most in need. In addition, STLE has allowed Deer Park to re-align district leadership structures to integrate a significant number of teacher leader positions within the collaborative decision-making framework.
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Through STLE, Deer Park had four (4) overall project goal areas: (1) aligning ongoing work with teachers and leaders into career ladder opportunities for novice, professional and leader experiences for teachers and principals and implementing compensation for these positions; (2) establishing and effectively implementing a communication plan that re-aligns district personnel to include new teacher and principal leader positions; (3) utilizing and expanding district data analysis to identify specific and customized program interventions for high need students that could be effectively supported through the career ladder positions; and (4) implementing a number of focused programmatic interventions to support student achievement and growth This was an important next step for the Deer Park as it moved toward the fulfillment of the complete Teacher and Leader Effectiveness continuum.
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- Teacher Leaders host a “Teacher Studio” by planning and implementing model lessons with colleagues for collegial reflection
- Identified and worked with the most effective teachers in the analysis of student data and supported novice, developing and ineffective teachers in their use of data to inform instruction.
- Extended models of group, small group, individualized and content-focused coaching including creation and support of teaching strategies for the district’s special need, English language learners (ELL), low-income and middle school populations.
The Deer Park Union Free School District's 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 a change in use of Title IIA funds. Stipends will be reduced based on need and focus areas. Compensation will take place in the form of participation in professional development, curriculum development and mentoring opportunities.
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.
- 45 Teacher Leaders directly impact 354 teachers which impact 4,154 students
- 3 Principal Leaders directly impact 2 principals, 6 assistant principals and 354 teachers which impact 4,154 students
Areas of Focus
The Deer Park Union Free School District set out to address the common talent management challenges of developing and providing equitable access to effective and highly effective educators.
|Common Talent Management Challenge||Local Educational Agency (LEA) Efforts|
Through STLE, Deer Park created an Teacher Leader Technology Coach who supports teachers and administrators in various stages of the career ladder through professional development and coaching with a focus on the integration of technology into the curriculum. All Teacher Leaders have participated in peer coaching training provided by NYSUT. A cohort of Professional reading teachers are participating in the Wilson Level 1 Reading Program Certification training and course with a focus on high need/high risk students. In addition, Teacher Leaders K-12 host a “Teacher Studio”, where model lessons are collaboratively planned and delivered for colleagues, and then evaluated using the district-adopted Danielson rubric.
The district has identified its most effective teachers to coach their peers and provide job-embedded professional development and support to ensure that all teachers have access to effective teaching practices. Common language, assessment, practice, and high expectation is being spread throughout the district to reflect a shared goal of increased rigor and accountability.
|Other Areas of Focus||Local Educational Agency (LEA) Efforts|
|Annual Professional Performance Review (APPR)||
Principal Leaders developed a toolkit for the district to provide concrete examples that exemplify highly effective instruction. Teachers participating in Teacher Studio spend time reviewing, analyzing and applying the Danielson rubric to their colleagues’ lessons to ensure inter-rater reliability.
|College and Career Readiness Standards in ELA and Math||
The implementation of the college and career readiness standards has been supported through this grant through the creation of curriculum guides, pacing calendars, and instructional resources, as well as through the development of sample exemplary lessons that are available on-line, creation of common assessments, collaborative close studies of the standards, job-embedded professional development and attendance at conferences.
Teacher and Principal Leaders have created common college and career ready standards-aligned assessments. The data from these common assessments is analyzed and used to provide professional development and individualized teacher support, as well as to inform instructional decisions for students. As a result of the common assessments and data analytics, there has been increased collaboration between principals, Teacher Leaders, and the teaching staff.
|High Need Students||
Teacher Leaders have provided differentiated professional development, coaching, and mentoring to Special Education (SpEd) and English as a Second Language (ESL) teachers along with support in curriculum modification which has resulted in improved instruction. In addition, K-2 Teacher Leaders worked with the Teq company to revise reproducibles to make them more user friendly (e.g., larger font, more spacing, examples on every page, interactive SmartBoard lessons) for ESL students. A cohort of Professional reading teachers are participating in the Wilson Level 1 Reading Program Certification training and course, and are working 1:1 with high needs/high risk students and receiving 1:1 coaching through the program.
Teacher and Principal Leaders have organized and conducted parent workshops. In addition, the district has initiated a video on demand project where Teacher Leaders are being recorded teaching college and career ready standards-aligned lessons. These videos are available for parents on-line (see Resources section, below, for a link to these videos).
Areas of Impact
The Deer Park Union Free 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|
|Teacher Leader: $2,000 annual stipend; Technology Coach: .6 FTE; Coordinator/Coach: 1.0 FTE||
Teacher Leader: 45; Technology Coach: 1 (part-time); Coordinator/Coach: 2 (part-time)
|Principal Title||Roles and Reponsibilities||Compensation||Number Serving in Role in 2014-15|
||To be determined by the number of hours and the scope of work of the project.||2|
||Annual stipend not to exceed $2,000||3|
||To be determined by the number of hours and the scope of work of the project.||0|