Gates Chili 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.
The Gates Chili Central School District recognizes the critical role that high-quality teachers and school leaders have on student achievement. To that end, Gates Chili envisions a Teacher and Leader Effectiveness (TLE) continuum that attracts the finest candidates, holds teachers and school leaders accountable, provides differentiated support to improve performance, uses data systems effectively to monitor progress and offers opportunities for advancement along a career ladder from novice to leader ensuring that all students in the district are equipped with 21st century skills and graduate prepared to enter college and meaningful careers.
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In the 2011-2012 school year, Gates Chili underwent an extensive School Quality Review (SQR) process. A major recommendation that came out of the SQR process was that the district institute a professional development program centered on differentiation of instruction to support at-risk students – students with disabilities (SWD), English language learners (ELL) and students in poverty. Student data from these subgroups revealed achievement gaps in both ELA and Math at all grade levels. As a result of the funding secured through the first Strengthening Teacher Leadership Effectiveness (STLE) Grant, Gates Chili was able to offer targeted professional development on differentiated instruction and teaching students who live in poverty. During the STLE 3 application process, Gates Chili was finishing the process of redistricting 4 elementary attendance zones. The redistricting of the attendance zones was aimed at helping to balance the student populations among the buildings and also on creating a second site for the ELL program currently housed in one location. The changes to the attendance zones required the district to shift some elementary staff, balancing the number of effective or highly effective teachers in each building. As part of that process, Gates Chili revised its teacher leadership structure. Through the STLE 3 grant, the district maintained previous created positions enhancing some positions duties to include the task of transitioning new students, families and staff members that enter the building as a result of their redistricting process.
The STLE grants have helped Gates Chili provide quality professional development to their teachers and administrators. Opportunities have been focused on developing a deeper understanding of content standards, assessment development and use and instructional strategies focused on college and career readiness standards, differentiation, understanding poverty and responsive teaching.
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- Quality professional development opportunities have been focused on developing a deeper understanding of content standards, assessment development and use and instructional strategies focused on college and career ready standard shifts, differentiation, understanding poverty and responsive teaching.
- The district has developed and implemented its action plan to enhance curriculum and assessments. This includes identifying rigor as the organizing theme of the work and collaboratively developing and communicating a district definition of rigor.
- Teachers on Special Assignment (TOSA) in Gates Chili have, or are working towards, their administrative certificate and have the same roles and responsibilities of an Assistant Principal except supervision and evaluation of teachers.
The Gates Chili Central School District's Board of Education, Superintendent and Business Official have committed to sustaining the programs and personnel related to career ladder pathways through collective bargaining and inclusion in the proposed budget for 2015-16.
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.
- 7 Teachers on Special Assignment (TOSA) directly impact 357 teachers which impact 4,080 students.
- 2 Professional Principals directly impact 4 principals, 11 assistant principals and 357 teachers which impact 4,080 students.
Areas of Focus
The Gates Chili Central School District set out to address the common talent management challenges of developing and providing equitable access to the most effective educators through their career ladder pathway model.
|Common Talent Management Challenge||Local Educational Agency (LEA) Efforts|
The grant has increased the district’s capacity to provide professional growth to teachers and administrators this year. Offerings continue to focus on meeting the needs of at-risk learners (both students with disabilities [SWD] and English language learners [ELL]) through trainings on differentiated instruction, development of the writing curriculum and understanding Lucy Caulkins’ Units of Study, and meeting the needs of students living in poverty. In addition, Gates Chili offers professional development focused on increasing rigor in its curriculum assessment and instructional practices. Additionally, the district has increased its ability to offer quality professional development and time with national consultants Cheryl Dobbertin and Giselle Martin-Kniep.
The grant has allowed Gates Chili to have Teacher on Special Assignment (TOSA) positions in each of the elementary buildings in an effort to build capacity of the existing teacher population to ensure that the district makes certain that all its students have equal access to its best teachers and principals. Specifically, the district is working to reduce an achievement gap between subgroups, specifically English language learners (ELL), economically disadvantaged students, and students with disabilities (SWD) compared to the general education subgroup. The role of both Teacher and Principal Leaders has included analyzing these achievement gaps and providing professional development opportunities for teachers that focus on these subgroups.
|Other Areas of Focus||Local Educational Agency (LEA) Efforts|
|Annual Professional Performance Review (APPR)||
Through the evaluation system the district created a common language to discuss effective teaching and leadership practices. The district’s teachers received training on the NYSUT rubric and Student Learning Objectives (SLOs). The district’s administrators participated in professional development activities to increase administrators understanding of the NYSUT rubric and the Multidimensional Principal Performance Rubric and to calibrate supervision evaluation practices. In addition, the building principals worked with the Coordinator of Professional Development and Teacher Leaders to provide a variety of professional development opportunities from modeling and coaching, staff meetings, grade level and content area meetings as well as district offerings based on needs of individual teachers and principals identified through the APPR process at Gates Chili.
|College and Career Readiness Standards in ELA and Math||
A teacher on special assignment (TOSA) works as an Elementary Instructional Specialist to assist in the implementation of the Common Core English Language Arts modules in a cohesive and consistent manner throughout the district. Gates Chili also continued their work with Cheryl Dobbertin by having her work with administrators in differentiation and college and career ready standards and assist in ensuring implementation of differentiated instruction and alignment to college and career ready standards in all classrooms.
A teacher on special assignment (TOSA) works as an Assessment and Data Specialist to provide professional development around data driven instruction and work with the district’s collaborative inquiry teams to enhance their practice.
|High Need Students||
Gates Chili has been able to use grant funds to focus on closing the achievement gap between subgroups; specifically economically disadvantaged students and students with disabilities compared to the general education subgroup. The achievement of this targeted student group has been a concern for some time, and the grant has increased the capacity of the district to provide professional growth to teachers and administrators this year. Offerings continue to focus on meeting the needs of at-risk learners (SWD and ELL) through trainings on differentiated instruction, development of writing curriculum and understanding Lucy Caulkins’ Unit of Study, and meeting the needs of students living in poverty. In addition, Gates Chili offers professional development focused on increasing rigor in curriculum assessment and instructional practices.
Gates Chili is leveraging the expertise of their Professional Teachers by offering mini-courses to parents and community members on relevant topics such as college and career ready standards in ELA and math, curriculum modules, the Math Investigations Program and strategies to assist with homework completion.
Areas of Impact
The Gates Chili 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|
||Range of $225 - $265 annual stipend||
||Range of $600.00 (providing professional development) – $1,500 (mentor) annual stipend||
Teacher on Special Assignment:
|$4,000 annual stipend||
|Principal Title||Roles and Reponsibilities||Compensation||Number Serving in Role in 2014-15|
||$300 annual stipend||1|
||Range of $300 - $1,500 (mentoring) annual stipend||2|
||Range of $300 - $1,500 (mentoring) annual stipend||0|