Greater Amsterdam 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 Greater Amsterdam School District is committed to continued development and support of effective teachers and leaders. Through STLE 2, the district envisioned and set out to work towards a teacher and principal career ladder pathway focused on targeted supports for instructional leaders. To this end, Amsterdam has identified and supported the most effective educators, distributing their talent across content areas and grade levels. Emphasis has been placed on supporting students through the use of data, mentoring, professional development, and consistent, district-wide utilization of evidence-based strategies to support success and achievement.
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Through STLE-D, the Greater Amsterdam School District served as a lead applicant, disseminating best practices through a comprehensive, enhanced Professional Learning Community (PLC). Administrators from within the district and throughout the region have been able to form PLCs called “Instructional Learner Partners” which allowed for focused, targeted mentoring opportunities for principals, in small groups, to meet and work collaboratively on an identified need. The goal through STLE-D was to create advanced leadership opportunities leveraging the talents of the highest performing building leaders and teacher leaders and to extend the reach of three existing STLE programs (Amsterdam, Broadalbin-Perth and Mayfield) by modeling specific approaches to the development, implementation, and support of a region-wide Teacher and Leader Effectiveness (TLE) system, expanding access for non-STLE building leaders and teacher leaders.
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- The district has built a collaborative culture that involves teachers and administrators at all levels focusing on student learning, and has revised their master schedule to allow for PLC and intervention teams to re-teach and provide enrichment activities for students.
- Teacher Leaders serve as part of the building leadership team and are responsible for the disaggregation and analysis of a variety of school-wide data to improve and meet the unique academic and social needs of all students.
The Greater Amsterdam School District is planning to use multiple sources of revenue in order to sustain the great work begun under STLE 2 and STLE-D. The districts anticipates funding certain Teacher Leader positions through inclusion in the General Fund of the 2015-16 budget, through the use of Title II funds, and by exploring further grant 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.
- 5 Instructional Technology Leaders directly impact 291 teachers which impact 3,669 students
- 3 Data Coaches directly impact 291 teachers which impact 3,669 students
- 4 Principal Leaders directly impact 6 principals which impact 291 teachers which impact 3,669 Students.
Areas of Focus
The Greater Amsterdam School District set out to address the common talent management challenges of developing, retaining, and providing equitable access to the most effective educators through their career ladder pathway model.
|Common Talent Management Challenge||Local Educational Agency (LEA) Efforts|
An administrative mentoring support program was established utilizing School Administrators Association of New York State (SAANYS) mentors and Capital Area School Development Association (CASDA) supports for first year administrators district-wide. Monthly administrative council meetings focusing on various professional development supports for all administrators, including inter-rater reliability trainings, college and career readiness standards strategies and effectively utilizing data to inform instruction. An administrative retreat was held focusing on Professional Learning Community (PLC) implementation and goal development, and SMART goals have been set district and building wide.
Amsterdam further partnered with CASDA to implement professional development opportunities tailored to the specific needs of teachers, as well as support on ISLLC standards and Danielson practices for all educators. Throughout the year, Teacher Leaders take on rolls as Curriculum Leaders and Technology Integrationists to offer embedded professional development opportunities for teachers, and to support the PLCs and data team processes within the building.
The Greater Amsterdam School District has identified and supported highly effective educators and distributed their talent across content areas and grade levels in ongoing efforts to retain the absolute best teachers and principals for its students. Amsterdam created a structure involving intrinsic and extrinsic rewards, as well as formal and informal recognition to help in the retention of effective educators across the district, including providing monetary recognition for work outside of the school day (e.g., $2,250 stipend for Teacher Leaders, $5,000 stipend for Principal Leaders).
Teacher Leader positions provide opportunities for the most effective teachers to share their expertise and turnkey training with their colleagues to ensure that the lowest performing students have access to the most effective educators. In addition, Amsterdam uses the data provided from the APPR evaluation system to customize professional development opportunities for staff and offer embedded support and mentoring for individuals.
|Other Areas of Focus||Local Educational Agency (LEA) Efforts|
|Annual Professional Performance Review (APPR)||
Monthly administrative council meetings have focused on various professional development supports for all administrators on both ISLLC standards and Danielson’s Frameworks. These include inter-rater reliability trainings, college and career ready alignment strategies, and effectively utilizing data to inform instruction. Additionally, tailored professional development opportunities are created based on the data provided from the various components of the evaluation system.
In this area, the Data Coaches have proven to be invaluable within each of the buildings since September 2014. Data Coaches have served as part of the building leadership team working directly with principals and teachers supporting them with the analysis of a variety of school-wide data to improve and meet the academic and social needs of students and help implement student centered learning practices aligned with curriculum. The data coaches have also trained teachers in the use of data to make decisions about curriculum, assessments, instruction and attendance needs to support the goals of the building and the district. Professional Learning Communities have also received the support of data coaches through data team processes within the building and sharing out this information at the district level. The Data Coaches also monitor the results of both state and local testing and assist schools with the analysis of the results providing a starting point to guide teachers and administrators to continue the process.
|High Need Students||
Amsterdam has included on their career ladder the position of Special Education (SpEd) Curriculum Leader. The SpEd Curriculum Leader supports departments with college and career ready standards and evidence based instruction, along with being a liaison for professional learning communities and all departmental needs. It is a goal of the district to enhance the proficiency of ELA and math by 5% for the subgroup of students with disabilities. Master schedule adjustments have occurred at all six school buildings and time has been added for collaborative educator meetings and student interventions.
|Dissemination of Promising Practice||
Through STLE-D, Amsterdam is extending the reach of three existing STLE programs (Amsterdam, Broadalbin-Perth, and Mayfield) by modeling specific approaches to the development, implementation, and support of a region-wide TLE system, expanding access for non-STLE building leaders and teacher leaders. The three existing components made available to additional teachers and principals at Amsterdam and the consortium members include the HFM Leadership Academy, Instructional Learning Partners, and Teacher Leader Certificate of Advanced Study.
The HFM Leadership Academy includes a professional development series for school building leaders from across the consortium related to effective school leadership. Principals also received principal mentorship through the School Administrators Association of New York State (SAANYS). Participants in the Instructional Learning Partners engage in peer to peer learning and professional development. Teachers participating in the Teacher Leader Certificate of Advanced Study are taking course work at SUNY Plattsburgh that leads to a teacher leader certificate.
Areas of Impact
The Greater Amsterdam 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|
||As per ATA contract||
Instructional Technology Leader
|Instructional Technology Leader: $2,250 annual stipend; Committee Member: $31.25/hr.||
Instructional Technology Leader: 2; Committee Member: 40
Instructional Technology Leader
Coordinators (Mentor, ESL, ELA, Math)
|Instructional Technology Leader: $2,250 annual stipend; Data Coach: $2,250 annual stipend; Curriculum Leaders: $2,250 annual stipend; Peer Mentor: $1,030 annual stipend; Coordinator: $3,250 annual stipend||
Instructional Technology Leader: 5; Data Coach: 3; Curriculum Leaders: 10; Peer Mentor: 35; Coordinator: 4
|Principal Title||Roles and Reponsibilities||Compensation||Number Serving in Role in 2014-15|
In addition to Professional Principal Duties:
|$5,000 annual stipend||1|