Highland worked toward this goal in several areas. First, they leveraged their existing Grade Level and Department Chairpersons (teacher leaders) to coordinate the writing of a vertically and horizontally aligned curriculum. Through their efforts, they created teams of novice teachers who looked closely at the current curricula, compared it to college and career ready standards and rewrote or refined it to fit a common template.  Highland focused mainly on math at the elementary school and in specific content areas at the middle and high school.  In the process of writing the curriculum, Highland also provided professional development support that created teams of professional teachers confident in their content knowledge and the direction of their work.  While this initiative is by no means complete, it has created a strong foundation for future work in English language arts (ELA) and continual refinement in all content areas.  Next, they used the strengths of their principals as well as the existing District Data Coordinator position to improve data conversations at each building.  Their high school principal was already a leader in the use of data to guide conversations about Regents examination success school wide. He shared his system and process with the middle and elementary school principals, novices in this area, who then created systems to track math achievement and reading levels. All three principals became leaders of Professional Learning Communities (PLCs), combining elements of their tech initiatives with these areas of focus in each of their buildings. The excitement and enthusiasm generated provide a platform for future work though the PLCs are just beginning.

The district’s greatest area of success came in technology integration and blended learning.  Through this initiative, they created a strong group of leaders confident in their knowledge and willing to share and lead.  The success came from a Blended Learning Academy offered in the district in summer 2014.  It was open to effective and highly effective teachers from grades 6-12.  The district began with a mix of Novice and Professional teachers, with more Novice than Professionals.  During the summer and throughout the year, the group met to discuss, learn, and troubleshoot the blended learning platforms and technology-based tools.  Additionally, they sent their entire grades 6-12 math department to flipped learning training through their local Board of Cooperative Educational Services (BOCES). These teachers were added into the blended learning group. They now have over 20 teachers who are using and meaningfully integrating technology into their curriculum.  Novice Teachers within this group have risen to the level of Professional Teacher.  In addition, at least 5 teachers, from the group of 20, emerged and are now considered leaders.  The five teachers share their expertise with colleagues formally during superintendent’s conference days and professional development workshops after school, as well as present at the regional meeting of the state technology organization.

The breadth and depth of these learning opportunities are enabling Highland to develop a common language to discuss effective teaching and leadership practices. PLCs, Curriculum Development Teams, data conversations,  and professional development activities are providing structured channels for collaboration and communication, through which a common understanding of the language used to describe effective practice is assured. Highland will continue to use its teacher and principal leaders to propel the district forward with the initiatives that have begun through STLE 2.  

[ Read less... ]