Hudson City 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.
A primary goal of school reform in the Hudson City School District is to foster a district-wide culture of high expectations and high performance. Creating this culture has been a central focus in the development of the district mission, vision, and goals, as well as specific targets for reaching those goals. The mantra “Destination Graduation – Get on Board” is being used to focus all stakeholders on the importance of graduation as a goal for all students.
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The role of the Lead Evaluator for Annual Professional Performance Review (APPR) has been well accepted by diverse stakeholders in the district. This position supports differentiated professional development and the continued implementation of lessons, units, and instructional practices in the classroom, aligned to college and career ready standards. The Lead Evaluator works with the Coordinator for School Improvement, Director of Student Services, and principals to observe teachers and provide follow-up coaching to ensure that professional development has an impact in the classroom.
Teacher Leader Coaches began serving in their roles during the 2013-14 school year. They have unique roles in the district, serving as math, English as a Second Language, technology, and data specialists. Their work involves peer coaching and mentoring other teachers, as well as offering professional development sessions to diverse groups of teachers. The STLE 3 grant allows Teacher Leader Coaches to continue to grow in their role through professional support provided throughout the school year. Teachers and leaders are prepared and further developed for their career ladder pathway positions through coaching provided by district leaders, as well as professional development provided by The Capital Area School Development Association (CASDA) and the Questar III Board of Cooperative Educational Services (BOCES).
The principal career ladder pathways are new to the district. Hudson believes that it must develop the leadership of all principals in order to successfully achieve its performance goals. It is important that Highly Effective and Effective principals contribute to curriculum development, assessment design, and education policy. Equally as important, Developing and Ineffective principals should receive mentoring and other supports from principal leaders to support their development. Due to the small size of the district, leadership activities match the specific skillset of principals, since each demonstrates leadership in different areas. Hudson’s principal career ladder pathways were created to provide principals the opportunity to take on a district-wide initiative, allowing them to think about the K-12 system holistically instead of focusing solely on the work within their own building. Principals who meet the requirements for selection and choose to serve in a career ladder pathway position have the opportunity to cultivate their leadership through district-wide initiatives and mentoring experiences.
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- Developed a strategic plan that measures the effectiveness of academic programs and operational systems as well as define opportunities for improvement on an annual basis.
- Involved a multitude of stakeholders to ensure that the strategic direction is aligned with community and district values.
- Partnered with educational partners and local higher education institutions dedicated to building teacher leaders.
- Ensured that school-based professional learning is guided by teacher-directed professional development.
The Hudson City School District has used Strengthening Teacher and Leader Effectiveness (STLE) grants to fund the development and implementation of career ladder pathways. The district intends to maintain the Teacher Leader Coach positions beyond the life of the grant. Associated costs for these positions are manageable because the district plans to keep the number of Teacher Leader Coaches at five. The district will use information from program evaluation and internal discussions to determine how the principal career ladder pathways might evolve in the future.
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 Teacher Leaders directly impact 108 teachers which impact 1,861 students
- 2 Principal Leaders directly impact 4 principals which impact 120 teachers which impact 1,861 students
Areas of Focus
The Hudson City School District set out to address the common talent management challenges of developing and retaining the most effective educators through their career ladder pathway model.
|Common Talent Management Challenge||Local Educational Agency (LEA) Efforts|
Professional development opportunities are tailored to the specific needs of teachers and buildings based on the Lead Evaluator’s findings in collaboration with district staff. In addition, the Lead Evaluator facilitates professional development on the college and career ready standards for teachers who receive a rating of Developing or Ineffective. This position has been vital to the successful implementation of the district career ladder pathways through the support of principals and teachers. Professional development plans, grounded in evidence-based practice, are designed to target identified strengths and weaknesses in order to train teachers and ultimately improve student outcomes. Consistent with these efforts, a four day Summer Institute for all teachers focused on various workshops related to the college and career ready standards and differentiated instruction. The STLE 3 grant allowed Teacher Leader Coaches to continue to grow in their role through professional support provided throughout the school year. Teachers and leaders are prepared and further developed for their career ladder pathway positions through coaching provided by district leaders as well as professional development provided by The Capital Area School Development Association (CASDA) and the Questar III Board of Cooperative Educational Services (BOCES).
The Hudson City School District was faced with staffing challenges due to limited budgetary resources when they applied for the STLE 1 grant. The career ladder pathway positions, created and refined through the STLE grant, were intended to provide additional opportunities for Effective and Highly Effective educators. Hudson created career ladder pathways that include 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., $3,000 stipend for Teacher Leader Coaches, and $3,000 stipend for Principal Leaders).
|Other Areas of Focus||Local Educational Agency (LEA) Efforts|
|Annual Professional Performance Review (APPR)||
Hudson City School District’s Lead Evaluator for APPR position, established under STLE 1 and continuing through STLE 3, has been designed to support principals within the district in the evaluation process under APPR as well as provide professional development to the faculty at large during K-12 professional development days. In addition, the Lead Evaluator works with the Coordinator for School Improvement, Director of Student Services and principals to observe teachers and follow-up on findings with coaching to ensure that professional development reaches into the classroom. The Lead Evaluator helps foster a common language district-wide, facilitating and promoting clear expectations for leadership and instruction that are firmly rooted in the district’s evaluation rubrics. The Lead Evaluator also facilitates calibration amongst observers and across subjects and grades, ensuring consistent implementation of their approved APPR plan. The district reports that the Lead Evaluator role has been well accepted by diverse stakeholders.
|College and Career Readiness Standards in ELA and Math||
As part of their roles and responsibilities in Hudson City School District, Teacher Leader Coaches assist colleagues in implementing curriculum aligned with the college and career ready standards, using technology, and evidence-based strategies. They serve as a resource for staff across grades and subject areas by providing information and training on research-based best practices, increasing access to appropriate resources, and conducting action research as needed.
Through the work of the Lead Evaluator and the Teacher Leader Coach positions, professional development plans, grounded in evidence-based practice, are designed to target identified strengths and weaknesses in order to train teachers and ultimately improve student outcomes. The Teacher Leader Coaches also assist their peers with applying the New York State (NYS) Teaching Standards, developing curriculum aligned to the college and career ready standards, modeling instructional practices, and using evidence to improve instruction. One of the Teacher Leader Coaches specifically focuses on data, helping teachers understand Response to Intervention (RtI) and progress monitoring by facilitating after-school PD on RtI.
Areas of Impact
The Hudson City 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 Coach:
|$3,000 annual stipend||
||Salary per Teacher Contract||
||Salary per Teacher Contract||
|Principal Title||Roles and Reponsibilities||Compensation||Number Serving in Role in 2014-15|
||$2,000-$5,000 annual stipend||2|
||Salary per Administrator Contract||1|
||Salary per Administrator Contract||2|