Teacher Leadership System (HF 215)

1. Teacher Leadership System (HF 215) October 28 & 29 Great Prairie AEA

2. Theory of Action • If we effectively compensate teachers; recruit and promote excellent teachers and provide support as they collaborate reflectively to refine their practice; create the political will and understanding necessary to remake the status of the teaching profession; give highly effective teachers opportunities to grow, refine, and share their expertise; and develop a clear system with quality implementation, then . . . Student learning will increase, student outcomes will improve, and students will be prepared to succeed in a globally competitive environment.

3. Intended Goals . . • Attract able and promising new teachers • Retain effective teachers by providing enhanced career opportunities • Promote collaboration • Reward professional growth and effective teaching with increased leadership responsibilities • Improve student achievement by strengthening instruction

4. Four-Year Process • 2013-14 Planning Grants • Applications made for 2014-15 roll-out • Schools representing 1/3 of Iowa students (approx. 158,000 students) • Roughly $310 per pupil (based in 2013-14 certified enrollment; TLS funds will follow open enrolled students • 2014-15 • Roll Out & Applications again due in January for another 1/3 for 2015-16 • 2015-16 • Roll Out & Applications again due in January for another 1/3 for 2016-17 • 2016-17 • Roll Out of 3rd Wave of Grants

5. At Your Tables . . . . . . . • 15-20 minutes Looking at the Theory of Action, the Intended Goals, and Parts 2 and 3 of the application, using the fish diagram, have a discussion about your district . . . . . . .

7. Some Points to Know . . . . • This is a 3-year rollout—so a district might wait this year and then apply in January of 2015 or January of 2016. • A district is NOT required to participate. • Districts will receive roughly $310 per pupil (funding follows open-enrolled students); based on certified enrollment from Oct. 2013 • After the 3 year rollout, the funding rolls into categorical funding; fairly stable; only by legislation could it be changed. • Applications due January 31, 2014; notified in March; begin in Fall 2014. • The current mentoring funding still exists ($1,000 per mentor). The DE says the assumption is that this program will role into the TLS system at some point. • Leadership positions don’t have to be equally distributed.

8. More . . . . • Selection process is based on measures of effectiveness and professional growth. • Teachers must have 3 years of teaching experience. • Teachers must have 1 year of experience in the district or consortia. • Plans need to make a good-faith effort to include 25% of the teacher workforce for serving in leadership roles. • DE contacts have referred to 60% Vision; 40% Roles/Processes in the application. • Positions will be one-year contracts; likely supplemental contracts, like coaching contracts; can be continued more than one year. • We are encouraging districts/associations to consider a “Letter of Understanding” for the first year of this process. (Saydel) • Current positions (like mentors, instructional coaches) can roll into this system. All must, however, go through the selection process.

9. 3 Options in Legislation • Model 1 (284.15) • Lead Teacher role • Model Teacher role • Mentor Teacher role • Law designates hours, salary, etc. • Model 2 (284.16) • Instructional Coach Model • Includes Curriculum and Prof Development Leader, also • Time, Salaries, parameters given for some • Model 3 (284.17) • District can design own plan; must include the “5 must-haves”

10. 5 “Must-Haves” • Minimum salary of $33,500. Currently you have a minimum of $28,000 plus the additional TSS monies distributed to teachers. • For new teachers, additional coaching, mentoring, and opportunities for observing instructional practice • Differentiated, multiple, meaningful teacher leadership roles • Rigorous selection process for leadership roles • Aligned professional development

11. Consortias and more . . . • Districts can join together for a like cause. • Would likely be a 28e agreement. • If you wish to change consortias, join a consortia in a later year, or go on your own—all are possible. You would revise your plan. There would be a deadline each year for this decision. • In a consortia, one year of experience in one district would equate to one year of experience in all the consortia districts. • The law speaks to “experience” in a district; so the question was raised about an AEA consultant who has worked with a district for a few years—would that count as ‘experience’; DE is looking into that. • Some districts involved in the CLM/CIM work with UNI, might consider this as an option in Model 3.

12. At Your Tables . . . . . . . • Thinking about the Theory of Action, Intended Goals, and the initiatives you currently are doing, talk about the different plan options and your district . . . . . . .

13. December meetings . . . . . • 8:30 a.m. - ? • Monday, December 2 Ottumwa • Monday, December 9 Burlington

14. Further decisions . . . . Part of December mtgs • Which teacher roles (which Model) • Job Descriptions for those teacher roles • Rubric for selection • Site Council – equal administrators/teachers; recommendations go to Superintendent; board then approves; superintendent ‘can’ be on the site council.

15. Between now and December meetings . . . • Have discussions at home about whether you apply this year or next? Or next? If applying this year . . . . 1) Work on developing your vision, goals (Part 2) 2) Connect to current work (Part 3) 3) Have a good idea of which teacher roles you will implement. In December, your teams will have time to work on Parts of the application. You will also have access to sample job descriptions, selection criteria, budget templates, etc.

16. Questions from you . . . . . . . . . . . . . . .