How Title II, Part A Supports Teacher and Principal Induction · Title II, Part A • Title II,...

Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future”

gadoe.org

How Title II, Part A Supports Teacher and Principal Induction

Elizabeth Zipperer Title II, Part A Specialist

Office of School Improvement 404-290-8763

[email protected]

5/6/16 1

Terri Still Title II, Part A Specialist


[email protected]

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement

Georgia’s Induction Summit May 6, 2016

http://www.gadoe.org/

Richard Woods, Georgia’s School Superintendent

“Educating Georgia’s Future” gadoe.org


gadoe.org

Avis King Deputy Superintendent

Office of School Improvement

Cindy Saxon Associate Superintendent

Teacher and Leader Effectiveness Division

Julie Noland Program Manager

Teacher and Leader Effectiveness Division

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Title II, Part A

• Title II, Part A (Preparing, Training, and Recruiting High Quality Teachers, Principals, or Other School Leaders) is one of the federal programs authorized under the Elementary and Secondary Education Action of 1965 (ESEA)

• ESEA was reauthorized in 2001 as No Child Left Behind (NCLB) – modified implementation through FY17

• ESEA was reauthorized in 2015 as Every Student Succeeds Act (ESSA) – full implementation in FY18

• Induction and mentoring activities are Title II, Part A allowable under both NCLB and ESSA

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FY17 Title II, Part A Needs Assessment Worksheet

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Personnel Suggested Sources of Documentation: Exit Surveys, HR Feedback, Induction Feedback, MySPA, Staff Attendance, Stakeholder Surveys, TEM/ LEM Scores, Suggested Stakeholders to Include: HR Director, PL Director, Principals, Superintendent, Teachers, Title II, Part A Coordinator

Guiding Questions LEA Summary and Analysis Retention • What is the LEAs current retention/ attrition rate? How does this compare over time

(past 3 years)? Have you analyzed retention data by content courses, grade levels, schools, staff and student demographics? Are there particular areas that are difficult for retention? Do you have the same high needs areas as the State?

• Does the LEA have a plan for supporting teachers, principals and other school leaders through the use of induction and mentoring programs? Does the plan provide adequate support for new teachers or principals, struggling veteran teachers or leaders, or teachers serving special needs students?

• How effective are the LEA’s current retention strategies? How do you know?

Possible Actions and Funding Sources Data Sources

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gadoe.org

Local Assessments National Assessments State Assessments

Demographic Data Equity Data Profile PL Course Schedule PL Evaluations PL Focus Walks PL Participation Stakeholder Surveys Stud. Ach. Data Student Attendance Student Discipline TKES/ LKES Obs.

Attendance Data CCRPI Demographic Data Discipline Data Program Data Stakeholder Surveys

Audit Reports Effectiveness Data Equity Data Profile Internal Controls Monitoring Reports Program Data School Data SI School List Stakeholder Surveys

Equity Data Profile Exit Surveys HR Feedback Induction Feedback MySPA Staff Attendance Stakeholder Surveys TEM/ LEM Scores TKES Observations LKES Observations

STUDENT ACHIEVEMENT

PROFESSIONAL LEARNING PERSONNEL

FACTORS THAT IMPACT THE LEARNING

AND WORK ENVIRONMENTS

TITLE II, PART A ADMINISTRATION

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SAMPLE DATA SOURCES

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Noland Co.

Variable

FY17 LEA Equity Data Profile

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FY17 LEA Equity Data Profile Variables

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Detailed definitions are located at the end of the FY17 LEA Equity Action Plan Template

• CCRPI • Principal Retention

• First Year Teachers • Graduation Rate (Regular & SWD)

• Teacher Average Years of Experience • Discipline: OSS/ ISS (Regular & SWD)

• Out-of-Field Teacher Assignments • Mean Growth Percentile (MGP)

• Teacher Average Days Absent • Teacher Effectiveness (FY18)

• Teacher Retention • Principal Effectiveness (FY18)

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LEA Equity Action Plan Template (Located on Title II Part A Website)

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LEA Equity Data Profile Variable Equity Gap Equity Gap Analysis

CCRPI GA

All Schools ☐ Yes ☐ No LEA

High Poverty Schools ☐ Yes ☐ No Poverty

High Minority Schools

☐ Yes ☐ No Minority

First Year Teachers GA

All Schools ☐ Yes ☐ No LEA

High Poverty Schools ☐ Yes ☐ No Poverty

High Minority Schools

☐ Yes ☐ No Minority

• Complete ALL calculations for EACH Variable

• Place calculations in column to the right

• Review EQ gaps with stakeholders

• Determine most significant areas of concern

• Select 2 EQ Gaps to monitor

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Questions to consider

• What is the root cause of the Equity Gap? • Is the Equity Gap significant? • How can you determine if identified equity gaps are

primarily district wide or within specific schools? • Discuss and identify strategies to close this gap • How can you revise your needs assessment process to

discuss and identify strategies to close equity gaps?

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gadoe.org

STUDENT ACHIEVEMENT

PROFESSIONAL LEARNING PERSONNEL

FACTORS THAT IMPACT THE LEARNING AND

WORK ENVIRONMENTS

TITLE II, PART A ADMINISTRATION

• STUDENT SUPPORT & INTERVENTIONS • TEACHER DEVELOPMENT • LEADER DEVELOPMENT • PROFESSIONAL GROWTH

• RECRUITMENT • RETENTION • EFFECTIVENESS

• CLIMATE • SUPPORT PROGRAMS

& INTERVENTIONS

• PRIORITIZING FUNDS • NEEDS ASSESSMENT/

CONSULTATION • INTERNAL CONTROLS

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TITLE II, PART A COMPONENTS

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FY17 LEA Equity Action Plan Interventions to Address Equity Gaps

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Program Component

Corresponding Equity Interventions to Support Equitable Access to an Excellent Education

Interventions for Monitoring

Professional Learning

PL-1. Provide Targeted School Personnel Training on Student Supports and Interventions

PL-2. Provide Targeted Teacher Development on Content and Pedagogy PL-3. Provide Targeted School Leader Development PL-4. Offer Professional Growth Opportunities Designed to Produce Teachers and/ or

School Leaders Prepared to Promote the Success of All Students

☐ PL-1 ☐ PL-2 ☐ PL-3 ☐ PL-4

Personnel

P-1. Identify & Recruit Effective Teachers & School Leaders P-2. Support the Retention of Effective Teachers P-3. Support the Retention of Effective School Leaders P-4. Equitably Distribute Effective Teachers in High Needs Schools P-5. Equitably Distribute Effective Leaders in High Needs Schools P-6. Schedule Teachers for In-field Assignments

☐ P-1 ☐ P-2 ☐ P-3 ☐ P-4 ☐ P-5 ☐ P-6

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Program Component Data Says We NEED… The STRATEGY We Chose to address the need…

Professional Learning: • Student Supports and

Interventions • Teacher Development • Leader Development • Professional Growth

Increase coaching strategies among mentor teachers

Establish PLC within high schools

Provide mentors with training through RESA to improve their coaching skills*

Contract with vendor to provide training on implementing effective PLCs to the school leadership team (principal, assistant principals, teacher leaders)

Personnel: • Recruitment • Retention • Effectiveness

Reduce the Equity Gap: retention rate of new teachers

*Addresses this need as well

Provide personalized induction activities for new teachers

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Prioritizing Needs Prioritized Title II, Part A

Program Needs • How is each NEED tied to student achievement? • How can the goals of the Title II, Part A program support the LEA’s identified needs? • What are the implications for not prioritizing or addressing a need? Could it impact

student achievement and/or other stakeholders, increase risk, or decrease revenue? • Which needs align to the mission and vision of the district/ school?

• Which needs are the most urgent according to data collected? How might deadlines impact the prioritization of needs? Are any equally important? Are any required to be addressed?

• Are there multiple needs that can be effectively addressed through overlapping program purposes and objectives, interventions and/ or funding streams?

• What difficulties (fiscal, personnel, time, effort, implementation quality) would need to be considered in addressing a particular need?

• If chosen, are there strategies and or resources readily available to address the need?

1.

2.

3.

4.

5.

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Title II, Part A Allowable Use of Funds for Induction • Supplement state/ local funds already being used for induction activities • Professional learning (including the support of mentors) that is designed to

improve classroom instruction and improve student learning and achievement • Possible costs

• Stipends for participants in induction activities • Registration/ travel costs for induction activities • Materials and supplies necessary to implement professional learning • Contracted services for professional learning/ mentoring • Additional compensation for mentors assigned to one or more mentees • Additional compensation for mentees participating in induction activities

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Title II, Part A Effectiveness Plan

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Title II, Part A Needs Being Addressed

Title II, Part A Prioritized Funded Component(s) & Selected Equity Interventions

Title II, Part A Funded Strategies Selected to

Address Prioritized Needs

Data to be Collected to Measure and

Monitor Effectiveness of

Funded Strategies

Person(s) Responsible for

Collecting Coordinating and Analyzing

Data

Timeline for Collecting

Coordinating and Analyzing

Data

Increase coaching

strategies among mentor teachers

• Professional Learning: Teacher Development

• P2: Support the Retention of Effective Teachers

Provide mentors with training through RESA

to improve their coaching skills

• Mentor Logs of Coaching activities

• Mentor Reflections

• Mentee/ Mentor interviews

Principal or Designee

Monthly after training begins







• Map

16

Specialists Email

Carly Ambler [email protected]

Saralyn Barkley [email protected]

Sharon Brown [email protected]

Pam Daniels [email protected]

Greg Petersen [email protected]

Terri Still [email protected]

Elizabeth Zipperer [email protected]

Julie Noland [email protected]

Program Manager Division of Teacher and Leader Effectiveness

Map and Specialists

5/6/16




gadoe.org

How Title II, Part A Supports Teacher and Principal Induction

Elizabeth Zipperer Title II, Part A Specialist


[email protected]

5/6/16 17

Terri Still Title II, Part A Specialist


[email protected]

The contents of this presentation were developed under a grant from the U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement

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How Title II, Part A Supports Teacher and Principal Induction · Title II, Part A • Title II,...

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