Syracuse City School District STLE Update

© 2014 Syracuse City School District

1

U P D A T E O N

T E A C H E R I N C E N T I V E F U N D

A N D

S T R E N G T H E N I N G T E A C H E R A N D L E A D E R E F F E C T I V E N E S S

( R O U N D 1 A N D R O U N D 2 )

J u n e 2 5 , 2 0 1 4

Syracuse City School District

1


2

• Framing this Work

• The Syracuse Aspiring Leaders Academy

• Teacher Career Pathway Roles and STLE 2

• Principal Career Pathway Roles and STLE 2

• Talent Management Operations

2


3

Mission, Vision, and Ultimate Goal

To build, support, and sustain school communities

that provide all students with a high-quality

education and prepares them to graduate as

responsible, active citizens who are successful in

college and in careers in a global economy

To become the most improved urban school

district in America

An educational community that graduates every

student as a responsible, active citizen prepared

for success in college, careers, and the global

economy

MISSION

VISION

ULTIMATE GOAL


4

Provide all students with equitable access to rigorous curriculum with aligned instructional materials and assessments in all subjects and all grade levels

Recruit, develop, support, and retain effective teachers and school leaders

Develop infrastructure to support student success

Build a district culture based on high expectations, respect, and co-accountability for performance that recognizes and rewards excellence at all levels of the organization

Communicate effectively with all district stakeholders

Great Expectations Goals


5

Core Beliefs • We believe that teaching and learning is our core business. • We believe that education is a means to eradicate poverty. • We believe all students can learn and achieve at high levels. • We believe positive, supportive, and safe environments are essential to teaching and

learning. • We believe that teachers have the greatest positive impact on student achievement. • We believe that effective leaders produce excellent results. • We believe that a high-performing organization produces a legacy of enduring

greatness. • We believe in data-driven decision making to ensure continuous improvement at all

levels. • We believe in the value of parents as their children’s first teachers and that the

involvement of parents and community partners is vital to improving educational outcomes.

SCSD Core Beliefs


6

Preparation, Recruitment and

Selection

Support and Development

Evaluation and Feedback

Strategic Retention, Promotion & Exit

Compensation, Rewards and Incentives

District’s Vision and Stated Expectations for Student Achievement

Clear Definition of Performance Expectations

Human Capital

Systems

Strengthening Teacher and Leader Effectiveness Framework


7

Funding Supporting Teacher and Leader Effectiveness

$9.1M $2.5M $2.5M

Teacher Incentive Fund

STLE 1

STLE 2

$2.5 $2.5 Turnaround School Leaders Program Teaching is the

Core

Applied Applied


8

Highly effective teachers and principals can earn annual performance bonuses (nearly 10% of average salary).

Those who are consistently effective can take on career pathway roles – ways they can advance in their careers, especially without having to leave the classroom or school.

On the other hand, the least effective teachers and principals can be prioritized for intensive support.

Teacher Incentive Fund Foundation for Career Ladder Roles


9


• The Syracuse Aspiring Leaders Academy




9


10

Overview of Syracuse Aspiring Leaders Academy (SALA)

• Through a partnership with SUPES Academy, aspiring principals and new principals were part of a one-year cohort focused on the elements of the District’s Leadership Framework: • Establish and implement a shared vision for success • Drive high-quality, rigorous, student-centered instructional programs • Create a culture of data-driven decision making • Develop and coach teachers and instructional staff • Manage the organization, operations and resources • Ethics and diversity • Manage and lead change and innovation • Engaging internal and external stakeholders in the learning process

27 aspiring and new principals were in the 2013-2014 cohort

The Academy included weekend class sessions, individual development plans, and coaching by excellent principals.


11

SALA Participant Perspectives

Name Position while in SALA Cohort 1

Wil Mecum Principal, Porter Elementary School

Rria Castillo Cruz-Soto Vice Principal, Seymour Dual Language Academy

Jessica Gauda Peer Observer

Nickolas Scholz Mathematics Coach, Fowler High School

Latrina Brumfield Teacher, Bellevue Elementary School


12


• Syracuse Aspiring Leaders Academy




12


13

• Multi-Classroom Leadership

• Subject & Role Specialization

• Time-Technology Swaps

• Remotely Located Teaching

Sample New School Models

Give teachers the chance to earn more, to advance, and to develop in

teams

Use technology to

teach and save time

Utilize new school models that

Give more students access to great teachers

Redesign jobs, roles, and schedules

Use technology to teach and

save time

STLE 2-Funded Pilot of New Teacher Career Pathway Roles


14

1. Reach more children successfully with excellent teaching in order to produce

high-growth learning and more.

2. Pay teacher leaders — and all teachers who extend their reach — far more for reaching more students.

3. Achieve permanent financial sustainability, after transition, by funding new models within regular budgets.

4. Include roles that develop other teachers, by working with teacher leaders and peers to produce excellent outcomes immediately.

5. Identify the adults who are accountable for each student’s outcomes, and clarify what people, technology, and other resources they are empowered to choose and manage.

6. Work with teachers and staff at every step and show that successful school-based collaboration for positive change is possible.

Guiding Principles for School Design

Partners for this NYSED grant-funded work are the STA, the American Federation of Teachers, Education First, and Public Impact.


15

Opportunity Culture Steering Committee

Name Position

Laura Kelley Chief Academic Officer

Michael Puntschenko Director of Special Programs

Jeremy Grant-Skinner Executive Director – TM

Linda Mulvey Executive Director - Middle & K-8 Schools

Zheadric Barbra Executive Director – OSTI

Dean DeSantis President, SAAS

Angela Draper Principal

Kevin Ahern President, STA

Joan Brown 1st Vice President, STA

Jessica Milian Teacher

Marisa Seraphin Teacher

Russ Stanton Teacher


16

Design Parameters Set by Steering Committee

Reach

Compensation

Hiring and Retention

Teaching Teams

Coherence and Alignment

• Schools are aiming is to have excellent teaching reach

80% of students in core subjects within three years

• Schools are aiming to pay teacher leaders 20% more

• Schools are aiming to pay all other involved teachers 5%

more

• Schools must develop a multi-year strategy and goals for

recruiting and retention (in collaboration with SCSD)

• Schools must design more than one teacher career

pathway/roles

• Teaching teams must have at least 90 minutes of

uninterrupted collaborative planning time weekly (in no

more than 2 separate blocks)

• Schools must develop a plan that aligns with existing

programs

• Schools must plan for eventual school-wide

implementation, but have flexibility in how they scale up


17

December January February March April May June July August

Phase 1 Project Launch

(Nov 10th – Dec 18th)

Phase 3 School Level Design (Jan 14th – April 7th)

Phase 2 District Level Design (Dec 3rd – Jan 14th)

Phase 4 Implementation Planning

(April 7th – June 13th)

Feb 5th -School design kickoff

Mar 5th -School design session #2

Dec 3rd -Project kick-off In Syracuse

Jan 17th -Schools are selected

Apr 9th - Schools finalize models

Phase 5 Training and Implementation

(June 14th – Ongoing)

May 6th/7th -Design school-level hiring process

Opportunity Culture Design Timeline

Mar 25th -Schools detail models

June -Plan training for new roles

July -Training for new roles


18

School Design Team Teacher Perspectives

Name School

Melissa Troch Bellevue Elementary School

Russ Stanton Seymour Dual Language Academy


19

School Design Summary: Seymour Dual Language Academy

Roles Responsibilities

MCL • Model classroom teacher and staff developer for an entire grade-level of 80-100 students.

• Responsible for professionally developing a group of teachers in the areas of curriculum development, instruction, and assessment.

Elem. Special-ization

• Two elementary specialization roles (ELA/S.S. and Math/Science).

Overview

Seymour is moving to elementary specialization (Math/Science and ELA/S.S.) in grades 2-5 and hiring multi-classroom leader (MCL) positions at grades 4-5 next year, then adding MCL’s to grades 2-3 in second year and K-1 the third year.

Principle Details

Reach • MCL rolled out school-wide by year 3

Comp./Pay • Changed schedule for spec./MCL • By 3rd year, $13,000 surplus

Hiring & Retention

• Two new roles created– MCL and elementary specialization

Teaching Teams

• iZone school - collaborative planning time in schedule

Coherence • Work is aligned to other initiatives


20


MCL • Spend three periods a day teaching and two periods working to support the instruction and development of 4 teachers.

• Collaborate with the coach to develop team teachers.

Reach Team Teacher

• Part of a team of teachers led and developed by an MCL and a coach.

• Meet frequently with both the MCL and coach for development.

Overview

Grant is creating 3 teacher leaders (MCL), a team teacher role, and is modifying the coach role. There is a Math, ELA, and Behavioral/SEL MCL. In year 1 they will introduce 3 MCL’s and then expand in year 2. They plan on scaling school wide by year 3. The coach is part of the MCL team.

Principle Details

Reach • MCL rolled out school wide by year 3

Comp./Pay • Changed schedule and reduced 1FTE to meet year 1 cost-savings

Hiring & Retention

• Two new roles created – MCL and Team Teacher

Teaching Teams

• Collaborative planning time in draft schedule

Coherence • Work is aligned to other initiatives

School Design Summary: Grant Middle School


21


MCIL • Responsible for all classroom teachers that teach in subject area.

• Provide instruction to students, sometimes by modeling and/or co-teaching with Literacy and Math teachers.

• Fully accountable for learning and development of all students taught by teachers in that subject.

Overview

Bellevue is planning to move grades 1-5 towards the elementary specialization model. They are also creating two Multi-Classroom Instructional Leader (MCIL) roles, one in literacy and the other in numeracy.

Principle Details

Reach • Elementary specialization and MCIL role will extend reach of teacher leaders

Comp./Pay • Compensation increased for MCIL roles

Hiring & Retention

• In addition to MCIL, several other new roles will include Program Assistants and clerk to oversee digital learning

Teaching Teams

• iZone school - collaborative planning time in schedule

Coherence • Thoughtful about aligning teacher career pathway work with turnaround work

School Design Summary: Bellevue Elementary School


22


Instructional Advisor

• Work with new and struggling teachers for a minimum of 6-8 weeks.

• Provide in-classroom support, co-planning and modeling, among other strategies, to support teachers in three areas: 1) lesson planning, 2) instructional delivery, and 3) classroom management.

Overview

Clary is creating three “instructional advisors” who will be released from some classroom and non-instructional duties to work with new and struggling teachers for a minimum of 6-8 weeks. They will work with Math/ELA in year 1, Science/SS in year 2 and Specialties in year 3.

Principle Details

Reach • Advisors work with teachers directly

Comp./Pay • Stipend for Instructional Advisors • $500 for team teachers

Hiring & Retention

• One new role created

Teaching Teams

• School schedule being drafted to allow for collaborative team time

Coherence • Teacher leaders will rotate to support • Supports gender-specific academies

School Design Summary: Clary Middle School


23






23


24

SCSD is creating new principal career pathway roles that:

– Builds the capacity of district principals

– Offers opportunities for effective principals to expand their influence

– Provides additional compensation to high-performing principals for taking on new roles

– Allows for external expertise to support the implementation of the career pathways activities

SCSD Principal Career Pathways


25

Principal Career Pathways Design Team

Name Position

Jaime Alicea Chief Operations Officer

Zheadric Barbra Executive Director – OSTI


Rob DiFlorio Principal, Henninger High School

Lynelle Francis Vice Principal, Fowler High School

Jeremy Grant-Skinner Executive Director – Talent Management

Kelly Manard Principal, The Syracuse Latin School

Linda Mulvey Executive Director – Middle & K-8 Schools

Brian Nolan Executive Director – High Schools & CTE

Pamela Odom Principal, Clary Middle School

Marie Perkins Director of Early Childhood Education

Brian Pulvino Director of Special Education

Margaret Wilson Director of Professional Development


26

• A design team of school and central office leaders

was convened to help shape a career pathway for

SCSD principals

• Design team members represent all school levels and

SCSD’s teaching and learning, school transformation

and turnaround, operations, and talent management

offices

• Senior leadership reviewed the design team

recommendation and finalized pathway details

Principal Career Pathway Design Team


27

• The district is expecting approximately one-third of its principals to be new to the district and/or role in the 2014-15 school year

• Sufficient induction supports are currently not available for new principals

• The design team decided to focus recommendations for pathway roles on supporting new principals

SCSD Pathway: Focus on New Principals


28

The team identified key tenets of an SCSD principal induction program, including:

– Orientation to and support navigating district systems, policies and procedures

– Differentiated monthly induction activities (year-long)

– Mentoring opportunities (non threatening, non-evaluative for first and second-year principals)

– Access to model schools

– Support in specialized areas (e.g., calibration, communication with families, writing counseling memos, etc.)

SCSD New Principal Induction Program


29

Pathway Level Role High-Level Responsibilities

Leading Principals Principal Consultant Shares content expertise during principal induction and Leadership Academy sessions; provides 1:1 coaching to new principals on an as-needed basis.

Content Developer Creates content for distribution (i.e., new principal handbook).

Mentor Principals Mentor Principal Mentors new principals.

Master Principals Model Principal Opens doors to school to model best practice.

PLC Lead

Designs and leads regular principal professional learning communities.

Assistant Induction Lead

Supports design and implementation of new principal orientation and works with Induction Lead to oversee induction supports.

Induction Lead Designs and implements new principal orientation. Oversees induction supports for new principals in coordination with Talent Management and Teaching and Learning.

The design team proposed the following roles for high-performing principals to support a new induction program.

Principal Pathway Roles


30

Pathway Level

Eligibility Criteria Approximate Time Commitment Stipend Amount

Principal Do not meet eligibility criteria for leading principal

Leading Principal

• “Effective” or “highly effective” evaluation score for past two years;

• No outstanding personnel infractions; • At least 2 years of administrative/supervisory

experience; • Shows passion for Syracuse students and the

district • Is committed to extending expertise beyond

school level; and • Role-specific criteria

50 hours/year • Consultant principals: 1 hour/week • Content Developer: 20 hours over the summer

and an additional 30 hours over the course of the year

$5,000

Mentor Principal

• Leading Principal eligibility criteria; and • Team leadership skills; • Curriculum knowledge; • Promotes and sustains a positive school culture

and rigorous instructional program; and • Role-specific criteria

80 hours/year or about 8 hours/month $8,000

Master Principal

• Leading and Mentor Principal eligibility criteria; and

• Participates in district-wide learning activities to increase teacher and school leader effectiveness;

• Demonstrates success driving high performance, raising student achievement, and improving underperforming student achievement; and

• Role-specific criteria

Varies by role • Model Principal: 75 hours/year or 1.5

hours/week • PLC Lead: 125 hours/year or 10 hours/month • Induction Lead: 170 hours/year; 80 hours during

summer and 10 hours/month during school year • Assistant Induction Lead: 125 hours/year; 50

hours during summer and 8 hours/month during school year

$7,500 - $17,500, depending on role

Principal Career Pathway: Overview


31

• Principals’ eligibility for pathway levels will be determined during an annual selection process

• Principals will perform the responsibilities of a role for one year

• Principals may be eligible for various career pathway roles during each selection cycle, depending on updated evaluation and other data

Principal Career Pathway Selection Basics


32

Principal Design Team Perspectives

Name Position


Rob DiFlorio Principal, Henninger High School

Lynelle Francis Vice Principal, Fowler High School

Kelly Manard Principal, The Syracuse Latin School


33

Career Pathways Role: Principal Consultant

Principal Consultant

Pathway level Leading Principal

Responsibilities • Provides content expertise to support new principal induction and just-in-time coaching throughout the year.

• Principal consultants with the following expertise are needed: Operations Technology Talent Management Instruction Data Collection & Use Master Scheduling Time Management Unique Learners (ELLs and SPED) School Culture and Climate

Additional criteria • Demonstrates flexibility in tailoring content for unique needs of individuals and groups • Demonstrates responsiveness to requests for support (24-hour or less response time) • Has credibility with other principals (i.e., is widely recognized as a good leader by principals,

teachers, and community) • Demonstrates expertise in the topics above

Approximate level of effort

1 hour/week or 50 hours/year

Number in 2014-2015

1 Stipend $5,000

PD and District Supports

• Training on expectations and effective consulting • “Phone a friend” – information sheet for who principals can contact regarding certain topics

and receive a response within 24 hours • Technology for online collaboration, e.g. Facetime, Cisco Jabber (Movi), etc. • Method for organizing, promoting, and scheduling consultant capacities so that principals can

self-select


34

Career Pathways Role: Content Developer

Content Developer

Pathway level Leading Principal

Responsibilities • Works with Induction Lead(s), PLC Leads and Principal Consultants to identify and develop useful content for dissemination to new and existing principals (e.g., new principal handbook, templates, etc.)

Additional criteria • Demonstrates exceptional writing skills • Works collectively with stakeholders to establish structures, processes, and plans to

accomplish agreed-upon results • Continuously seeks and incorporates feedback • Demonstrates a working knowledge of district policies and procedures


50 hours/year, likely 30 hours over summer and 20 hours during school year

Number in 2014-2015

2 Stipend $5,000

PD and district supports

• Technology: Publishing programs, Wufoo, etc. • Focusing work effort in summer months • District point to ensure that new documents meet district quality and production standards


35

Career Pathways Role: Mentor Principal

Mentor Principal

Pathway level Mentor Principal

Responsibilities • Establishes and maintains 1:1 mentoring relationships with first or second year principals depending on level (elementary, middle, high) of expertise.

• Mentors no more than two new principals.

Additional criteria • Has credibility with other principals (i.e., is widely recognized as a good leader by principals, teachers, and community)

• Understands adult learners • Demonstrates exceptional interpersonal skills • Maintains confidentiality at all times • Demonstrates responsiveness to requests for support


8 hours/month or 80 hours/year

Number in 2014-2015

4 Stipend $8,000


• Clear expectations for mentors • Professional development on effective mentoring • Training on leadership framework and teacher rubrics • Orientation to all district departments to clarify roles and resources available to new principals • Ability for mentor principals to leave their building during the school day for mentoring • Technology for online collaboration, e.g. Facetime, Skype, Cisco Jabber (Movi), etc.


36

Career Pathways Role: Model Principal

Model Principal

Pathway level Master Principal

Responsibilities • Opens school to model best practices • Prepares a school overview that highlights areas of success/best practice that others might

observe • Identifies best practices or model leadership behaviors within school to highlight in visits

Additional criteria • Leads a model school with a positive culture/climate, and one that is amenable to open sharing and collaboration

• Maintains a highly effective school leadership team • Has developed a high-quality School Comprehensive Educational Plan • Demonstrates flexibility and responsiveness to requests for support • Has credibility with other principals (i.e., is widely recognized as a good leader by principals,

teachers, and community)


75 hours/year or 1.5 hours/week

Number in 2014-2015

0 Stipend $7,500


• Development of effective facilitation skills for hosting a school visit • Structure for how principals select schools to visit • Scheduling tools and supports for visits


37

Career Pathways Role: PLC Lead

Professional Learning Community Lead


Responsibilities • Supports identification of topics for monthly induction sessions • Surveys new principals to inform structure and content of PLC • Designs, prepares and executes PLCs for first- and second-year principals

Additional criteria • Demonstrates dynamic facilitation skills • Is a highly effective communicator • Demonstrates detail orientation and exceptional organizational skills • Maintains confidentiality at all times • Demonstrates ability to build a safe, non-evaluative space for open discussion and problem

solving • Understands and applies adult learning theory • Has credibility with other principals (i.e., is widely recognized as a good leader by principals,

teachers, and community)


125 hours/year or 10 hours/month

Number in 2014-2015

1 Stipend $12,000


• PLC and group facilitation training • On-line options for collaboration, such as Skype, Face Time, or Cisco Jabber (Movi) • Ability to leave building to lead PLCs


38

Career Pathways Role: Induction Lead Induction Lead


Responsibilities • Designs and executes a summer new principal orientation and a year-long new principal induction program, prioritizing content as needed

• Develops an understanding of all other roles in the pathway and connects new principals to supports Identifies presenters and other resources for induction sessions

• Conducts a needs assessment of new principals to determine focus of induction program • Supports principals in implementing components of New Principal Handbook • Develops a calendar of activities/supports for new principals to use

Additional criteria • Understands and applies adult learning theory • Demonstrates a strong understanding of expectations for Syracuse principals • Has successfully navigated all aspects of SCSD • Demonstrates ability to motivate and lead other high performers • Strong facilitation skills • History of successful mentoring

• Has credibility with other principals (i.e., is widely recognized as a good leader by principals, teachers, and community)


170 hours/year; 80 hours during summer and 10 hours/month during school year

Number in 2014-2015

1 Stipend $17,500


• Significant support from Talent Management, Teaching and Learning, and external consultants to develop the induction framework and implement activities

• Focusing design and material production in summer months • Ability to select a high-performing vice principal to partner in leading school • Ability to leave school to plan and implement induction activities • Smartsheet access and training


39

Career Pathways Role: Assistant Induction Lead

Assistant Induction Lead


Responsibilities • Assists with the design and execution of a summer new principal orientation and a year-long new principal induction program

• Coordinates presenters and other resources for induction sessions • Supports a needs assessment of new principals to determine focus of induction program • Supports principals in implementing components of New Principal Handbook • Co-develops a calendar of activities/supports for new principals to use

Additional criteria • Understands and applies adult learning theory • Demonstrates a strong understanding of expectations for Syracuse principals • Has successfully navigated all aspects of SCSD • Demonstrates ability to motivate and lead other high performers • Strong facilitation skills • History of successful mentoring

• Has credibility with other principals (i.e., is widely recognized as a good leader by principals, teachers, and community)


125 hours/year; 50 hours during summer and 8 hours/month during school year

Number in 2014-2015

2 Stipend $12,500


• Significant support from Talent Management, Teaching and Learning, and external consultants to develop the induction framework and implement activities

• Focusing design and material production in summer months • Ability to select a high-performing vice principal to partner in leading school • Ability to leave school to plan and implement induction activities • Smartsheet access and training


40






40


41

Educator Effectiveness Employee Services Recruitment &

Selection Health

Services

Designs ways to improve and reward

performance.

Efficiently resolves employee inquiries

and processes transactions.

Finds great people to match with all

positions.

Manages school nurses/health centers

and supports employee wellness.

Innovations: APPR, strategic

compensation, smart retention

Innovations: Call Center, ESS,

automated processes and reports

Innovations: online teacher assessment,

mutual consent, strategic recruitment

Innovations: self-scheduling of

appointments, additional SBHC

Talent Management Structure Supported by STLE


42

Benefits of STLE for Talent Management Operations

Name Position

Lisa Wade Director of Employee Services

Kelly Manard Former Talent Management Coordinator

Ann Sanzone Director of Recruitment & Selection

Syracuse City School District STLE Update

Documents

Transcript of Syracuse City School District STLE Update