Theory of ChangeRTT-D required personalized learning.
For us: Not just the computers, but the teachers using them that will make the
difference.
Program Growth
5 11 1630
45 5267
80 84 85
5
14
1315
16
16 11 12
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
KIPP DC Fellows Actual Expected
Program Components
People
Mentors Evaluators
Plan
Professional Development
Gradual Release
Evaluation w/ Exit Strategy
Funding
KIPP DC Model
CTR People Strategy
CTR Program
Team
School Leaders
CTR
Mentor Teachers
We Consider:• How can you utilize current staff
to support Resident Teachers?• Which group will be most
important/most challenging to get buy in?
Keep the program lean and effective.
KIPP DC Model
KIPP DC
Principals Mentors
VPs CTRs
HeadquartersDevelopment,
Recruitment, Finance,and Data teams
E.L. Haynes
School Leaders Mentors and CTRs
HeadquartersRecruitment and
Development
CTR Program Team
CTR Support Network
CTR
Vice Principal
Course Instructor
Mentor
CTR Director
Manager of Recruitment & Selection
Manager of PD &
Certification
Manager of Alumni &
Partnerships
CTR Associate
CTR Direct Support
Mentor Teachers
Observe
Informal Actionable Feedback
Plan Collaboratively
Support with Homework
School Leaders
Evaluations on CTR Rubric
Formal Actionable Feedback
Provide Planning Resources/Guidelines
Monitor or Lead Coursework
CTR School-based Support
“My teachers got much better with planning and teaching using the gradual release process. This was our big focus.” School Leader
ObserveManage
InstructPlan
Adapt
Summer Advisory 1 Advisory 2 Advisory 3 Advisory 4
Gradual Release
Current Campus Locations in D.C.Professional DevelopmentECE and Elementary Special Education Secondary
KIPP DC Certification Coursework
TNTP Certification/KIPP DC
SPED Certification
TNTP Certification
CTR Saturdays CTR Saturdays CTR Saturdays
School Based PD Additional Workshops School Based PD
Certification Enrollment Numbers
0
10
20
30
40
50
60
70
2009 2010 2011 2012 2013 2014
Certification Numbers
TNTP
KIPP DC ECE Certification
KIPP DC Special Ed.Certification
No Program
Evaluation
First Advisory
• Draft data plan
• Supported action plan
• Competency-building professional
development
• Checkpoint Observations
Middle-of-Year
• Continuedobservations
• Middle-of-Year evaluation
• Supported Action Plan
• Data plan and report submitted
• Resident Middle-of-Year survey
3rd Advisory
• Continued observations
• Resident-created action plan
• Checkpoint Observations
4th Advisory
• Continued observations
• Plan for summer development
End-of- Year
• Final evaluation
• Student achievement data and synthesis due
• Self-evaluation
• Resident End-of-Year survey
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
CTR OverallAverage
All of us WillLearn
Plan Teach Manage Assess Professionalism
CTR 2013-2014 Evaluation Outcomes
Overall MOY Average Overall EOY Average
• We are:
• Building an internal human capital pipeline is possible if:• You have school leaders and teachers interested in new teacher
development
• You have some flexibility with staffing models
• You are clear on the licensure laws in your state
Acknowledgements
Relatively Small CMO
In D.C.
Well-Funded
Recruitment
96
118
250
492
1123
Total Hires
Total Offers
Total In-Person Interviews
Total Phone Screens
Total Applications
CTR 2014 Recruitment
August-Planning & Cultivation
September-Application
Opens
October-Phone
Screens
November-In-person Interviews
December-First Offers
Out
May- Goal-fully hired
8%
What Matters to CTRs?Percentage of CTRs that ranked the following as one of the top three
most important contributors to their growth and development:
0%
10%
20%
30%
40%
50%
60%
70%
80%
Mentor/LeadTeacher
Otherteachers andsupport staffat my school
VicePrincipal
My fellowCTRs
School-basedPD
Principal KIPP DC ECEcoursework
TNTP(Secondaryand SPED)
coursework
Saturdaysessions
Professional Development
0%
10%
20%
30%
40%
50%
60%
VeryBeneficial
Beneficial Somewhatbeneficial
Notbeneficial
How beneficial has ECE and Elementary Certification Coursework been for your
development as a teacher?
0%
10%
20%
30%
40%
50%
60%
VeryBeneficial
Beneficial Somewhatbeneficial
Notbeneficial
How beneficial have your certification sessions been for your development as
a teacher?
KIPP DC Certification External Certification Partner
Preparedness
0%
20%
40%
60%
80%
1 2 3 4 5
How Prepared will you (your CTRs) be to be lead teachers at the end of the school year?
CTR School Leader
Placement
62%15%
23%
Alumni Placement
Teaching at KIPP DC
Teaching at ELH
Teaching at PartnerSchools
Partner Schools SY 2014
Bridges CAPCSCenter
CityChavez Schools
DC PrepDC
ScholarsDemocracy Prep
Retention
KIPP DC ELH Total
Total CTRs enrolled 211 62 273
Total CTR graduates 203 52 255
Total teaching 168 47 215
Total teaching at KIPP/ELH 113 27 140
0
25
50
75
100
125
150
175
200
225
250
275
CTR Enrollment and Retention
83%
90%
84%
School-Based Model
• School Leader is the key initiator and planner
• Little to no centralized support
•May look different from school to school
• Start of something bigger
Ownership Model
• Centralized point person coordinates all aspects
• All aspects of programming are owned by regional office
• Consistency between schools
Partnership Model• Centralized staff member
coordinates
• Partner for major aspect of training• Professional Development
• Mentoring
• Recruitment
• Placement
• Need to outsource at a critical growth juncture
KIPP DC Growth PlanMore Than Just Great SchoolsProgram Initiatives and Milestones
2009 • Partnerships and Investment
2010 • Professional Development Strategies
2011• Norming Gradual Release, Evaluation,
and Selection Process
2012• Long-term Funding and Certification
Solutions
2013• Redefining training for Special
Educators
2014 • Raising the Quality Bar
Program Change
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