Executive Summary AbstractThe Missouri Valley Community School District (MVCSD), located in Southwest Iowa, is comprised of three building levels (PK-5, 6-8, and 9-12) serving 757 students. The district has created a teacher leadership model which matches differentiated roles to the district's vision to improve instruction and student learning: MVCSD will create an engaging environment that fosters inquisitive learners who can effectively apply their skills in an ever-changing world. Attaining the TLC grant will support the district's culture of learning and collaboration, a system that builds upon teacher strengths and improving student performance. TLC Vision: The Missouri Valley Community School District's vision is to facilitate teachers, individually and collectively, in order to positively and professionally influence their colleagues, principals, and members of the school community to improve teaching and learning practices with the ultimate goal of increased student learning and achievement. TLC Goals:Attract new teachers by providing a competitive minimum salary.Retain teachers by providing enhanced career opportunities for professional growth that come with increased leadership responsibilities and compensation.Establish a process where teacher leaders can assist colleagues through a collaborative and continuous learning environment to transform teaching and learning practices.Improve student achievement by strengthening instruction. The Missouri Valley TLC Plan meets the prerequisites of the grant: 1) Beginning educator salary greater than $33,500 2) Multiple opportunities for coaching, mentoring, and observing instructional practice 3) Differentiated teacher leadership roles for over 25% of the staff 4) Rigorous selection process for leadership roles and 5) Professional development aligned to the district's initiatives. Beginning educator salary in Missouri Valley is $ 33,804.The TLC will give the network of Mentors time and resources to build the skills of beginning educators, while also allowing the Mentors and Lead Teachers to evaluate the current mentor/mentee program and redesign the program if deemed necessary. Multiple teacher leader roles created in the TLC places up to 19 teachers into a leadership role, making up 30% of the district's educators. These positions will allow Missouri Valley to utilize Instructional Strategists (2) who will observe instruction, offer feedback, and coach peers using research-based instructional strategies, Lead Teachers (12-13) who will facilitate Professional Learning Team (PLT) meetings and help plan professional development, and Mentor Teachers (up to 4) who will work closely with new teachers to offer a smooth transition into MVCSD.The Missouri Valley TLC team has designed a rigorous selection process for teacher leadership roles that matches the rigorous hiring process already in place in the district. To ensure success with the teacher leadership work, the TLC Selection Committee will conduct interviews, review pertinent application materials, and recommend hires to the superintendent. The administration and Instructional Strategists, with feedback from staff, will conduct a program evaluation, providing evidence of successful leadership. Traditionally, the Missouri Valley Building Leadership Teams have held the responsibility for planning and selecting professional development (PD) content, analyzing data pertinent to planning and implementation, and overseeing the delivery of PD. The Iowa Professional Development Model (IPDM) is the structure for how and why PD is developed in the district, with multiple data points collected and analyzed to guide the PD decisions. The new TLC personnel will continue the strong PD systems already in place, gaining leadership experience while providing for district/building professional development. By receiving the TLC grant, MVCSD will have the ability to increase the allocation of time, resources, PD, and stipends to ensure that the district is able to attract and retain high quality teachers in order to positively impact student achievement.
Part 1: Use of Planning Grant - Stakeholder Engagement and Commitment Planning Process Deciding to Apply MVCSD received the planning grant in the fall of 2013 and formed a Teacher Leadership Compensation team (TLC), composed of administrators and teachers (including association reps), who met to consider applying for the TLC grant. The TLC team decided to use the planning money to visit schools with current teacher leadership programs, including schools implementing TAP. The TLC team also presented program information and legislation to the school board in the fall of 2013. Members of the TLC team attended a TAP workshop in Oakland, IA, in the spring of 2014 and the team decided to proceed with the grant application process after also receiving favorable feedback from SIAC committee members, including parents. Creating a Plan To formulate the plan, the TLC team attended AEA grant-writing trainings, conducted phone interviews and school visits with first-year TLC schools, and discussed theoretical versus practical plans. Phone interviews were conducted Nov.-Dec. 2014 with various staff members (teachers, superintendents, administrators, teacher leaders, mentors etc) in the Earlham, East Marshall, Rock Valley, Panorama, East Union, Hudson, Van Meter, Delwood, and Colo-NESCO districts to determine how TLC works in schools the same size as Missouri Valley, how the staff responded to the process, and how to create and implement a plan. On-site school visits were conducted in January of 2015 with Earlham, East Marshall, Panorama, and Van Meter to further investigate the process. After these visits, the TLC team debriefed to come up with ideas and options for our own plan. Stakeholder Engagement and Support Educating Staff The TLC team prepared a presentation for the staff in order to provide education on TLC and to determine staff interest in proceeding with the grant application. After the information was presented to staff, a question and answer session was held in order to give staff the opportunity to ask clarifying questions about the program and how it relates to MVCSD. The staff was then asked to complete a survey, indicating 85% support for moving forward with the application process from all staff. The staff also showed support when over 70% showed some interest in one or more of the leadership positions. Teachers continued to ask questions of TLC team members in order to gain more information and a better understanding of the program. The TLC team used the input from school visits, the staff survey, and informal staff discussions to shape and revise the plan. Surveying Teachers to Guide Future Steps A survey 1) further educated teachers about Teacher Leader positions and ways they could impact achievement, 2) asked what types of questions staff members still had about TLC, 3) weighed initial buy-in that a plan would help achievement, 4) asked who might be interested in available positions, and 5) asked staff not supportive of TLC for feedback regarding their answer. Staff support was shown with the survey indicating 85% support for moving forward with the application process from all staff. The staff also showed support when over 70% showed some interest in one or more of the leadership positions. Educating Stakeholder Groups Administrators discussed the TLC plan with parents on the School Improvement Advisory Committee (SIAC) and an informal survey revealed support for moving forward with the application process from the group as a whole. The TLC team then used input from this group of stakeholders to inform the TLC plan. The TLC team presented the final draft of the grant to both the SIAC committee and the school board in the fall of 2015. The board approved the final draft of the grant at the September 21, 2015 board meeting. Writing the GrantWith positive momentum of approval, the grant was initially written in April 2015 and went into a constant state of revision. Additionally, the TLC team spent two days in June 2015 revising the draft based on staff and SIAC committee input and the knowledge gained from visits to similarly sized school districts. A peer review was completed through the AEA in September 2015. Final revisions were completed. Planning Grant Supports the Plan by Providing FundsSubstitutes Meeting expenses Grant writing stipendsTravel expenses
The district's TLC vision is to facilitate teachers, individually and collectively, in order to positively and professionally influence their colleagues, principals, and members of the school community to improve teaching and learning practices with the ultimate goal of increased student learning and achievement. The TLC plan will assist the district to achieve its vision to create an engaging environment that fosters inquisitive learners who can effectively apply their skills in an ever-changing world. Empowering teachers to be leaders will help us accomplish our goals:1. Attract new teachers by providing a competitive minimum salary.2. Retain teachers by providing enhanced career opportunities for professional growth that come with increased leadership responsibilities and compensation.3. Establish a process where teacher leaders can assist colleagues through a collaborative and continuous learning environment to transform teaching and learning practices.4. Improve student achievement by strengthening instruction.The goals of our TLC plan align closely with those of the state and with initiatives currently in place in our district, such as: mentoring, AIW/Literacy Block Leaders, and building and district leadership teams. The vision and goals for TLC plan implementation are directly aligned with building and district goals in the areas of student achievement. It is a district goal to attract, develop, and retain highly competent, dedicated, and caring staff in order to be responsive to the diverse needs of our learners and high expectations from stakeholders. TLC funding, along with other state resources, will enhance the district's capacity toward continuing efforts to provide all students with a high-quality educational experience through implementation of the Iowa Core Standards, research-based instructional strategies, and data-based decision-making to guide instruction.The following data indicates a need for improved instruction and support, facilitated by the TLC plan. Iowa Assessment Data showed that MVCSD students were:Reading Proficiencies: 3-5 6-8 9-112013-14 68% 74% 81%2014-15 72% 74% 78% Math Proficiencies: 3-5 6-8 9-112013-14 71% 73% 85%2014-15 69% 78% 76% Science Proficiencies: 3-5 6-8 9-112013-14 80% 82% 88%2014-15 82% 81% 81% The MVCSD sees our Teacher Leadership Plan as an opportunity to improve our current system. Our goals include increasing student achievement as noted by the data above and that all three buildings have a designated SINA assignment. Multiple differentiated teacher leadership roles and responsibilities within our district will allow for the growth and professional development of Teacher Leaders to improve student achievement. Teacher Leaders will be supported through research-based professional development, time for continued learning, and compensation for leadership responsibilities. The ultimate goal of our TLC implementation is to attract and attain highly qualified teachers, which will have a direct impact on increasing student learning and achievement. To achieve this goal, the district recognizes that it is essential to provide opportunities for teachers to innovate, create, and learn together in order to improve student achievement and instructional practices. The TLC plan calls for Teacher Leaders to be resources of effective instruction as they work with colleagues to lead school improvement efforts and to support staff as they develop individual and collective goals. Support will occur through facilitation of Professional Learning Teams (PLTs) within our district. Teacher Leaders will be providing researched-based professional development opportunities which will be monitored through peer review. The district TLC plan includes 2 Instructional Strategists, 12-13 Lead Teachers, and up to 4 Mentor Teachers. These Teacher Leaders will facilitate school improvement efforts that result in enhanced learning opportunities and improved student achievement data.The proposed TLC Roles at Missouri Valley are: Instructional Strategist--Full-Time Position, 0% Classroom: Lead, coach, and support the Teacher Leader (TL) team, for the entire district/buildingPlan professional development for the TL team and for the staffAnalyze and summarize building/district dataSupport curriculum developmentAlign instruction with Iowa CoreObserve teacher practices (not evaluative)Structure opportunities for teachers to observe peers and engage in peer coachingModel effective research-based practicesTeach the characteristics of effective instruction (teaching for understanding; rigor & relevance; teaching for learner differences; student-centered classroom; and formative assessment)Hold membership on building and district leadership teams as well as community stakeholder groupsCommunicate with administration pertaining to district/building trend dataAttend TL professional developmentCreate a culture of collaboration and trustSeek personal professional development opportunities Lead Teacher--100% Classroom:PLT FacilitatorAnalyze and summarize building/district dataModel effective research based practices and engage in coachingCommunicate with Instructional Strategists pertaining to teacher and professional development needsPlan and Facilitate PLT Meetings/PDAttend and participate in TL meetingsAttend TL professional developmentSustain a culture of collaboration and trust Mentor Teacher--100% Classroom:Mentor new-to-the-profession teachers for 2 yearsMentor new-to-the-district teachers for 1 yearSupport new teachers in learning the practices, policies, and procedures of the building/districtCollaborate with new teachers to familiarize with District Policies/ Procedures/ Initiatives/ PO's etc.Software/Technology/GradingAttend TL meetings as needed
Missouri Valley's Teacher Leader (TL) team will be specialists for instruction and curriculum. The TL team will support and strengthen the priorities identified by the Missouri Valley TLC team, SIAC, and School Board. The priorities for the 2016-2017 school year are (1) to have Missouri Valley teachers demonstrate implementation, alignment, and assessment of the Iowa Core, (2) to use data to guide instruction, professional development, and building initiatives, and (3) to provide support for all teachers and mentoring to new staff. The Teacher Leaders will greatly increase the District's ability to fully implement the priorities of the Missouri Valley Community School District. (1) Implementation, Alignment, and Assessment of the Iowa Core Iowa Core: The TL team will strengthen the district's work with Iowa Core implementation by creating action plans and using alignment tools that will demonstrate full implementation of the Iowa Core. The TL team will work with teachers by grade level and department to review and improve current instructional practices and assessments which will demonstrate student mastery of the Iowa Core Standards. Without the support of a TL team, it would be difficult for the district to ensure that 100% of the teaching staff has met this priority. Curricular and Grade Level Team Meetings: The Instructional Strategists and Lead Teachers will facilitate curricular and grade level team meetings with a focus on vertical and horizontal alignment of the Iowa Core. Partnerships with Green Hills AEA and the DE will ensure further guidance and implementation of curricular standards and benchmarks.(2) Use Data to Guide Instruction, Professional Development, and Building InitiativesAuthentic Intellectual Work (AIW): Missouri Valley teachers will continue to use the AIW framework to design lessons and units aligned to the Iowa Core. The building leadership team will assist members of the TL team in implementing the AIW framework, which sets a standard for teaching academic subjects that maximize expectations of intellectual rigor for all students. The Instructional Strategist will assist the administration in the development of a long-term plan which will sustain AIW efforts in the MVCSD. TIER and Curriculum Based Measurements: The Instructional Strategists and Lead Teachers will guide and support Iowa TIER (Tools for Innovation and Educational Results) implementation and curriculum-based measurements for the District. The TL team will support the District's efforts in MTSS through collaboration with teachers on AIMS Web data and curriculum-based measurement results that are all part of the Iowa TIER System. The Instructional Strategists will assist and train teachers in research-based instructional strategies and progress monitoring of student goals identified by the Student Success Team as part of the District's MTSS process. Professional Learning Teams (PLT): The Missouri Valley District uses PLTs to drive instructional decision-making. The Instructional Strategists and Lead Teachers will work with and train teachers to analyze, use, and evaluate data to make instructional decisions to improve student learning through professional development. This process will identify student achievement needs, drive instruction, and establish professional development agendas for the district. (3) Provide Support for All Teachers and Mentoring to New StaffSupport for All Teachers: The TL team will provide support for all teachers through feedback on instructional practices, lesson planning, and assessment. The TL team will continue their own professional development in order to model and provide strategies for use in all classrooms and guide teachers to resources for further review and implementation. The Instructional Strategists and Lead Teachers will also guide scheduled PLT meetings in order to provide all teachers with opportunities for peer collaboration and modeling of instruction.Mentoring and Induction: The Mentor Teachers will be assigned as mentors to staff new to the district. The additional funds provided by the Teacher Leadership Grant will supplement our District Mentoring Plan which provides support for beginning teachers and experienced teachers new to the district.
The district currently partners with Green Hills AEA to provide training and induction of new teachers. In the current program, teachers new to the profession attend very few classes over two years along with their mentor teacher from the district. Based on feedback from previous new teachers and mentors, the program provided a structured process for teacher induction, but was generic and did not meet the needs of our district. The program was ineffective because of a lack of timelines, accountability, and focus on district-wide initiatives. The overall program needs to be more relevant and aligned with current district goals.In order to address the gaps occurring in the current program, the primary focus of the collaborative relationship created in our TLC plan will be acclimating the new teacher to the district. Mentors and mentees will focus on processes, climate and culture of the building, advising the teacher about instruction, curriculum, procedures, and district professional development initiatives. Mentor Teachers will contribute time and expertise to make significant contributions to the development of new professionals in the district by:Participating in training focused on coaching conversations and practices.Helping mentees by sharing instructional and professional resources, as well as using a district-developed handbook to guide professional conversations and learning.Helping mentees select and implement effective teaching and classroom management strategies, as well as differentiate instruction for student engagement.Serving as a role model for mentees; acclimating new teachers to the profession, to district processes, and to climate and culture of the building; advising teachers about instruction, curriculum, procedures, practices, and the district's PD initiatives.Maintaining a log of mentor/mentee meetings. Utilizing scheduled release time, along with additional contract days, to provide opportunities for new teachers and mentor teachers to work together.Layered support for new teachers will improve their entry into the teaching profession.New teachers currently only have one mentor to lean on for support, while our TLC plan builds in a network of professionals.Mentors will be the primary means of support for new teachers.Lead Teachers will provide additional support through Professional Learning Teams.Instructional Strategists will assist with providing resources, classroom observation, modeling, and feedback. Administrators will provide feedback for new teachers in order to support their transition into the profession.
Part 5: Teacher Leadership Roles Missouri Valley's Teacher Leader (TL) team will include Instructional Strategists, Lead Teachers, and Mentor Teachers. The Instructional Strategists will model teaching strategies for Lead Teachers so that staff can observe those strategies in the Lead Teachers classrooms. The Instructional Strategists will coordinate the mentor program and observations with Lead Teachers. We also believe that we are providing highly effective teachers enhanced leadership opportunities through participation in up to 19 meaningful and differentiated leadership roles to 62 teachers, which includes 30% of our staff. Instructional Strategist--2 Full-Time Positions, 0% Classroom, 10 additional days, $10,000 stipend per Strategist: Purpose: To promote implementation of Iowa Core, along with implementation of effective instructional strategies, by assisting teachers and administration in dissecting standards to guide identification of essential knowledge and skills and to help adjust curriculum accordingly. Duties include but are not limited to: Lead, coach, and support the TL team for the entire district/buildingPlan professional development for the TL team and for the staffAnalyze and summarize building/district dataSupport curriculum developmentAlign instruction with Iowa CoreObserve teacher practices (not evaluative)Structure opportunities for teachers to observe peers and engage in peer coachingModel effective research based practicesTeach the characteristics of effective instruction (teaching for understanding; rigor & relevance; teaching for learner differences; student-centered classroom; and formative assessment)Hold membership on building and district leadership teams as well as community stakeholder groupsCommunicate with administration pertaining to district/building trend dataAttend TL professional developmentCreate a culture of collaboration and trustSeek personal professional development opportunities Lead Teacher--12-13 Positions, 100% Classroom, 5 additional days, $5,000 stipend per Lead Teacher :Purpose: To create professional learning environments guided by norms of collaboration, high expectation, equity, ongoing inquiry, and reflection. Duties include but are not limited to: Plan and facilitate Professional Learning Team (PLT) Meetings/PDAnalyze and summarize building/district dataModel effective research-based practices and engage in coachingCommunicate with Instructional Strategists pertaining to teacher and professional development needsAttend and participate in TL meetingsAttend TL professional developmentSustain a culture of collaboration and trust Mentor Teacher--Up to 4 Positions, 100% Classroom, 2 additional days and 1 extended day per week, $1,000 stipend per Mentor :Purpose: To contribute to the growth of the district through mentoring and support of initial teachers and teachers new to the district. To serve as a liaison between new teachers, the TL team, and administrators. Duties include but are not limited to: Mentor new-to-the-profession teachers for two yearsMentor new-to-the-district teachers for one yearSupport new teachers in learning the practices, policies, and procedures of the building/districtCollaborate with new teachers to familiarize with them District Policies/ Procedures/ Initiatives/ PO's etc.Software/Technology/GradingAttend TL meetings as needed
Part 6: Teacher Leader Selection For Missouri Valley Community School District's Teacher Leadership program to be successful, it is necessary to find teachers who demonstrate strong teaching practices, reflectiveness about their instructional practice, a commitment to ongoing professional growth, a desire to serve as a leader, and a willingness to learn the habits and practices of Teacher Leaders even if they do not currently possess them. For this reason, our selection process will examine each candidate from multiple perspectives. The positions will be posted with information about the minimum requirements:Minimum three years of teaching experienceMinimum one year of experience in the districtAdvanced Degree Preferred (Instructional Strategist) Information will be included about the duties and responsibilities, extra workdays, stipends, and the requirement to complete an annual review of the position. Following the submission of applications to the District Office, a selection committee will screen potential candidates, conduct interviews, and make recommendations to the Superintendent regarding the final selection of candidates. Selection Committee:Building principals (Elementary, Middle, High)One teacher from each building (Elementary, Middle, High) Application Requirements: (Scored on Rubrics)If applying for Mentor or Lead Teacher:Two Letters of Recommendation--1 colleague and 1 of applicant's choiceCover Letter--accomplishments and position being sought, reasons for seeking this positionCurrent ResumeEssay--questions seeking responses to determine: written communication ability, educational philosophy, reflective practices, leadership skills, use of professional development to guide practice, collaboration with peers, etc... (rubric provided to candidates and used to score responses)If applying for Instructional Strategist (Included with Above Components):Video--performance demonstrating effective teaching (Iowa Core, Iowa Teaching Standards, Instructional Strategies, Classroom Management, Use of Assessment Data to Guide Instruction, etc)--accompanied by a cover page, lesson plan, and reflection focused on what feedback the applicant would give him or herself on the lesson submittedPortfolio focused on leadership and collaborative efforts Criteria used to select applicants:Professional Growth:In order to prove professional growth, applicants will be asked to provide examples of three levels of growth. Scoring rubrics for each component will include the following criteria: Education of SelfEducation of OthersOutreach and Multidisciplinary Work (outside resources and community components) Continued professional growth could include work toward a master's degree; courses taken for professional development; participation in workshops; participation in building committees; work with colleagues; technology training; help with professional development; participation in optional in-service work; leadership in committees; leadership in student events; mentoring of new teachers; guiding a student-teacher; and the organization of or assistance with school/community events. Professional Effectiveness: All applicants will demonstrate professional effectiveness through essay, cover letter, resume, video (for Instructional Strategist), and committee interview (if selected). Scoring rubrics for each component will include the following criteria: Engagement of audienceClear communication skillsStrong questioning and discussion techniquesEffective use of research to guide decisionsEffective assessment choices to guide instructionArticulation of expertise and effective teaching Committee Interview (Selected Applicants):We will seek to find candidates who possess the ability and habits of mind to learn and grow into the position. Two lenses will be applied throughout the interview:Does the candidate give evidence that they are a reflective practitionerDoes the candidate provide evidence that they are themselves coachable Annual Review of Assignment:The review shall include peer feedback on the effectiveness of the teacher's performance of duties specific to the teacher's leadership role. A teacher who completes the time period of assignment to a leadership role may apply for assignment in a new leadership role, or for reassignment to that role. Using the dynamic and multifaceted system above we will gain a complete view of the teacher and their potential as a Teacher Leader.
The Iowa Professional Development Model (IPDM) will be utilized with fidelity when planning and delivering effective Professional Development (PD). The IPDM prioritizes distributed leadership and uses data to guide PD. Through effective PD opportunities, instruction will be improved and student achievement will increase. The Teacher Leader (TL) team will be the backbone of our PD system. The TL team, with support from administrators and building/district leadership teams, will be responsible for planning and implementing PD. Although not all Teacher Leaders will lead district and building-wide PD, their input and expertise will be sought and utilized. They will use the IPDM in their planning for PD and as a guide for their work with teachers.The IPDM Cycle includes:Collecting and analyzing student dataGoal settingSelecting contentDesigning the process for improving instructionOngoing cycle continuesEvaluationMissouri Valley Schools are involved in the ongoing collection and analysis of student data. Analyzing student data allows the district to identify student needs and gaps in instruction. The TL team will determine the professional development focus based on student achievement and teacher implementation data. This provides teachers an opportunity to create individual PD goals that support classroom data and building initiatives. It also allows the district to develop the PD focus for each upcoming year. The TL team will collect and analyze data on the current state of instructional practices in the district through instructional observations, data collected from walk-throughs and/or implementation inventories, feedback from staff and stakeholders, and multiple sources of student achievement data. This summative data will then be used to set explicit professional development goals. Based on data and goals, content for professional development will be selected based on the district's guiding principles of professional learning:Utilizes research based practices.Believes that all students can and will learn. Respects individual learning styles with differentiated PD opportunities.Seeks multiple perspectives to strengthen the organization and improve decision-making.Is data driven (teacher implementation and student achievement data).Is planned, implemented, and evaluated collaboratively. Is embedded, ongoing, and sustainable at the district and building levels. Differentiated levels of PD will be utilized in order to meet individual learning styles when possible. Professional development will occur through one-on-one coaching sessions and small and large group opportunities. The IPDM will guide the work of Teacher Leaders as they design PD to not only meet the needs of individual teachers, but also the needs of the building/district. In addition, the TL team will utilize various high quality digital resources (such as PD 360 or the Teaching Channel) to provide teachers an opportunity to observe multiple effective instructional practices, as mandated by the IPDM. The Instructional Strategists will provide support at two levels. The strategists will be responsible for guiding the professional development of Teacher Leaders and, with the support of the administrators and building leadership teams, will lead the planning, implementation, and monitoring of professional development in the district. Strategists will provide coaching opportunities for teachers throughout the district that focus on research-based instructional practices and reflection. The strategists will serve as instructional consultants for the TL team and staff by providing demonstrations and observations as well as opportunities for collaborative planning and teaching. Lead Teachers will provide leadership during Professional Learning Team (PLT) meetings. During PLTs, Lead Teachers will facilitate opportunities to plan, problem solve, develop materials and lessons, and engage in peer coaching. PLTs will focus on instruction, assessment data, student engagement, and collaborative practices. Focus will be on differentiation and quality MTSS/RTI implementation as well as effective Universal Instruction for all students. In addition, Lead Teachers will be models for effective research-based instruction and assessment practices. Mentor Teachers will contribute to the growth of the district through mentoring and support of initial teachers and teachers new to the district. Mentors will serve as liaisons among new teachers, the TLC system, and administrators. Mentors will support new teachers in learning practices, policies, and procedures of the building/district. Mentors will collaborate with new teachers to familiarize them with district policies/procedures/initiatives, etc. They will provide guidance/coaching when appropriate in the areas of curriculum, assessment, and instruction. They will attend TL meetings to provide input into PD planning in regard to what new teachers may need. All professional development opportunities will be evaluated to measure their effectiveness. This will take the form of observations and direct feedback from staff. The level of teacher implementation and the resulting impact on student achievement will also be monitored. This information will allow the TL team to make adjustments to our PD delivery system. The TL team will work to ensure that past strategies and initiatives are maintained and strengthened over time. The TL team will support teachers in making connections between initiatives and seeing how they build on and support one another. The TL team will intentionally include this in PD planning and implementation. This supports the IPDM's operating principle of simultaneity and helps to link present and past initiatives. The end goal for the TL team is to support PD to improve teacher instruction and student achievement. We believe the improved instruction will lead directly to increased local and standardized achievement for our students. The TL team will provide effective high quality PD across settings using the IPDM as a guide.
The proposed Teacher Leadership roles developed in this plan will improve student achievement by strengthening instruction. The roles will support the attraction, retention, mentoring, growth, and development of all teachers. The roles will also integrate the use of data to drive instruction. Each TLC position is differentiated with specific roles and responsibilities to improve instruction and student learning. The TLC plan will be monitored, evaluated, and adjusted using interim feedback processes and long-term evaluation. A group consisting of the Instructional Strategists and the administration will be responsible for overseeing the monitoring of and adjustments to the TLC plan based on survey feedback, meeting logs, data collection, and student achievement data. This group will meet quarterly with a more formal agenda at the end of the first year to determine next steps. This group will also report to the SIAC committee and the Board of Education twice per year regarding progress toward program goals: 1. Attract new teachers by providing a competitive minimum salary.Short-Term Measures: Ensure all staff is at a minimum salary.Long-Term Measures: Annually review retention rates. Monitoring and Adjustments: Annually report to the Superintendent and the Board of Education regarding minimum salary. 2. Retain teachers by providing enhanced career opportunities for professional growth that come with increased leadership responsibilities and compensation.Short-Term Measures: Track the percentage of Teacher Leaders in the district, collect and analyze exit surveys to determine why educators leave the district.Long-Term Measures: Document educator turnover to identify and track retention trends, conduct an annual survey of staff to gather feedback about opportunities for enhanced career options and job satisfaction, as well as the number of teachers overall utilizing the TLC program. Monitoring and Adjustments: Determine if all services were implemented as planned, track the number of teachers and Teacher Leaders served, survey staff about the quality of services provided through the TLC program, and reflections of teachers in leadership roles. Adjustments will be made accordingly, after baseline data is collected. 3. Establish a process where teacher leaders can assist colleagues through a collaborative and continuous learning environment to transform teaching and learning practices.Short-Term Measures: Submission of mentor/mentee and Professional Learning Team contact logs, number of trainings attended by Teacher Leader team members, monthly building leadership team meetings, and peer review conversations based on modeling and demonstration of research-based classroom strategies and increased teacher effectiveness.Long-Term Measures: Participant evaluation of the district mentoring program, annual review of district professional development plans, building leadership retreats, and annual survey of the entire staff. Monitoring and Adjustments: Monthly meetings with the Teacher Leader team and building administration regarding building trend data, adjustments to professional development, and to identify weaknesses and/or additional needed supports and adjust accordingly. 4. Improve student achievement by strengthening instruction.Short-Term Measures: Fall, Winter, and Spring AIMSWeb, Quarterly Benchmark Assessments, Iowa Assessments, ACT, Pre and Post Tests.Long-Term Measures: Fall, Winter, and Spring AIMSWeb, Quarterly Benchmark Assessments, Iowa Assessments, ACT, Pre and Post Tests. Monitoring and Adjustments: Data analysis following the IPDM will allow monitoring of district-wide efforts and drive next steps based on student achievement data.
The Missouri Valley Community School District will develop and support opportunities for teachers to learn from each other through professional dialogue, coaching, and professional development opportunities. Our goal is to positively impact student achievement and school culture by ensuring quality instruction in every classroom. We have created a Teacher Leadership Plan that we will implement with integrity. Current Initiatives:Authentic Intellectual Work (AIW) - This initiative has been in place for eight years in our district and works toward improved planning and instruction by providing time for teachers to work in cross-curricular groups. The focus of these scheduled team meetings is on peer collaboration to provide feedback resulting in depth of knowledge, higher-order thinking, and substantive conversation opportunities for the student. The AIW groups will transition into one component of the Professional Learning Teams (PLTs) as part of the TLC plan. Literacy Initiative - This initiative started with Every Child Reads in 2000 and focuses on improving student achievement through the implementation of research based literacy strategies. Grade level teams and Literacy Block Teams collaborate at a minimum of twice a month. During this time, teachers engage in peer coaching, data review, and lesson planning which helps them to differentiate instruction for all learners. These established groups will make a natural transition into the Professional Learning Teams (PLTs) as a part of the TLC plan. Building Leadership Teams - This initiative has been in place for eight years in our district and was created in an effort to promote leadership amongst teachers by giving them expanded roles in their respective buildings. Members of these teams collaborate with administration to focus PD, enhance culture and climate, and address areas in need of improvement. Regularly scheduled meetings occur throughout the school year and additional planning for the upcoming school year occurs during a summer retreat. Members of these leadership teams will work closely with the Teacher Leader selections to implement the TLC plan, as well as continue to focus on guiding PD initiatives. The MVCSD sees our Teacher Leadership Plan as an opportunity to improve our current system. Additionally, our goals include increasing student achievement as all three buildings have a designated SINA assignment. As a district, we believe strongly that improved instruction leads to improved student achievement. Therefore we are committed to continually honing our TLC plan through ongoing and annual evaluations. Evaluation results and corresponding changes will be shared with stakeholders including teachers, the School Improvement Advisory Committee (SIAC), and the school board. Teacher support of the plan and built-in checks and balances will aid the sustainability of our Teacher Leadership plan by evaluating the effectiveness of the components and goals. This will allow for system changes, should the following measures warrant it: The district will put into place a clear set of criteria and protocols for evaluating each position. This will include a summative review by the administrative team, a required mechanism for staff to offer feedback on each leadership position, and measurable student achievement targets that include both summative and formative assessments.Quality professional development will be provided for the Teacher Leader Team (Mentors and Lead Teachers). Missouri Valley will utilize local AEA, external educational organizations/consultants, and state-level resources to ensure that each person in these positions is given access to quality professional development to assist them in meeting their job responsibilities.Instructional Strategists and the Administrative team will present program data at local board meetings, building leadership teams, and SIAC meetings. The Instructional Strategist and the building principal will meet weekly to review progress toward TLC goals. The Teacher Leader Team and the principal will meet quarterly to review progress toward TLC goals and to determine if leadership roles are being implemented with integrity and are being fully utilized.Leadership roles will be monitored throughout the year by the administrative team as part of an ongoing process. Recommendations will be made annually by the administration and the selection committee regarding changes to leadership roles. The superintendent will make final decision. The monitoring and evaluation process described above will be a transparent process overseen by our administrative team consisting of three building principals and superintendent. Our district also plans to seek assistance from the Green Hills AEA and/or other outside resources to improve or provide professional development for Teacher Leaders. Communication with stakeholders is a vital piece to sustainability; therefore, the district has plans to communicate regularly through the school website, local newspaper, and public forums to keep all stakeholders informed about plan implementation and effectiveness.
Amount used to raise the minimum salary to $33,500.: 0.00
Amount designated to fund the salary supplements for teachers in leadership roles.: 0.00
Amount to cover the costs for the time teachers in leadership roles are not providing direct instruction in a classroom and to cover the costs when teachers are out of their classroom to observe or co-teach with another teacher (e.g. hiring emeritus, part-time, or full-time teachers).: 0.00
Amount used to provide professional development related to the leadership pathways. Amount used to cover other costs associated with the approved teacher leadership and compensation plan. These costs must be itemized and described below and be approved by the Iowa Department of Education prior to implementation of your plan.: 0.00
Budget Alignment text.