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Teacher Linn-Mar. Teacher LM Full time release Mentor Coaches (3) Instructional Coaches (11 + 2) Technology Integration Coaches.

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Presentation on theme: "Teacher Linn-Mar. Teacher LM Full time release Mentor Coaches (3) Instructional Coaches (11 + 2) Technology Integration Coaches."— Presentation transcript:

1 Teacher Linn-Mar

2 Teacher LM Full time release Mentor Coaches (3) Instructional Coaches (11 + 2) Technology Integration Coaches (5) Model Teachers (20) Induction Specialist (51) Curriculum Facilitators (27) Team & Program Leaders (28) Program Coordinators (2) In the classroom (100%) Course Development Facilitator (3)

3 Preparation through Launch Hiring Timeline December-January 2014 Grant Writing January 31, 2014 Grant submitted March 3, 2014 Grant awarded April 2014 Full time release positions posted & interviewed April 21, 2014 Program Coordinators start date in position May 2, 2014 Coach positions offered and announced May 2014 In-classroom positions posted and interviewed June 2014 PD in Waukee & Ankeny August 1-8, 2014 Program Launch: Full- time release positions begin work

4 Rigorous application Interpersonal skills (constructive relationships) District vision Risk taking Leader of change (student and teacher) Assessing strengths/needs/interests of other teachers Support peers through problem solving Effectively improve teaching Teacher fit assessment (AppliTrack)

5 Interview Questions, for Full Time Release Positions QuestionLook-For’s Tell us about your knowledge of and current use of adult learning models.*** Knowledge of how to facilitate and support adult learning. Give us an example of how you currently collect and analyze data to improve your practice and student achievement. Ability to analyze data that impacts student learning. Evidence of changing teaching methods/styles to ensure student achievement. Have you ever received feedback on your performance with which you did not agree? / Have you ever given professional feedback to someone who didn’t agree with you?*** Ability to give/receive/utilize feedback. Partners with administrators and peers. Give us an example of your involvement and specific strategies and outcomes that have been a direct result of your current PLC group.*** Leads instructional change. Facilitates improvement in instruction and student achievement as well as provides/shares best practices. How do you advocate for student learning and the profession? Engaged in professional research, teach beyond the classroom; focus on advancing the profession and lead change.

6 QuestionLook-For’s Tell us how you specifically lead outreach efforts and ensure collaboration with parents and the community? Fosters a collaborative culture to support student achievement. Presentation: Wide open….with a few parameters Actualize teacher leadership collaboratively Effectively communicates teacher leadership and improving student learning Links own strengths, passions, research and best practices to operationalize the District’s mission Interview Questions, continued *** In-classroom position interview question as well Additional in-classroom position question: If you were to get a Teacher Leader Stipend Position, what would your first semester look like?

7 Linn-Mar Teacher Leadership Program (from applicant interview) Program Coordinators Various duties, paperwork, leading trainings, meeting with TLC teachers, sharing skills, working in tandem Program Coordinators Various duties, paperwork, leading trainings, meeting with TLC teachers, sharing skills, working in tandem Course Development Facilitators- ~Writing course work for set classes to be held at LMU (Linn-Mar University) ~Help with Summer Academy Course Development Facilitators- ~Writing course work for set classes to be held at LMU (Linn-Mar University) ~Help with Summer Academy Mentor Coaches-provide intense support, lesson planning, curriculum implementation for Yr. 1 and yr. 2 teachers. Instructional Strategists-provide intense support, planning, collaboration for all teachers in your building. Giving teachers access to best practice Instructional Strategists-provide intense support, planning, collaboration for all teachers in your building. Giving teachers access to best practice Curriculum Facilitators-will work to implement curriculum initiatives within the buildings Induction Specialist- provide immediate Q and A help/guidance in building when Mentor Coaches are somewhere else Program Leaders-focused initiatives within elementary buildings-PBIS (operates similar to what it is now) Team Leaders-grade level/content leaders operating much similar to what they do now. Technology Integration Coaches- providing technology support, as well as implementing cutting edge practice and tools into teacher’s daily delivery of instruction. Model Teachers-these teachers have an open door policy so to speak. They allow others to watch them in their craft and will meet/conferences about their teaching with other teachers.

8 How do we get results? (from applicant interview) How teacher leadership will improve student learning: 1.Effective coaching encourages collaborative, reflective practice(talk with each other) 2.Productive professional learning promotes positive cultural change In order to accomplish the above ideas: I think we access data first- as a building/district first then as individual teachers. That data should drive initial initiatives and then we push forward with finding best practice/strategies that will help combat that data How I will link my individual strengths, passions, research and best practice to operationalize the District's Mission. Passionate Will provide a variety of resources- wide array of talents/experience Accessible and approachable I will work hard no matter if I am the coordinator or a strategist. Training ideas w/ Legos Recommended books for specific positions

9 Video used in applicant interview

10 Applied Teacher Leader Standards (from applicant interview) Student Support Instructional Coach Domain I: Fostering a collaborative culture to support educator development and student learning. The Teacher: a.Creates a cohesive classroom by utilizing my associates in a way that best suits their talents. Domain II: Accessing and using research to improve practice and student learning Domain III: Promoting professional learning for continuous improvement Domain IV: Facilitating improvements in instruction and student learning Domain V: Promoting the use of assessments and data for school and district improvement Domain VI: Improving outreach and collaboration with families Domain VII: Advocating for student learning and the profession

11 Infusing Linn-Mar’s Mission & Vision (applicant interview) Linn-Mar already has many highly effective teachers who Inspire Learning every day. The TLP will Empower that Achievement by taking advantage of these great resources and allowing ALL teachers to access to their knowledge and expertise. Teacher Leaders will work as a Professional Learning Community to “distribute the wealth,” ensuring that we build upon and learn from one and others' strengths The student model When a student is in need of assistance, in either a remediation or enrichment scenario, a team is brought together to discuss and implement the best options: teachers, counselors, administrators, parents. The Teacher Leadership Program will work similarly for teachers needing/wanting assistance in order to improve their effectiveness in the classroom. It will use the Instructional Strategist, Technology Integration Coach, Model Teacher, Mentor, Curriculum Facilitator and Program Leader as their team, drawing upon the expertise of each in order to improve the classroom teachers' ability to further student learning.

12 Implementation timeframe (from applicant interview) Building the plane while we're flying Year 1: Strong focus on rehabilitating Mentor Program, installing Instructional Strategists, utilizing TICs, organizing Program Leaders and Curriculum Facilitators, building the Teacher Leader PLC Year 2: Constructing and sustaining relationships, with classroom teachers, pushing the institutional change of opening classroom doors (using Model Teachers), continued work on organization of program, adding & deleting positions where needed, evaluating effectiveness of program in relation to student learning Year 3: Continued refinement and evaluation of the program, considering options if funding is not renewed

13 Year 1 through Year 2 Planning Hiring Timeline August Today Full scale implementation with 150 positions in TLP September 2014 – January 2015 Cognitive Coaching 8 days 19 Coaches, 2 TL Coordinators, 9 stipend positions, 10 principals, Deputy Superintendent, Student Service Director December Today Program Evaluation & Year 2 planning 12/16/14 – full time positions re-posted Planned 2/15 – in-classroom positions re-posted

14 Ways to Follow our Progress


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