Presented by: Barbara A. Deane–Williams, Superintendent Christopher Marino, Teacher Leader Susan Streicher, Principal Strengthening Teacher & Leader Effectiveness Linking Student Assessment, Teacher / Principal Evaluation and Professional Growth An Overview

About Greece Central As the largest suburban school district in Monroe County, and the ninth-largest district in New York State, Greece Central serves most of the Town of Greece. The Greece Central School District was created in July 1928, but schools existed in the area before the Town was established in Schools in Operation , , 6-8 2, 9-12 schools 3, Pre K-2 schools sister schools 3, 3-5 Schools sister schools 4, K-5 Schools 1, Re-engagement Center Enrollment, PreK ,559 Faculty ,022 Administration Support Staff ,272

Bridges 9-12 Reengagement Center K K K-2 Sister Schools 6-12 K-5 Scaffolds to Support Collaboration

Creating a Culture of Collaboration to Improve Student Achievement Goals To connect the components of the NY State Reform Agenda (APPR, Common Core, Data Driven Instruction), and align the system to support teacher and principal professional growth to improve teaching and learning. To develop a sustainable teacher leadership model that is driven by student learning, school improvement and teacher voice. To create a Leadership Academy for Teacher Leaders and School Administrators to become effective partners in developing highly effective schools for Greece students. To build labor management partnership to sustain deep discussion and strong effective methods of teacher evaluation, principal evaluation, and meaningful measures of student growth.

Guiding Frameworks for Systemic Thinking APPR CCLSDDI NY State Regents Reform Agenda

Reframing the Conversation…. Barriers/Challenges/Opportunities The last teacher contract (7/1/ /30/2006) has not been settled to date, however strong collaboration has allowed District to move forward with successful teacher leadership. There has been seven superintendents and interim superintendents in eight years. The District was organized in a pyramid structure with departments (silos) each working and communication was fragmented. ( District Office Driven Organization ) Due to declining enrollment, the district successfully closed/consolidated three schools for 2012–13 to eliminate a $7 million budget gap including the transfer of 160+ teaching employees 2012 and reduction of 52.4 teaching and 3.5 administrative positions by The New York State 2% Property Tax Cap Law presents challenges to maintain current levels of programming and class size.

Creating a Culture of Collaboration and Action One Vision, One Team, One Greece July 2011 Labor Management Collaboration established as expectation Cabinet Reorganization District Office PD New School Improvement Model Focus School Model Developed Strategic Framework Developed Collaborating to Transform Teaching Teacher Leader Prototypes Leadership PD for Principals/AP’s Strengthening Teacher and Leader Effectiveness Teacher Leadership Expanded Turn Around Principal APPR Prototype Approved by SED STLE 2 Career Ladders APPR 2 Leadership Academy Embedded PD Teaching and Learning Teams

Connecting Teacher / Leader Effectiveness to Strategic Plan and Improved Student Results.

DateActionImpact July 2011 Ongoing Labor Management Collaboration Through Ongoing Dialog and Problem Solving GTA Leadership, Superintendent, Cabinet Cabinet Reorganization District Office Professional Development Demonstrate a commitment for meaningful District, school and teacher Association reform to improve student achievement. Create a partnership focused on teaching quality, professional learning, and collaborative structures/practices that support local reform initiatives. Initiate collaborative strategies to implement the New York state reform agenda parentheses (teacher and principal evaluation, data driven instruction, common core curriculum design). Develop a communication plan an opportunity for district and school improvement teams to participate in AFT/UFT Center for School Improvement Leadership Institute. (Including both administrators and teachers with ongoing coaching/support throughout implementation.) Become familiar with districts that have bottles of collaboration to improve teaching and learning and study the impact of their work. January 2012 April 2012 January 2013 February 2013 School Improvement Team Training AFT/UFT Center for School Improvement Redefined Problem Solving/Multiple Solution Finding Committee AFT/UFT Data Analysis for Comprehensive Educational Planning Skills and strategies for effective Professional Development to Support Student Achievement Team Building Action Planning May 2012 Collaborating to Transform the Teaching Profession US Department of Education, NEA, AFT, etc… ED.gov The core elements of a transformed teaching and leadership profession will include: A Culture of Shared Responsibility and Leadership: Top Talent, Prepared for Success Continuous Growth and Professional Development Effective Teachers and Principals A Professional Career Continuum with Competitive Compensation: Conditions for Successful Teaching and Learning Engaged Communities June 2012 October 2012 Awarded Strengthening Teacher and Leader Effectiveness Grant $1,478,000 Superintendent, Greece Teachers Association Reps, Greece Administrators Association Reps, Submitted STLE Grant grant application to improve teacher and leader effectiveness through peer coaching. STLE 1 Abstract Teacher leadership positions created Turnaround Principal hired Partnership with NY City Leadership Academy Initiated Greece Leadership Academy Curriculum Developed Power of Collaboration STLE (Handout) Power of Collaboration STLE August 2012 Greece APPR plan approved by NYSED Approved APPR Plan Link to Parent Guide to APPR (Handout) July day Greece Leadership Academy The Academy will focus on: Improving teacher and leader effectiveness Research-proven teaching and learning Data driven instruction Aligning our curriculum with the Common Core Learning Standards APPR process Leadership Academy WebsiteLeadership Academy Website- Teacher Leader Professional Development Plan Link to Teaching and Learning Walks June 2013 October 2013 Awarded Strengthening Teacher and Leader Effectiveness Grant 2 $1,002,952 Awarded $1,000,000 to develop Career Ladders for Teachers and Principals November 2013 APPR 2 to be submitted to SED In progress

Next Steps: We are engaged in a program evaluation to capture teacher and leadership learning as a process We will continue to build contract language and policy language to support collaboration and innovation for improved student achievement We will use the STLE2 grant award to develop a career ladder model for teachers and principals We will continue to create a system centered around students and learning, that supports reflection and learning for everyone-principals, teacher, support staff, BOE, Superintendent, District Office, Parents and students.

Questions?

Continuous improvement is expected What leads to school improvement? Action School Culture High Performing Schools Have a Framework for Action Timeline

notes Strong Labor Management Collaboration APPR Teacher Leaders, Curriculum Teacher Leaders, and School Improvement Team representatives completed joint professional development with principals and district administrators:  AFT/UFT School Improvement to Raise Student Achievement  NYSUT / NYSED training on the APPR Teacher Evaluation process District created three APPR Teacher Leader position to coach teachers and administrators on issues relating to:  Understanding the APPR formula  20% Student Growth  20% Locally Measured  60% Other Measures of Teacher Effectiveness  Scoring Bands  Annual Student Learning Objectives  Collecting and submitting teaching and learning artifacts  Identifying needs for curriculum, and instructional support  Teacher Leaders are provided twice monthly professional development with Teacher Center Director and Lead Learners  Principals and District Administrators are provided twice monthly professional development with Superintendent’s staff, TURN Around Lead Principal and Teacher Leaders.

Helpful Tools Were Provided: New York State United Teachers TED Framework  Establishes teachers as participants in, not recipients of, their own evaluations;  Aligns with New York State Teaching Standards and the NYSUT Teacher Practice Rubric to delineate multiple measures of teacher effectiveness;  Provides for evaluations to serve as stepping stones to meaningful professional dialogue and continued development;  Details a practitioner-developed and field-tested process for Peer Assistance and Review that seamlessly integrates evaluation and professional development. notes