GOAL #2: Invest in Human Capital and Leadership
WEST BRANCH COMMUNITY SCHOOL DISTRICT’s STRATEGIC PLAN
SCHOOL IMPROVEMENT ADVISORY COMMITTEE’S (SIAC)
SIAC Process Initiated: 2011 -‐ 2012 School YearGoals & Themes Framework Developed: 2012 – 2013 School Year UPDATED: 3/2012 -‐ 8/2012 -‐ 3/2013 -‐ 8/2013 – 9/30/2013
GOAL #2:
Invest in Human Capital and Leadership
Focus on Educational Best Practices in Teaching and Learning to Meet the 21
stCentury Learning Needs of All Students
SIAC GOAL 2 TEAM MINUTES STATE DOCUMENTATION: CSIP / C-PLANS
STUDENT ACHIEVEMENT DATA RESEARCH / SUPPORT GOAL 2 GWAEA SUPPORT & RESOURCES
REGIONAL ACTION NETWORK SOURCES & DOCUMENTATION PROBLEM OF PRACTICE & THEORY OF ACTION
Q.E.D. Transformational Change Model Benchmarks Aligned to Goal 2
THE WBCSD WILL UTILIZE Q.E.D.’S TRANSFORMATIONAL CHANGE MODEL BENCHMARKS TO ASSESS PROGRESS: (QED TRANSFORMATIONAL CHANGE MODEL, VERSION 4.6, OCT. 2012 EASTERN IOWA COMPACT / WBCSD DESIGN TEAM)
Q.E.D. Transformational
Change Model: Benchmarks TRADITIONAL 1 TRANSITIONAL 2 TRANSFORMATIONAL 3
SIAC (SC) / ADMIN. TEAM (A) / PARENT (P) / STUDENTS (S): ASSESSMENT AVERAGE / DATES
EDUCATOR DEVELOPMENT
RECERTIFICATION HOURS
EVERY 3-5 YEARS GROUP LEARNING
COLLABORATIVE INQUIRY 2.5 6/13 (A) 2.5 9/13 (T) DRIVING THE
LEARNING DEPETH / BREADTH EQ AND COMPETENCY-BASED INQUIRY
PERSONALIZED / PASSION-BASED
LEARNING
1.5 6/13 (A) 1.5 9/13 (T)
ACCOUNTABILITY STUDENT TEACHER LEARNING TEAM 2.0 6/13 (A) 2.0 9/13 (T)
CONTEXT FOR
LEARNING CLASSROOM SCHOOL COMMUNITY 2.0 6/13 (A) 2.0 9/13 (T)
LEADERSHIP FOR LEARNING
HEIRARCHIAL, DEFINED
BY POSITIONS SITE-BASED, SHARED
EVERYONE TAKES RESPONSIBILITY FOR
WHAT MATTERS
1.75 6/13 (A) 2.0 9/13 (T)
PROFESSIONAL
CULTURE LETTER GRADES / GPA NO-ZERO PROFICIENCY REPORTING 2.0 6/13 (A) 2.0 9/13 (T)
STUDENT SUPPORT DEFICIT MODEL INTERVENTION RESPONSE TO
STRENGTHS-BASED / ASSETS & LEARNER
PROFILES
THEMES GOAL (#2) OBJECTIVES SHORT-‐TERM 11-‐12, 12-‐13, 13-‐14 (3-‐Year) THE WBCSD WILL: “Action Steps” that Lead Us Toward Meeting these Objectives for Short-‐Term Goals OBJECTIVES LONG-‐TERM 2014 -‐ 2021 THE WBCSD WILL:
“Action Steps” that Lead Us Toward Meeting Objectives
Long-‐Term Goals
EVIDENCE OF PROGRESS Reports to Community Regarding Progress Work Being Accomplished on this
Goal (ACCOUNTABILITY)
2.1. Implement best practices in hiring and recruitment of high quality certified, classified and administrative candidates to meet future District needs with Competitive Wages and Benefits
(Using 10 up 10 down comparisons of like-‐size districts)
NOTE: District will implement State of
Iowa approved Education Reform
rules, laws and guidelines (HF 215) during 2013 – 2014 school years and beyond. The District
will need to utilize the Teacher Quality
Committee and a newly formed “District Site Council”
for the planning and implementation of
new Teacher Leadership and Career Pathways
2.1.a Continue to build competitive salaries (wages) and benefits that meet or exceed similarly sized surrounding districts. 2.1.a .(1) Investigate Interest-‐ based bargaining processes 2.1.a.(2) Build “10 Up 10 Down” competitive wages comparisons
2.1.a (3) Prepare for new Iowa legislative laws regarding Teacher Leadership and Compensation guidelines. 2.1.a. (1) Keep district’s teaching staff salaries and wages competitive with comparable sized districts in region.
2.1.a. (1) Implement State of Iowa / ISEA agreed upon tiered performance system as projected to be developed (Prepare for Budgetary Impact) (NOYE: State does not require implementation until 2016.)
2.1.a. (3/12) & (3/13) Provided ongoing, joint minutes from desired WBEA / BOE Interest-‐ based or monthly
communication (and / or) advance communications with WBEA (and Board during negotiations) for fair
settlements within District new money and overall fiscal realities. (Highly competitive 12-‐13 3.76%, and 2-‐year 4.18% and 3.75% for 13-‐14, 14-‐15 school years total package settlements)
2.1.a. (9/2013) District Application for Teacher Leadership and Compensation Grant completed.
10/16/13 First meeting of Teacher Leadership and Compensation (Teacher Quality Committee)
2.1.b. Successfully
“market” (brand) the district and community through increased uses of multi-‐media sources, social-‐ network tools, and
2.1.b. Begin successful marketing and “branding” using SIAC Committee, staff and Board of Education input along City of WB partnerships
2.1.b. Successful marketing processes in place utilizing
stakeholders, media and local advertising, and “Community Forum” sharing (Including signage)
2.1.b. (9/13) Ongoing website updates to provide
transparency regarding community survey’s, student survey information, enrollment trends, State Recognitions and honors for achievement, student extra-‐curricular
mass
communication opportunities (job posting, school website, job fair)
successes
2.1.b.(7/2013) District transitioned to State of Iowa’s TEACHIOWA job site and eliminates need for AppliTrack contract through AEA consortium. AppliTrack is the State’s choice as well but some “features and capabilities” have been reduced. District will consider adding back those features through the State.
2.1.c. Seek out and
increase potential applicants (job fairs / networking resources) through improved human resource practices and technologies 2.1.c. Full utilization of AppliTrack Recruitment and HR System capabilities 2.1.c. Strong partnerships with regional educational institutions through increased attendance at teacher job fairs
2.1.c. (7/12) Utilized AppliTrack job application system through AEA consortium, but made transition to State of Iowa’s System 7/2013. Applicant pool doubled and ease of
contacting, surveying, reference checks as well as interview scheduling noticeable improvements
2.1.c. (7/2013) District transitioned to State of Iowa’s TEACHIOWA job site and eliminates need for AppliTrack contract through AEA consortium. AppliTrack is the State’s choice as well but some “features and capabilities” have been reduced. District will consider adding back those features through the State.
Effective Interviewing Processes
technology and best HR hiring practices: Investigate web-‐based HR / Business tools (Ex: AppliTrack System) 1. Implement pre-‐ reference screening and information processes 2. Apply standardized job related skill demonstrations (mini-‐ lessons for teaching) in the interviewing process
3. Quality interview protocols for all positions i.e.
questions aligned with district goal and focus 4. Implement professional follow-‐up communication processes upon offer and acceptance of District positions which includes professional, articulated mentoring experiences
5. Look for ways to eliminate need for paper / pencil practices regarding request forms: leaves,
common interview processes and protocol with required teaching of mini-‐lessons and even visits to applicants’ current district if applicable. decrease achievement gap s found in IEP, low socioeconomic groups (Set achievement goal improvement – monitor results)
secondary teaching applicants provided mini-‐lesson for students and administration to observe and participate in.
2.2.a (7/12) Utilized AppliTrack job application system through AEA consortium, but made transition to State of Iowa’s System 7/2013. Applicant pool doubled and easy of
contacting, surveying, license checks as well as interview scheduling noticeable improvement.
2.2.a. (7/2013) District transitioned to State of Iowa’s TEACHIOWA job site and eliminated need for AppliTrack contract through AEA consortium. AppliTrack is the State’s choice as well but some “features and capabilities” have been reduced. District will consider adding back those features through the State.
prof. develop, maintenance needs, field trips…
2.3. Continually improve and update the training / professional development (PD) staff to advance the overall skills at meeting student and family needs
2.3.a. Appropriate, collaborative ongoing training / PD for all certified and non-‐ certified staff members 2.3.a. Professional development (PD) is relevant and personalized to help meet staff “where they are” regarding specific pedagogical needs
2.3.a. Annual assessment of (PD) and use of Teacher Quality funds and implementation with regard to improving student achievement as well as for meeting district needs around achievement initiatives
2.3.a. Implement Study, Plan, Act, Assess cycles for PD impact using all available data, including increased walk through data and staff input.
2.3.a. (2011, 2012 & 2013) District PD has stayed committed to 3 major initiatives: PLC’s, Standard-‐ Based Teaching and Reporting, 21st Century Skills. (Admin. Team will add more support to teaching team regarding 21st Century Teaching during levels during 2013-‐2014 sch. years.)
2.3.a. (7/2013) District PD investing additional PLC and Date Team work. Additional focus on effective uses of technology in the classroom (lesson design) as well as PD around Standards-‐Based Grading through use of Active Grade system.
2.3.b. Encourage teachers to seek additional training and aligned with professional development and SIAC targets as aligned RTI and new Career Pathway models (Teacher Leadership and Compensation TLC) 2.3.b. Incorporate staff input more thoroughly in SIAC processes and assessment of progress
2.3.b. District has new teacher roles of mentor, coach and leadership roles in place by 2016 as designated by TLC laws. and District developed plan. SIAC team members incorporated into process along with Teacher Quality Team members.
2.3.b.. For 2013, District
developed TLC
framework through joint collaboration of WBEA, SIAC and Teacher Quality Team membership
2.3.b. (2012) Teachers continue to use Professional Career Development Plans with mutually agreed upon goals. 2.3.b. (2013 – 2016) The District will be analyzing new 2013 State Ed. Reform Teacher Leadership and Compensation (Career Path Goals and Peer Review Rules)
Addition of WBEA President to Facilities and SIAC processes District will receive additional RTI (Response to Intervention) PD through Hoover’s selection as a Phase I site.
training and professional development opportunities to match the learning needs of staff
assessment literacy skills of all staff to support “best practices” in using data to improve instruction; with special emphasis on advancing early literacy assessment, PK-‐3. (Eliminate need for retention situations through targeted, intensive, response-‐to-‐ intervention (RTI) processes.)
multiple days of application, administration and appropriate use of assessment training for staff over next two years. (Utilize ACT staff for support)
team work and authentic
implementation of assessment data in decision making processes; noted increases should be sense through more articulated, required data support processes Team / Professional Learning Team processes seen through feedback data and student achievement trend line assessments
GWAEA for additional PLC and data team processes.
2.3D.a. (6/13) Hoover Elementary School selected for RTi processes by State of Iowa due to excellence and prep. in implementation of Data Team and analyzing student work protocols.
2.4.b. Meet training requirements for having qualified staff to teach Career and Technical Education (CTE) courses, Project Lead the Way (PLTW) courses, and advance math and science application work 2.4.b.(1) Implement PLTW Introduction To Engineering course beginning Fall, 2012 & Spring 2013 Assess quality of program for future consideration of increased STEM initiatives 2.4. b.(2) Math teacher PLTW trained summer, 2012 2.4.b. (1) Multiple STEM / Project Lead the Way application courses in place by 2015
2.4.a.(1) Record of
ongoing Kirkwood, Johnson County Regional Academy involvement and planning as well as annual reviews of Fed./ State Perkin Grant funds and requirements and work to add
complimentary STEM and PLTW options for students.
2.4.b. 2012-‐2013 Intro to Engineering successful (Aaron Mueller, HS)
2.4.b. 2013 Iowa STEM Scale Up Grant applied for and received. (approx. $15K)
2.4.b. (5/2013) $10K Gift from P&G to support District STEM initiatives
2.4.b. 2013 – 2014 1.0 FTE STEM / PLTW Teacher Hired. Gateways to Technology for Middle School 7th grade students and IED and POE Engineering courses for High School students available. 2.4.c. Advance the
concept that all teachers are reading / writing and literacy
2.4.c.(1) Writing Across-‐the-‐ Curriculum and Writing-‐to-‐Think Trainings provided 2.4.c.(1) Provide professional development for the improvement of writing skills across
2.4.c. (1)Development of PK -‐12 Writing goals and power standard with accompanying student portfolios for ongoing
2.4.c. (1)Continue to advance collaborative, collective responsibility focus through PLC’s and Data Team work. Middle School will focus on
teachers first. the curriculum assessment of work and
rubric assessments advancing writing skills of students through PLC work (2013 – 2014) 2.4.c.(2) All certified staff teaching SBG courses understand and implement professional (SBG) rubrics for clarity in writing standards and expression
2.4.c.(2) 2.4.c.(2) 2.4.c.(2) MS and HS requiring and monitoring targeted standards developed around rubrics that clearly define standards of work for students. District will continue to work with staff on meaning of rigor (not necessarily more work) to meet S and E (Expert) levels. 2.5. Continue to
build, invest in, and provide
opportunities for staff to improve overall collaboration, facilitation and leadership capabilities. (Professional Learning Communities for Improved Instruction Processes and building “Professional Capital” of all staff)
2.5.a. Build leadership teams (through professional learning communities (PLC), and data teams, etc)
1. Connect teachers with “experts” and outside the school resources
2. Connect teachers (teacher leaders) with inside the school resources who are willing to teach (technology, strategies, etc) with those who would like to learn (possible PD option)
3. Encourage cross-‐ subject or multi-‐grade level collaboration (Vertical Articulation) 4. Allow time for not only collaboration, but also focus on the
2.5.a. All staff will receive ongoing professional development around Professional / Purposeful Learning Communities (PLC)’s and Data Team processes. (As researched and implemented by noted education expert, Rick DeFore)
2.5.a Professional learning culture is fully incorporated, embracing uses of data, formative assessment processes, and change to improve cultural aspects.
2..5.a. Data is made
available to all
stakeholders on student achievement as teacher post achievement goals and learning targets for groups
2.5.a. (2011 – 2013) District invested in ongoing staff development around PLC and data team processes. 10 member team to DeFore Conference.
2.5.a. (8/2012) District developed protocols and processes for analyzing student work and selection of research-‐ based best strategies as well as formative assessments will be a major focus for the next few years
2.5.a. (9/2012) Five additional staff members sent to GWAEA for (Solution Tree) PLC training.
implementation and monitoring of “best practices” strategies using formative and summative data team processes
2.5.b. Consider teacher / staff training and study for the implementation of
“Learning Target”
processes, as well as “Personalized Learner
Profiles” for all
students: Examples: Teachers post learning targets for each lesson for all students in each subject area. Teacher conduct student interest surveys to help students set personal learning goals around standards.
2.5.b. Continue District’s “Design Team work,” part of the GWAEA Regional Network Schools, is investigating Personalized Learning Plans and Personalized Learner Profiles ideas (Work of CESA #1, Wisconsin)
2.5.b. 2.5.b. 2.5.b. Continue District’s “Design Team work,” part of the GWAEA Regional Network Schools, is investigating Personalized Learning Plan ideas (Work of CESA #1, Wisconsin)
2.5.b. Mr. Hatfield and Mrs. Oswald will attend CESA #1 Training and information session in Nov. 2013 to learn more about effective PLN and “Learner Profile” in various Wisconsin school districts (Receiving national attention)
2.6. Continually improve evaluation processes and practice of all staff (NOTE: See State of Iowa Taskforce on Teacher / Administrator Evaluation to include % made up from
2.6.a. Investigate 360 degree evaluations (non-‐teaching staff) processes as aligned to State required / mandated evaluation processes
2.6.a. Study State’s (possible) plans for tiered teacher evaluation system and administrative and management team performance evaluation system. 2.6.a. Implement aspects of performance based evaluation systems and continually express clarity of expectations (with Superintendent 1st)
2.6.a. Work with WBEA
to implement State of Iowa Tiered Teacher Pay / Evaluation System, 2013 – 2014?
2.6.a. Implement legislated Department of Education
(2013, 2014, 2015 Iowa Task Force Evaluation Reform requirements and / or recommendations) updated
evaluations processes all levels in an attempt to provide quality feedback to teachers and administrators using (TBD) student achievement data.
student achievement data.) 2.6.b. Implement legislated Department of Education (2011 – 2013 Education Reform) evaluation
processes at all levels in an attempt to provide quality feedback to teachers that supports and identifies “great pedagogy” or identifies practices deemed to be ineffective for improving student achievement.
2.6.b. Study State’s (possible) plans for tiered teacher evaluation system and administrative and management team performance evaluation system and review: 1. “Charlotte Danielson” research on best teacher evaluation protocols 2. Review Effective Teaching Correlates (Iowa Core) 2.6.b. Implement aspects / requirements (?) of performance based evaluation systems and continually express clarity of expectations (New 279.9 IA Code)
2.6.b. Work with WBEA
to implement State of Iowa Tiered Teacher Pay / Evaluation System, 2013 – 2014? (New 279.9 Iowa Code)
2.6.b. Implement legislated Department of Education
(2013, 2014, 2015 Iowa Task Force Evaluation Reform requirements and / or recommendations) updated
evaluations processes all levels in an attempt to provide quality feedback to teachers and administrators using (TBD) student achievement data.
2.6.c. Clearly defined expectations and standards for common
understandings of IA Core ‘s Five (5) Correlates of Effective Instruction
2.6.c. Assess where staff is with Iowa Core compliance and implementation 2.6.c. Use Curriculum Mapping Processes to find Core Instructional gaps
2.6.c. Use Iowa Core audit processes to drive standards and competency implementation 2..6.c. (7/2013) Ongoing discussions by WB
Administrative team about the need to focus PD (gradually) away from needed systems PD (PLC, 1:1, Standards work) down to classroom effective classroom behaviors and practices around these system support concepts.
2.6.d. Accountability to expectations and work to implement standards through improved monitoring and professional discussions and reflection about student progress and effective teaching and support practices.
2.6.d. Use of “Instructional Rounds” to drive collaborative discussions around Effective Teaching Correlates. Study Iowa Core’s Effective Teaching Correlates and Implement improvement processes (Aligned 2.6.d. WBCSD curriculum 100% aligned to Iowa and Common Core Curriculum and Smarter Balance Assessment requirements and fully implementing Teacher Leadership and Career Pathway processes by 2016. 2.6.d. Implementation of District’s approved TLP (Teacher Leadership Pathway) from State of Iowa. By 2016
2.6.d. (6/12) Ed. Reform Bill (215) studied, communicated and planned for during 2013 – 2014 school year.
2.6.d. (7/2013) Ongoing discussions by WB
Administrative team about the need to focus PD (gradually) away from needed systems PD (PLC, 1:1, Standards work) down to classroom effective classroom behaviors and
(Advancing PD)
to Problem of Practice and Theory of Action work)
practices around these system support concepts.
SIAC TEAM / ADMINISTRATIVE TEAM / BOARD ASSESSMENT OF WORK TO ACHIEVE GOAL #2
(Please date and place an X where the team sees the District regarding the stated goals. Please add notes for changes,
improvements or recommendations below.)
1:
DATE GOALS LIMITED PROGRESS 1 ADEQUATE PROGRESS 2 STRONG PROGRESS 3 AVERAGE SCORE
