December 2016 AESA The Future Depends On Their Future Empower Teachers! Washington ESAs and the State Department of Education collaborate to promote equity and build teacher leadership December 2016 AESA The Future Depends On Their Future Andrew

Presented by… Dr. Andrew Eyres – Assistant Superintendent, Capital Region ESD, 113 Pam Estvold– Assistant Superintendent, Northwest ESD, 189 Julie Rolling – Assistant Superintendent, Puget Sound ESD, 121 Andrew starts and Pam and Julie introduce themselves Who’s in the room?

Agenda Brief overview of Washington’s AESD/OSPI Network History & purpose of the teacher leadership model or “Fellows” Key components and recent outcomes to date Lessons learned and next steps Potential connections to your contexts Andrew

Outcomes Participants will learn: Benefits for implementing a statewide or regional teacher leadership initiative Key elements of the structure in implementing a model with limited resources How to implement in their contexts Andrew

Washington’s Context 1 elected state superintendent of public instruction 9 Educational Service Districts 295 school districts, local control 200 districts with under 5000 students Charter schools new in 2013-14 70,000 educators Over 1 million students 40% free and reduced- qualified students 9% bilingual/migrant population 13% special education qualified Countless stakeholders and partners Andrew Our state superintendent is elected, to serve our 295 school districts, we have nine ESDs. On note is our 200 districts with less than 5000 students .

What is “the network”? Pam A voluntary association of nine ESDs in the State of Washington in partnership with the State office of Superintendent of public instruction

OSPI/AESD Statewide Vision Washington’s vision as articulated in our state’s Education Reform Plan, Basic Education Act, and four State Learning Goals is for every Washington public school student to graduate from high school globally competitive for work and postsecondary education and prepared for life in the 21st century. It is impossible for one entity alone to achieve this vision. Therefore, it is OSPI’s and the AESD’s collective, purpose to work together to support quality instruction and learning for ALL students, every day, and in every classroom. Now is the time to provide an aligned system of support and assistance to schools and districts that will stretch leadership responsibilities between and among OSPI and the ESDs for the greatest statewide impact on student achievement for all of Washington’s students. Quality instruction and support for ALL students can best occur by continuing to learn from each other, as well as by developing and providing leadership and system-level solutions for capacity-building and sustainability together. Pam Possibly divide this into two slides

AESD Network Structure Pam

Why is the Fellows’ Network Important to the State? Ongoing Content-area Professional Development Instructional Leadership Expanded Leadership Capacity to Improve Student Learning Pam We’re investing in you so you can help us change the world. Okay, maybe that’s a slight exaggeration, but if we’re going to make a difference in improving student learning and decreasing opportunity gaps, we need to empower more educators like you to lead change within your classrooms, schools, organizations, and communities. If we can help you build your knowledge and leadership skills, then you can help us reach more teachers, more students, more community members.

COHERENCE Focusing Direction Cultivating Collaborative Cultures Deeping Learning Securing Accountability Pam,

History “Fellows?” Began in 2012-13 Collaboration with OSPI New learning standards for Math, ELA & Science Limited resources with great need for teacher support Julie http://www.k12.wa.us/CurriculumInstruct/Fellows.aspx

Key Components Application process with administrator support Learning= Teacher Leadership, Equity & Content 4 Convenings per year Assurances & Action Plans Willingness to lead change Julie

How is the Fellows’ Network Structured? Early Learning Fellows English Language Arts Fellows Mathematics Fellows Science Fellows Regional Early Learning Coordinators Regional English Language Arts Coordinators Regional Mathematics Coordinators Regional Science Coordinators Regional Early Learning Coordinator Fellows Lead Regional English Language Arts Coordinator Fellows Lead Regional Mathematics Coordinator Fellows Lead Regional Science Coordinator Fellows Lead Julie It’s important to understand how we’ve structured the Fellows’ Network because it will help you know where to turn for help. There are two things you should notice about this chart. First, notice that the arrows show that there are relationships within the content-area groups. Fellows are led by Regional ESD Coordinators. One of those Coordinators is the Fellows Lead. The second thing you should notice is that arrows show relationships across the content areas, as well. Although the professional learning in each content area may be very specific, regional coordinators work across content areas to build connections in the leadership experiences Fellows engage in. To summarize: Each content-area group of Fellows are led by Regional Coordinators—1 at each ESD. Each content-area group of Coordinators has a Fellows Lead. There are 4 Fellows Leads. The Fellows Leads work with OSPI content-area leadership and Association of Educational Service Districts champions—directors and Assistant Superintendents who are helping to guide the Fellows’ Network. So, who are you going to call? Not Ghostbusters! If you’re a Fellow and have a question, contact your Regional Coordinator. If you’re a Regional Coordinator and have a question, contact your Regional Coordinator Fellows Lead. Fellows’ Advisory Committee (with OSPI and AESD Leadership)

Where are the 2016-17 Fellows? Julie This slide shows how the Fellows are distributed across the state. As you can see, the distribution of Fellows varies within and across ESD regions. Because math and ELA Fellows have been on board the longest, we can see that the red (ELA) and gray (math) bars of this chart are generally the tallest. That said, in some regions there are many more math than ELA Fellows. Take a look at ESD 101 and 121, for example. In other regions, the numbers of math and ELA Fellows are almost even. Look at ESD 105, 114, or 189. But ESD 113 knocks everybody out of the park with the number of ELA Fellows. Andrew, which ESD are you from? Let’s focus on the gold bars of science for a moment. In its second year, science is building its membership. In ESD 121 and 189, science Fellows actually outnumber ELA Fellows, and in ESD 114 and 171, science is the area with the greatest Fellows representation. Early Learning, our newest Fellows, are represented in each ESD, as you can see by the blue bars. Although we’ve pointed out differences in the distribution of Fellows in each ESD, your most important takeaway should be that regardless of the numbers, each ESD has Fellows in each of the four content areas.

2015-16 Data 776 Fellows across the state Fellows reporting working with 18,490 teachers across all sessions for Math, Science & ELA 88% reported being on track to implement their action plan Julie

Lessons Learned and Next Steps Great capacity can be build with limited resources Clarity on “loose” & “tight” components is important Administrative support is essential Great power in statewide collaboration Need for increasing the rigor for evaluation and data collection Need for common operational definitions i.e. Equity Importance of the Advisory Committee to support coherence andrew

To Think About Do you have teacher leadership models in your region/state? If so, what are the similarities/differences? What ideas can you apply to your context? What additional questions do you have? Andrew

Northwest ESD pestvold@nwesd.org Dr. Andrew Eyres Capital Region ESD aeyres@esd113.org Pam Estvold Northwest ESD pestvold@nwesd.org Julie Rolling Puget Sound ESD jrolling@psesd.org Thank you! Andrew