Building a Culture of Sustainable Leadership: Growing Teacher Leaders Remington Point Elementary ٠ Fort Worth, Texas Presenter: Dr. Chaney Curran, Principal

My Administrative Journey in Eagle Mountain Saginaw ISD 2009-2010 District Administrative Intern K-12 2010-2013 Assistant Principal, Willow Creek Elementary 2013-2014 Assistant Principal, Remington Point Elementary 2014-Present Principal, Remington Point Elementary

Please take three minutes to introduce yourself to a shoulder neighbor. Name City, State, District Current Position/Job Title

Purpose of this Session This session is designed to assist administrators discover the power of shared leadership and create an individualized action plan for implementation based on the campus needs assessment.

Remington Point Elementary Demographics Enrollment: 600 students White 38.54%  African-American 13.75%  Hispanic 40.58%  Asian American 2.72%  Native American 0.34%  Other  4.07% Male 50.59%  Female  49.41% English Learners 8.49% Migrant  0% Free/Reduced Lunch  47.71% Special Education 11.71% 

Why This Topic is Relevant My administrative experiences at Remington Point Elementary

In a Nutshell… “The principal’s job in schools is becoming more complex, and it has been established that school leadership can no longer reside in one person.” (Ballek, O’Rourke, Provenzano, & Bellamy, 2005)

Why a culture of sustainable teacher leadership? Sharing the responsibility of campus decision-making with teachers and incorporating staff in authentic leadership roles will not only create a stable foundation of a positive school culture, but grow effective teachers who: are part of a community and take ownership in the success of the campus. strive to reach a shared mission and vision.

Steps to Create an Action Plan 1. Campus needs based on Campus Improvement Plan (CIP) 2. Three types of Teacher Leaders encountered 3. Create committees of “ready” teacher leaders 4. Wheels in motion 5. Ongoing leadership training

Campus needs based on CIP At RPE, we had a fundamental need to improve Tier 1 instruction which directly impacts student achievement.

Campus needs based on CIP What do we currently have in place that could be strengthened with teacher “believe in” and higher levels of teacher leadership? ertical Teams

Campus needs based on CIP Think Fast! What is ONE area of need from your campus? 2 minutes to think and jot

Three types of Teacher Leaders encountered Growing their careers or completing higher degrees/ certifications Natural-Born leaders Have knowledge and leadership qualities but don’t necessarily see themselves as leaders

Getting Started by identifying YOUR Teacher Leaders Think about the teachers/staff on your campus…. On the handout provided, place some of your teachers/staff members into each of the three categories listed. Three minutes to think and jot

Do you remember Remington Point’s CIP Area of Need?

Create committees of “ready” teacher leaders PLC Council: A grade level representative was asked to serve as a council member. At the PLC Council meetings, a variety of topics were discussed that lead to a more cohesive and productive PLC within each grade level. Topics of discussion included: How to address grade level issues/needs through positive, professional conversation Roles and responsibilities of classroom teachers Collaborative PLC problem solving Successes and next steps for continued forward motion

Kaci Hauke 4th grade teacher PLC Council Member

Create committees of “ready” teacher leaders Assembled a Vertical Team for reading and math: Each nine weeks, one member from each grade level spent a half day with campus and district specialists to dive deeper into the district curriculum guide, student data, TEKS, and research-based instructional strategies used across the grade levels. Jennifer Serravallo, Reading Strategies

Make clear to the committee: Wheels in motion Make clear to the committee: Purpose: Why are we doing this? Expectations: Be professional, be ready to positively problem solve, foster a safe meeting environment, bring information back to the grade level, share out thoughts/ideas

ELAR Vertical Team Leader Laura Hrabal Literacy Specialist ELAR Vertical Team Leader

Wheels in motion SMART Goal: Strategic Measurable Attainable Collective Commitment: We will communicate and collaborate professionally with all. We will encourage a growth mindset in a positive and supportive environment. We will respect the thoughts and ideas of all. We will keep student success at the forefront of decision making. SMART Goal: Strategic Measurable Attainable Results-based Time-based

Ongoing leadership training How will you maintain growth with current teacher leaders while training others who are “waiting in the wings” for their opportunity? Role playing difficult situations and “crucial conversations” Small moments for Teacher Leaders to “practice” Book studies with reflective activities Good mentorship Lead by example

Successes at Remington Point Elementary with Teacher Leaders in place… Data from 2013-2016 indicates a 58% rise in the number of students who passed the third grade State of Texas Assessment of Academic Readiness (STAAR) math test. Fourth grade STAAR math scores have increased over 10 points from 2013-2016. Data from the 2013-2016 school years indicates a 61% rise in the number of kindergarten students who met the district prescribed End-of-Year reading standards.

Questions? Please feel free to ask at this time or contact me at: Dr. Chaney Curran, Principal ccurran@ems-isd.net (817) 232-1342

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