Direct-Reach Teachers Introducing Opportunity Culture and Defining the Direct-Reach Teacher Role Notes about this session: This session is intended to be the first in the summer professional learning series. Ideally, the school leadership—principal or assistant principal—would attend this session with their DRTs. Advance preparation for this session: Please print out or make electronically available: Handout—Direct-Reach Teachers: Job Competencies The job descriptions for each of the attendees—these may include: Specialized Teacher; Blended-Learning Teacher (Rotation); Blended-Learning Teacher (Flex); Remote Blended-Learning Teacher (Rotation); Remote Blended-Learning Teacher (Flex); Expanded-Impact Teacher (note that you may need to explain the expanded-impact title, as it is mentioned only briefly here) Handout—Next Steps Reflection Please have available: Flip chart or white board Markers Sticky notes set in center of each table Objective of this slide: provide an overview for attendees Estimated time: 1 minute Facilitator says (throughout the slides, put this in your own words): This session sets the stage for all that we’ll learn over the next few days, as we work on some of the key tools you’ll have in your new role. We’ll provide frameworks to guide you over the coming year, and give you opportunities to role-play with these tools. To start, let’s cover details of an Opportunity Culture, and what it means to be a direct-reach teacher, and how this role fits into the bigger school redesign structure. Being able to clearly define the role, responsibilities, and expectations, and how a DRT differs from and collaborates with other teacher-leaders in the school, will help pave the way to success. Additional Presentation Options: If the presenter is a current DRT: Share a little anecdote about having been a DRT for the past year and excitement about sharing ideas and experience. If the presenter is a coach from a partner organization: Share a little anecdote about having been part of the school redesign process for the past year and how excited you are to be here and see the group getting started.

Do Now On three sticky notes… What have you heard about Opportunity Culture? What do you know about your DRT role? What questions do you have coming into this training? Objectives of this slide: Activate participants’ prior knowledge about Opportunity Culture and the DRT role. Estimated time: 5 minute Facilitator says: Please take three sticky notes and reflect on the three questions on the screen: What have you heard about Opportunity Culture? What do you know about your DRT role? What questions do you have coming into this training? Use one sticky note for each question, but you can write as many answers for each question as you’d like. ©2017 Public Impact OpportunityCulture.org

Learning Objectives During this session, participants will.. Learn about Opportunity Culture and how it can improve student outcomes, provide career ladders for educators, and offer increased pay. Understand how OC roles differ from traditional roles. Learn the expectations of the Direct-Reach Teacher role. Objectives of this slide: provide the learning objectives for this session Estimated time: 1 minute Facilitator says: These are our objectives for this session. [click to animate] We want you to: understand Opportunity Culture and the impact it can have on student learning and teacher growth, [click to animate] discuss how OC roles differ from traditional roles, and [click to animate] help you learn what is expected of you in your new role as a direct-reach teacher, in particular as it applies to your school setting. Throughout the next few days, we are going to ask you to think and reflect on your own skills as a teacher. We want you to honestly assess your skills and be prepared to plan for growth. Additional presentation options: Facilitator could ask the audience to silently read through the learning objectives. Facilitator could ask the audience to “popcorn” (taking turns) jumping in and reading the objectives. If additional time is available, before sharing the objectives listed above, facilitator could ask the audience to: Share their expectations of their role and how they differentiate it from other teacher-leaders in the building Share why they applied for the position ©2017 Public Impact OpportunityCulture.org

Why Opportunity Culture? Challenges in Teaching Today: One-teacher-one-classroom model results in “solo practice” and teachers working in isolation Absence of teams allowing for leadership, on-the-job learning, career advancement while teaching, and increased pay Too few students experience excellent teaching How can Opportunity Culture help to address these challenges? Objective of this slide: to provide an overview of how OC attempts to tackle the challenges in teaching today. Estimated time: 1 minute Facilitator says: Opportunity Culture takes on the challenges of the one-teacher-one-classroom model and the absence of teams by doing things differently. Opportunity Culture schools are designed to allow all teachers to improve in their practice by giving more students access to excellent teaching and transforming teaching into a profession with greater pay, opportunity, and support. Give more students access to excellent teaching Transform teaching into a profession with greater pay, opportunity, and support 1 2 ©2017 Public Impact OpportunityCulture.org

Opportunity Culture Principles Reach more students with excellent teachers and their teams. Pay teachers more for extending their reach. Fund pay within regular budgets. Provide protected in-school time and clarity about how to use it for planning, collaboration, and development. Match authority and accountability to each person’s responsibilities. Objective of this slide: to summarize the Opportunity Culture principles and provide context on the DRT role. If your attendees were all part of their design teams and are well versed on Opportunity Culture, you may opt out of reviewing the background information on this slide. Estimated time: 2 minutes Facilitator says: These are what we call the five Opportunity Culture Principles, and they are the foundation of all the school models in an Opportunity Culture. Design teams, composed of teachers and administrators from your school, chose and honed models that followed these parameters to: [click to animate] extend the reach of excellent teachers and their teams [click to animate] pay teachers more for extending their reach [click to animate] fund these pay increases within existing budgets [click to animate] provide protected in-school time for planning, collaboration and development And [click to animate] match authority and accountability to each person’s responsibilities. These principles can be incorporated into an “elevator pitch” about your new position, when you want to quickly explain your new role. We’ll work on your “elevator pitch” later in this session. ©2017 Public Impact OpportunityCulture.org

OC: National Initiative Estimated time: 2 minutes Facilitator says: As Opportunity Culture schools, you are also part of a national initiative to extend the reach of excellent teachers and transform the teaching profession. The first OC schools began implementing in Metro Nashville and the Project L.I.F.T. zone in Charlotte in 2013-14. By spring 2017, OC had grown to 17 sites with 110 schools implementing Opportunity Culture roles, and continues to grow, with new sites joining. A major benefit of being part of this national initiative is that there is strong interest in tracking the success of OC schools, sharing lessons learned, and working together to grow our efforts and increase our collective impact on students and schools. This training series was developed as a direct result of feedback from OC teachers who shared with us the things that have gone well and areas where they need more support. ©2017 Public Impact OpportunityCulture.org

Your School: How Did We Get Here? School Design Process Needs Assessment Goal-Setting Model/Roles Selection Scheduling Selection & Hiring Implementation Planning Objective of this slide: provide background information on the redesign process for context on the work it took to create DRT positions. If your attendees were all part of the redesign process, consider opting out of this slide. Estimated time: 1 minute Facilitator says: In order to create your OC positions, the design team at each of your schools worked together to: Conduct a needs assessment and determine the high-priority areas for your school Set goals defining what ”success” for the new model would be Select and customize the model that would be used at your school—which includes your DRT positions Hire you for your positions (and possibly other reach-extended positions as well) Develop a schedule that allows you to work and collaborate with your team teachers And plan how implementation will occur—most sites phase implementation in over three years. ©2017 Public Impact OpportunityCulture.org

Creating a Career Ladder Reach Associate Classroom Teacher Reach Team Teacher Direct-Reach Teacher Multi-Classroom Leader Objective of this slide: Explain how Opportunity Culture creates career ladders for teachers to increase their impact, take on more responsibilities, and earn more. Note: If the district you are working with has an OC career ladder, update this slide to reflect the site-specific information. Estimated time: 2 minute Facilitator says: Opportunity Culture seeks to attract and retain excellent teachers by creating career ladders that allow teachers to increase their impact on student learning, lead others, take on other responsibilities, and earn more—all while continuing to teach at least part time. While the career ladders look different from district to district, this is an example of the career ladder that can be created by implementing Opportunity Culture roles. A reach associate is a paraprofessional role. RAs support DRTs or MCLs and their teams and perform administrative tasks and supervise students during independent work time or lab time to free time for teachers to focus on instruction and their own professional development. Classroom teacher is the traditional teacher role. Some schools and districts pay reach team teachers—those who are members of MCL teams—a small additional stipend for being on the MCL team and occasionally extending their reach to more students. DRTs extend their reach to at least 33 percent more students. MCLs lead a team of teachers and are fully accountable for the results of all students on their team. ©2017 Public Impact OpportunityCulture.org

Overview of School Models Extend the reach of excellent teachers by… Objective of this slide: Introduce the Opportunity Culture models. Estimated time: 3 minutes Facilitator says: So what are the Opportunity Culture models? [click to animate] Elementary Specialization is a model that allows teachers to specialize in subjects they’re strongest in. While this model is similar to departmentalization, it actually allows teachers to reach even more students through strategic staffing and scheduling. [click to disappear] [click to animate] Class-Size Increases are a simple way to reach more students (by the teacher’s choice), but this is the least-used model because it doesn’t break the one-teacher-one-classroom standard. It’s best in combination with other models that allow teachers to teach smaller groups at a time. [click to disappear] [click to animate] Time-technology and Time-time swaps are used when students spend part of their time with the DRT and the other part of the time engaged in digital learning or other independent practice, typically monitored by a reach associate. [click to disappear] [click to animate] Remotely located teaching allows an excellent teacher to reach more students using technology so that students can be down the hall or across the country from the teacher. This model is especially useful in difficult-to-staff districts and subjects, such as science and technology. [click to disappear] [click to animate] In the Multi-Classroom Leadership model, MCLs lead a team of teachers and are accountable for those teachers’ growth and the outcomes of all their students. [click to disappear] Direct-reach teachers are mostly included in the first four models because the OC teacher is extending his or her reach directly, though DRTs can also work on MCL teams with the support of a Multi-Classroom Leader. ©2017 Public Impact OpportunityCulture.org

OC Jeopardy OC Principles $200 $600 Answer Question $1,000 OC models must _______ more students with excellent teachers and their teams. What is reach? OC must provide protected, in-school _____ for planning, collaboration, & development. What is time? Increases in pay must be funded through ________ budgets. What is regular? (will also accept “current”) OC Roles/Models $200 $600 $1,000 Objective of this slide: Assess participants’ understanding of basic aspects of Opportunity Culture Estimated time: 5 minutes Facilitator says: Now we are going to play a quick game of Jeopardy, starting with a review of the OC principles. [Click to animate each question and allow participants to respond] This OC role includes a teacher who leads and develops a team of adults. What is Multi-Classroom Leadership? A teacher who focuses on a subject or instructional skill of strength. What is Specialization? A teacher who extends their reach without leading a team of teachers What is direct-reach teacher? ©2017 Public Impact OpportunityCulture.org

OC Elevator Pitch Scenario: Your school would like to implement Opportunity Culture and the direct-reach teacher role. You have been tasked with delivering a persuasive 1-minute “elevator pitch” to district leadership to convince them to endorse the initiative. Write your pitch and share it! Objective of this slide: Assess participants’ understanding of how Opportunity Culture impacts student learning and creates opportunities for teachers. Estimated time: 15 minutes Facilitator says: It will be important for all of us to be advocates for the Opportunity Culture models and roles chosen by your schools. Work with a partner to create a 1-minute elevator pitch that would convince district leaders to endorse your school’s implementation of Opportunity Culture. Take about 10 minutes to write your elevator pitch, then we will have a few volunteers share. ©2017 Public Impact OpportunityCulture.org

Direct Reach vs. Indirect Reach Direct-Reach Roles Reach more students by directly instructing more students than currently. Teach students directly Teach more students with support from technology and/or a Reach Associate Direct-Reach Teacher Indirect-Reach Role Reach more students by leading a team of teachers. Lead, co-plan, collect/analyze data for teaching team Manage adults Give feedback and coach Co-teach and model ALSO teach students directly MULTI-CLASSROOM LEADER Objective of this slide: Explain how direct-reach roles differ from indirect teacher roles. Estimated time: 1 minute Facilitator says: With Opportunity Culture models, there are two types of roles: direct-reach and indirect-reach. [click to animate] In direct-reach roles, an excellent teacher extends her reach by directly instructing more students than the standard. DRTs accomplish this with creative scheduling and support from either technology and/or a paraprofessional—using the models we discussed earlier in the presentation. These include roles in the time-time and time-tech swap models, remote teaching model, elementary specialization, and class-size increases. (Note: Some districts call their direct-reach teachers, who may or may not be using technology to extend their reach, expanded-impact teachers.) [click to animate] In indirect-reach roles, an excellent teacher will reach more students by leading a team of teachers—this is the Multi-Classroom Leadership (or MCL) role and model. We will be focusing on direct-reach roles during our sessions. ©2017 Public Impact OpportunityCulture.org

Direct-Reach Teacher Role Direct-Reach Teachers extend their reach to more students directly. They do not lead a team of teachers, but may support a Reach Associate or Aspiring Teacher. Direct-Reach Teacher Class-Size Increase Reach Associate Objective of this slide: Introduce the DRT role and explain that “direct-reach teacher” is an umbrella term for teachers who increase their impact by directly instructing more students using a variety of models and tools. Estimated time: 2 minutes Facilitator says: The direct-reach teacher role is an umbrella role that encompasses all teachers who increase their impact by directly instructing more students using a variety of models and tools as already discussed. To instruct more students, DRTs can use… [click to animate] a blended-learning model—what we call a time-tech swap—in which students receive some instruction directly from the teacher and then also engage in online and digital learning activities. Many blended-learning teachers use rotating schedules to see more students. [click to animate] or in some cases, DRTs may instruct more students by increasing their class size, within limits and by choice, so more students are benefitting from excellent teaching. [click to animate] DRTs can use a reach associate to provide additional support as the DRT takes on more students. [click to animate] Time-time swaps are used when students spend part of their time with the DRT and the other part of time engaged in independent practice, generally offline, typically monitored by a reach associate. [click to animate] Most DRTs don’t use just one tool or model, but instead use a combination of these methods to bring their excellent instruction to more students. Blended Learning (Time-Tech Swap) Time-Time Swap Combination ©2017 Public Impact OpportunityCulture.org

Key Elements of Success While the DRT role can look different across schools, most successful DRTs: Set high expectations for ALL students. Use time and resources strategically to expand impact. Personalize and differentiate instruction. Accelerate learning so students who are grade levels behind can catch up. Objective of this slide: Highlight the common key elements of success for all direct-reach teachers. Estimated time: 1 minute Facilitator says: We recognize that all OC roles have some variation across schools, depending on student needs and school priorities. But we want to stress some key elements of success that should be kept front and center as you think about your role. Successful DRTs will: [click to animate] set high expectations for all students. DRTs are responsible for the learning of a larger-than-normal student load. To be successful as a DRT, you must hold high expectations for all students. [click to animate] DRTs must also use their time and resources carefully to expand their instructional impact. [click to animate] Successful DRTs also personalize and differentiate instruction. [click to animate] Related to differentiated instruction, DRTs also accelerate learning so students who start the year behind can catch up and be on grade level or higher as they move on to the next grade. We realize that this is what all great teachers do, but it is important to elevate these key elements because DRTs accomplish each of these with [click to animate] more students! … FOR MORE STUDENTS! ©2017 Public Impact OpportunityCulture.org

What Qualities Led You to this Position? Objective of this slide: for DRTs to reflect on why they were selected for their positions. Estimated time: 3 minutes Facilitator says: So how did you get here? For a few minutes, let’s put modesty aside and talk about why you were selected for this role. Why do you think you were selected for this position? [Listen for: Experience? Data? Great interview? Recommendations? Sample lesson?] For some, you may believe it was your experience or great student data. Maybe others had stellar recommendations or a phenomenal interview. You were each selected to be here because you have demonstrated excellence, so let’s take a few minutes to define excellence—what do you think makes a teacher great? Any of the competencies listed on the Teacher-Leader Competencies handout Takes the lead when no one else will Has a history of having students excel Sets high standards for students and others Strives for excellence in themselves] ©2017 Public Impact OpportunityCulture.org

Competencies What is a competency? A pattern of thinking, feeling, acting or speaking that causes a person to be successful in a job or role. Competencies can be the focus of professional development and are powerful for selecting people who are already a good fit for a job. Objective of this slide: to understand the concept of competencies (setting up future slides where they will better understand their competencies that led them into their roles, helping them identify their strengths and skills that will be used this year). Estimated time: 2 minutes Facilitator says: In addition to the professional skills you have as a teacher, chances are you also have underlying traits—or competencies—that have helped you be successful in your role. So what exactly is a competency? [click to animate] Competencies are patterns of thinking, feeling, acting, or speaking. They are the underlying traits that make a person more or less effective in their work. Examples include persistence or self-confidence. We don’t use them often as part of selecting people for jobs in education, but they are ubiquitous in other sectors, both for-profit and nonprofit, where companies have invested significant resources to develop competency models that are specific to their jobs, and use them strategically for hiring, placement, evaluation, and development. [click to animate] Competencies are not static. They are developed over a lifetime of experience and can be intentionally developed. A person’s awareness of competencies can be a critical first step in professional and personal growth, which is one reason we are going to explore them now. Competencies are also very effective for selecting individuals who are most likely to be successful in a role. In fact, many of you were selected in part because you demonstrated critical competencies that are essential for direct-reach roles in Opportunity Culture schools. ©2017 Public Impact OpportunityCulture.org

Competencies of DRTs Actions: Teacher practices Knowledge and skills Underlying traits and patterns of behavior Example: Achievement Objective of this slide: to be able to differentiate between actions and competencies. Estimated time: 3 minutes Facilitator says: How are competencies different from actions or the other things that are observable? To answer this question, think of yourself as an iceberg [click to animate]. On the surface [click to animate], we can observe the actions that people take, the qualifications someone has for a job, or even assess a person’s knowledge. But what lies underneath the surface [click to animate] is difficult to see—and these are the competencies. These are recurring patterns of thought and action—the underlying characteristics that have made a person’s outward achievements possible, such as his persistence in confronting challenges. Competencies drive the intensity and scope of our actions. Everyone can think of several people who are have strong achievement drives, but you can probably also think of someone who sets challenging goals and high standards of performance on a scale that is truly remarkable.. As an DRT, you will certainly have to show a bias toward achievement and high expectations for all students you teach. Please take a look at the handout titled “Direct-Reach Teacher Competencies.” These are the competencies which were used to select you for this position that will ultimately help you be successful. Keep this handout as a reference in the future, and familiarize yourself with these competencies. For now, please take a minute to read over the handout and reflect on how your previous experiences are aligned with these competencies—if you would like, feel free to underline a few that you believe are currently strengths of yours. Adapted from Spencer, Lyle M., and Spencer, Signe, M.. (1993) The Iceberg Model. Competence at Work (page 11). New York: Wiley & Sons, Inc. ©2017 Public Impact OpportunityCulture.org

DRT vs. the Traditional Teacher Competency Achievement: The drive and actions to set challenging goals and reach a high standard of performance despite barriers. How it Changes Direct-Reach Teacher Extend achievement drive to more students. Use additional resources (reach associate, technology, strategic scheduling) to differentiate instruction for more students. Traditional Teacher Drive achievement of typical number of students in one-teacher-one-classroom model. Objective of this slide: to understand the shift needed to move from the role of a teacher to DRT in the Achievement competency. Estimated time: 2 minutes Facilitator says: Let’s take a few minutes to dig deeper into how competencies influence actions. First, let’s review “Achievement,” which is defined as “the drive and actions to set challenging goals and reach a high standard of performance.” As a classroom teacher, you were responsible for your own performance and results. As a DRT, you need to focus on your own performance and goals, but you also need to focus on ensuring that your students and a reach associate, when applicable, reach a high standard of performance as well. As you extend your reach to more students, you will need to use higher and higher levels of the competencies—be more and more persistent, for example—in order to be successful. ©2017 Public Impact OpportunityCulture.org

DRT vs. the Traditional Teacher Competency Planning Ahead: A bias toward planning in order to derive future benefits or to avoid problems. How it Changes Direct-Reach Teacher Responsible for monitoring learning progress and planning lessons for at least 33% more students than typical. Responsible for planning for activities lead by a reach associate. Traditional Teacher Responsible for monitoring learning progress and planning lessons for a typical number of students. Objective of this slide: to understand the shift needed to move from the role of a teacher to DRT in the Planning Ahead competency. Estimated time: 2 minutes Facilitator says: Let’s think about one more example, Planning Ahead. As a direct-reach teacher, you will be responsible for monitoring progress and planning instruction for more students. Depending on how your DRT role is structured, you may also be responsible for planning learning activities led by a Reach associate or that students complete independently using digital learning resources or during independent practice time. ©2017 Public Impact OpportunityCulture.org

Job Description Analysis Review the job description and highlight key aspects of the direct-reach teacher role. Note any: Unique aspects of the role Responsibilities that are unclear Questions or aspects that are missing Note: Use the generic DRT job description unless the district has a customized, district-specific job description. Objective of this slide: To allow DRTs to review their specific job descriptions, understand their responsibilities, and to give them an opportunity to ask their school leadership clarifying questions about any ambiguities. Please note: For this activity, participants should be seated with their school teams, including their school leadership if they are present. Estimated time: 15 minutes Facilitator says: To better understand your job expectations and responsibilities, let’s review the DRT job description. If you are not already seated with the other people from your building, please move now so you are seated with them. First, everyone should take a few minutes to read through the job description. As you read, note in the margin unique aspects of the role, and also note responsibilities where you would like more clarity either because you don’t understand the expectation or you feel concerned about your ability in this area. School administrators, as you read, note areas that you agree are important for this role, and also note where you have concerns or would like more clarity about a particular responsibility. [After 5 minutes] Please take the next 10 minutes to discuss as a school team any questions or concerns you may have about the responsibilities listed in the DRT job description. This should help you come to consensus before the school year even starts about what the DRT’s primary responsibilities are. We also want to share learning and insights between groups, so as you discuss please add key takeaways related to aspects of the role you feel confident about, unique aspects of the role, and unclear responsibilities to the gallery wall of chart paper. We will take 5 minutes at the end of this activity to review key takeaways as a group. If you have time, you might also begin prioritizing these responsibilities with an eye to launching the school year successfully—what should DRTs do right at the start of the school year, and which responsibilities are less pressing and can be addressed later in the year? 5 minutes: Reflect individually. 10 minutes: Review and discuss as a group. ©2017 Public Impact OpportunityCulture.org

3-2-1 Activity Write down and share out: 3 things you are excited about as it relates to Opportunity Culture and your new role. 2 new things you learned. 1 question or wondering you have. Objective of this slide: To allow DRTs to share their initial reactions to Opportunity Culture and their role, including notable insights from the JD analysis activity. Please note: For this activity, participants should be seated with their school teams, including their school leadership if they are present. Estimated time: 5 minutes Facilitator says: Thinking about the topics we’ve covered in this session and your analysis of the job description, please write down: 3 things you are excited about 2 new things you learned 1 remaining question you have. ©2017 Public Impact OpportunityCulture.org

Reflection: Next Steps Imagine that one of your colleagues comes up to you during the first week of school and asks you what it means to be an direct-reach teacher. In explaining your role to this colleague, what are the two or three most important things you plan to say about your new role as a DRT? Facilitator: Guest Facilitator Objective of this slide: allow participants to reflect and record next steps. Estimated time: 5 minutes (for explaining reflection and completing) Materials: Next Steps Reflection handout Facilitator says: As a final reflection activity, we would ask you to take a few minutes to reflect on how you will use the work you have done in this session to plan how you will communicate about your role to your colleagues. Imagine that one of your colleagues comes up to you during the first week of school and asks you what it means to be a DRT. In explaining your role to this colleague, what are the two or three most important things you plan to say about your new role as a DRT? ©2017 Public Impact OpportunityCulture.org

Sources Opportunity Culture Toolkit: http://opportunityculture.org/opportunity-culture-toolkit The Many Faces of Leadership in Educational Leadership (2007), by Charlotte Danielson (2007) retrieved from http://www.ascd.org/publications/educational-leadership/sept07/vol65/num01/The-Many-Faces-of-Leadership.aspx KIPP (2009). Leadership Progression Roadmap: Teacher to Grade Level Chair. Retrieved from: http://tntp.org/assets/tools/KIPP_Leader_Progression_Teacher_to_Grade_Level_Chair.pdf Spencer, Lyle M., and Spencer, Signe, M.. (1993) The Iceberg Model. Competence at Work (page 11). New York: Wiley & Sons, Inc. ©2017 Public Impact OpportunityCulture.org