Attracting, Developing & Retaining High Performing Educators Presented By: Diane Tavenner CEO, Summit Public Schools Brian Johnson Executive Director, Summit Prep Charter HS Diego Arambula Executive Director, Summit Public Schools: Rainier

McKinsey Report What matters most in the top schools systems in the world? –Getting the right people to become teachers –Ensuring the system is able to deliver the best possible instruction to every child –Developing them into effective instructors

Summit Non-Negotiables 1.High-performing teacher in every classroom, every day 2.Every student can be successful in a 4-year college 3.Emotionally and physically safe 4.Develop core characteristics 5.Every student is truly known 6.Research-based, best-practice organization 7.Heterogeneous and untracked; no closed doors for any student 8.Do more with less 9.Values-based decision making 10.Leave no student behind

Attract School Model Hiring Process High Performers

School Model Teachers are set up for success –1 prep –4 classes at no more than 30:1 –40 days of Professional Development –Extended semester –Two hours daily prep with colleagues –Teacher-leaders

Hiring Process

Think - Pair - Share What are your top two non-negotiables? What aspects or elements of your school model support them? Are there any elements or structures that block or do not support them? How could you improve alignment and what would be some tradeoffs?

Develop Set Goals Professional Development Practice Assess

Continuum of Teaching Practice Expert Highly Proficient Proficient Basic Assessment Content Curriculum Instruction Knowing Learners & Learning Leadership Mentoring

Continuum StandardsBasicProficientHighly Proficient Expert IA. Content Knowledge Understand the subject matter, as well as the history, structure, and real-world applications of the subject. I know and understand the information and skills encapsulated in the standards of my course. I am knowledgeable in my content and familiar with the content of other courses in my discipline, and am able to build on skills and content taught previously, and teach skills and content that needed for future courses. I am knowledgeable enough in my content to spiral within my content and knowledgeable enough in the other courses in my discipline to design intra-disciplinary lessons or units designed to create a meta-conceptual bonus for students. I am knowledgeable enough in my content to spiral within my content, and knowledgeable enough in the other courses in my discipline to design and teach intra- disciplinary lessons and units that intentionally lead to a meta-conceptual bonus.

Personalized Educator Plan (PEP) 1.Continuum Development Goals –Determines Base Salary 2.Data-driven Bonus Goals –School Level Goal –Grade-level Team Goal –Individual Goal 3.Resiliency Goals 4.Core Characteristics Goals

Teacher Development Cycle Set Goals (PEP) Professional Development (differentiated by PEP goals) Practice (Peer/Admin Observation) Assess (Peer/Admin Feedback, Year-End PEP)

Skill-Based Step and Ladder Levels for Base Salary: Level 1: Basic in all 7 strands Level 2: Proficient in all 7 strands Level 3: HP in 4 of 7 strands (incl Instruction) Level 4: HP in all 7 strands (incl National Boards) Level 5: Expert in 4 of 7 strands

Shared Decision Making Those with Authority Those who are affected Decision

Think - Pair - Share What strategies does your school use to develop teachers? How do you know if your teachers are improving in mission critical areas? How can you continue to improve alignment?

Retain Get Results Pay for Performance Career Lattice

Thank You Please complete the evaluation form. For further information: –Diane Tavenner –Brian Johnson: –Diego Arambula: