Iowa’s Teacher Leadership & Compensation System October 8, 2015 Partnering for the success of students

Today’s Outcomes I can articulate the focus of the statewide TLC system. I can explain the early challenges and strengths of the TLC system. I can make connections from my work as a pre-service teacher educator to the TLC Framework of System Supports. I can articulate ways to prepare pre-service candidates for entry into a TLC system.

Individually record what you Know (K column) and what you Want to know (W column) about TLC Share with an elbow partner what you Know about TLC Join another elbow partner group and discuss what you Want to know about TLC Table Talk with KWL KWL

Focus of the Statewide TLC System

History of Teacher Leadership & Compensation Iowa Department of Education

History of Teacher Leadership & Compensation Iowa Department of Education

Teacher Leadership & Compensation System Division VII of HF 215 created the Teacher Leadership and Compensation System, as well as the Teacher Leadership Supplement (TLS) categorical funding stream. Goals: attract and retain effective teachers promote collaboration reward professional growth and effective teaching improve student achievement by strengthening instruction Planning Grants: $3.5 million available in 2013 Phased-in Entry: $50 million available per year for the , , and school years. Funding is cumulative and includes a growth factor, so in and beyond TLC will be $150 million+ initiative. Iowa Department of Education

Division VII of HF 215 provides school districts three models to consider in developing a local teacher leadership and compensation plan. Teacher Career Paths Model (284.15) Instructional Coach Model (284.16)Comparable Plan Model (284.17) Based on the work of Iowa’s Teacher Leadership and Compensation Task Force and creates model, mentor, and lead teacher roles. Includes three leadership roles: model teacher, instructional coach, and curriculum and professional development leader Includes minimum criteria all plans must meet: (1) minimum salary of $33,500 for all full-time teachers; (2) increased support for new teachers; (3) differentiated, multiple teacher leadership roles; (4) rigorous selection process; (5) aligned professional development system. Teacher Leadership & Compensation Models Iowa Department of Education

IF we effectively compensate teachers; recruit and promote excellent teachers and provide support as they collaborate reflectively to refine their practice; create the political will and understanding necessary to remake the status of the teaching profession; give highly effective teachers opportunities to grow, refine, and share their expertise; and develop a clear system with quality implementation, THEN… student learning will increase, student outcomes will improve, and students will be prepared to succeed in a globally competitive environment. Theory of Action Iowa Department of Education

TLC Plan Application Part 1: Planning Process Part 2: Vision and Goals for TLC Plan Part 3: TLC Plan connection to school improvement initiatives Part 4: Utilization of teacher leaders to improve new teachers Part 5: Teacher leadership roles and responsibilities Part 6: Teacher leader selection criteria and process Part 7: Teacher leader’s role in improvement of professional development program Part 8: Impact/Effectiveness of TLC program with monitoring and adjustment of plan Part 9: Capacity to implement and sustain TLC program Part 10: Estimated budget

Five “Must-Haves” for Local Plans Minimum salary of $33,500 For new teachers: Additional coaching, mentoring, and opportunities for observing instructional practice Differentiated, multiple, meaningful teacher leadership roles Rigorous selection process for leadership roles Aligned professional development

All Participating Districts Iowa Department of Education In , the Commission approved applications from 76 districts for implementation in year two and 83 additional districts in year three. They join 39 districts from year one.

TLC Evaluation Iowa Department of Education The central focus of the Department’s evaluation plan is on ensuring the TLC system achieves the goals of attracting and retaining effective teachers, promoting collaboration, rewarding professional growth and effective teaching, and improving student achievement by strengthening instruction. Our approach to evaluation includes four key components. Collaboration Instructional improvement Achievement Progress toward locally- determined goals Fidelity of implementation Trends Leadership Roles Salary Data Iowa BEDS Plan Changes Tracker External Support End of Year Report

Resources compensation-system TLC System Application FAQ’s Application Process and Scoring Rubric TLC Year 1 & 2 Selection Process and Results

KWL I can articulate the focus of the statewide TLC system. Talk and add to your “W” and/or “L” columns

Early Challenges & Strengths of the TLC System

What We’re Hearing – Early Strengths Iowa Department of Education TLC implementation is off to a strong start. Stakeholders in all roles have expressed enthusiasm and have highlighted tangible results in the first few months of implementation. These early positive results are common across all districts, regardless of size or geography. “TLC lets our teachers be the leaders they are.” Superintendent, Colo-Nesco “This is the first time in my career I’ve been involved in creating professional development.” “A teacher’s day is full, so to be able to ask for support from a coach has been an awesome experience.” “I’ve noticed a really good vibe since we’ve implemented TLC. It has reenergized the staff.” “TLC has strengthened collaboration and has led to the better use of data to drive instruction… We’re already seeing big gains in student achievement.” “TLC has exponentially increased the development of teachers… and has accelerated their work in delivering better instruction.” Teacher Leader, Cedar Rapids Teacher, Benton CSD Board Member, Colo-Nesco Principal, Sioux CityAsst. Supt., Southeast Polk

What We’re Hearing – End of Year Strengths Improved support for new teachers and the mentors who support them. Teacher leaders received quality professional learning, increasingly supported teachers as the year progressed, improved curricular alignment and coherence, and were satisfied with their roles. Collaboration increased, improved, and was more fully supported. Teachers feel positively about TLC, feel more supported, and were given more opportunities for professional growth. Retention improved. The quality of professional development was improved. Initiatives were implemented with more fidelity and were more fully supported. Student engagement increased. Iowa Department of Education Districts and teachers remain enthusiastic about TLC implementation and the impact it is having. These positive results represent themes seen in the end of year reports submitted by districts.

What We’re Hearing – Early Challenges The fast pace of change can be difficult for schools. School districts have found that clearly defining each leadership role is critical, but this can be difficult to do when the roles are new to the system. TLC changes the role of the principal, and in many cases this can spark difficult conversations. Implementing TLC can shrink the pool of available substitute teachers. For example, a school district hired 27 teachers this year who were formerly substitutes. Rural school districts may face additional challenges, including filling all of their leadership roles from within and managing the logistical challenges of teacher leaders serving schools in multiple communities. Iowa Department of Education While implementation is proceeding smoothly, districts have also shared challenges in implementing their TLC plans.

What We’re Hearing – End of Year Challenges Student achievement was not improved. Mentors and mentees need more time to meet. Not all districts reached 25% participation levels. Districts are adjusting roles and responsibilities. Internal cohesion, data collection, and review needs to improve. Provide more support for administrators. Continue to improve professional learning and collaboration. Ensure all teacher leader roles are fully utilized. Improve oversight and evaluation of teacher leaders. Iowa Department of Education Districts continue to have challenges as they implement their TLC plans. The needs below represent themes seen in the end of year reports submitted by districts.

KWL I can explain the early challenges and strengths of the TLC system. Talk and add to your “W” and/or “L” columns

Connections with Pre-service Educators Preparing Pre-service Candidates

Creating a System of Support Iowa Department of Education The Department of Education is working with stakeholders across Iowa to identify, coordinate and provide opportunities for teacher leaders and school leaders to build the knowledge and skills they need to be successful in these new leadership roles. Adult Learning Collaborative Culture CommunicationContent, Pedagogy & Assessment Systems Thinking DataOrganizational Leadership Focus Areas Design and delivery of professional learning. Facilitation of group processes and development of necessary structures for professional learning environments to be effective. Cultivation of skills associated with effective dialogue with colleagues. Implementat ion of research and best practice in content (Iowa Core), instruction and assessment. Integration and alignment of district and statewide educational improveme nt efforts. Facilitation of data analysis and data- informed decision making. Facilitation and enactment of a vision for school improvement with teacher leadership as a point of leverage.

Iowa Department of Education TLC System - Framework for Learning Supports

Information and Support Iowa Department of Education The Agora Community on the AEA PD Online website will serve as the one-stop- shop and collaboration hub as districts implement their local TLC plans.Agora Community bit.ly/tlcagora Log in as guest to access Agora Community

Reflect For yourself: How do you see your expertise supporting the TLC Learning Supports Framework? What skills or resources might you need in order to support pre-service candidates and early career teachers as they enter TLC schools? For your courses: What specific outcomes related to pre-service teacher courses, dispositions, or field experiences can you identify that will result in preservice teachers who are prepared to be successful in a TLC system? In which of the 7 categories do you see connections with specific courses you teach? (see handout)

KWL Talk and add to your “W” and/or “L” columns Circle any “Ws” that were NOT answered Star one “L” that was most profound and share at your table

Recap I can articulate the focus of the statewide TLC system. I can explain the early challenges and strengths of the TLC system. I can make connections from my work as a pre-service teacher educator to the TLC Framework of System Supports. I can articulate ways to prepare pre-service candidates for entry into a TLC system.