Federal Programs Spring Directors’ Conference March 6-7, 2012 Linda Bragg Office of Title II, III & System Support Developing Federal Programs of Excellence

Evidence-Based Approach to Effective Resource Allocation Strategic Finance Choices for: Professional Learning Continuous Improvement (Student Learning) Building Capacity for Collaborative Teaming The District’s Highly-Qualified Plan 1.Retention 2.Retraining

Points  Squares  Circles The Big Ideas

Points  Squares  Circles Validate My Thinking

Points  Squares  Circles Questions I Still Have?

As We Reflect on-- Strategic & Research-based Finance Choices for Developing Federal Programs of Excellence … …consider how academic coaching might serve to support: a.The District’s Continuous Improvement Plan b.The District’s Professional Development Plan c.Building Capacity for Collaborative Teaming d.The District’s Highly-Qualified Plan 1.Retention 2.Retraining

Title Program Requirements Must be based on needs of the school district listed within the 5 year plan for continuous improvement Must be targeted first at schools identified for improvement Must focus on increasing student achievement Must be supplemental positions and not supplant state or local funds

Title II Expenditures: FY 2010 $4,701,122 $3,081,854 $13,624,247 (Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)

Title II Expenditures: FY 2011 $2,980,760 $4,771,486 $13,462,821 (Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)

Interpretation of the Data West Virginia spends an over three dollars on “workshop” professional development for every dollar spent on coaching or classroom size reduction. (Title II) The trend indicates that districts are reducing the practice of classroom size reduction in favor of hiring coaches

High Impact Areas to Consider in a District’s Plan for Continuous Improvement New Teacher Retention Collaborative Teaming Processes o Focus on Student Learning o Professional Learning (data-based & team- identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

Have we really considered the critical importance of supporting beginning teachers through a comprehensive induction period and not merely one-year mentorship? Addressing Retention as Part of a Highly-Qualified Plan

Did You KNOW?

One third of new teachers leave the classroom within three years.

Almost half of them are gone after five years.

Over half of them say they’d stay in teaching longer if they could work with other teachers.

New teachers eager to make a difference... Coaches with wisdom, expertise and experience eager to support new teachers...

Could coaching be an opportunity to better support beginning teachers?

High Impact Areas to Consider in a District’s Plan for Continuous Improvement New Teacher Retention Collaborative Teaming Processes o Focus on Student Learning o Professional Learning (data-based & team- identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

DidYouKnow?

In every profession teamwork is the path to high performance.

Health care teams Legal teams Space exploration teams You probably work on a team. Fire and rescue teams

75% of U.S. teachers want more teaming and collaboration.

How can we teachers in meeting student needs? support

High Impact Areas to Consider in a District’s Plan for Continuous Improvement New Teacher Retention Collaborative Teaming Processes o Focus on Student Learning o Professional Learning (data-based & team- identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

Collaborate About What? If we want our school improvement efforts to have a significant impact on student learning, we should focus those efforts on the factors that significantly impact learning.

Highly Effective Collaborative Teams Focus on 4 Critical Questions: 1.What is it we expect students to learn? 2.How will we know when they have learned it? 3.How will we respond when they don’t? 4.How will we respond when students already know it?

In what ways could coaches assist teachers or teacher teams with focusing on the Four Critical Questions? Let’s Ponder Would utilizing coaches as part of job-embedded PD be more effective for translating learning into practice than a workshop?

Individual Reflection Partner Reflection Table Talk Take a few minutes to reflect on what you have heard and use your graphic organizer to write down your thinking.

High Impact Areas to Address in a District’s Plan for Continuous Improvement New Teacher Retention Collaborative Teaming Processes o Focus on Student Learning o Professional Learning (data-based & team-identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

The Work of Coaches according to Task Force 1. Support the Continuous Improvement Process 2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching 3. Support for Beginning Teachers (and Mentors) Professional Development Staff development is not just to implement isolated instructional innovations; its central purpose is to build strong collaborative work cultures that will develop the long- term capacity for change. Michael Fullan

“Embedded professional development is a continuous cycle of improvement that fosters collective responsibility; primarily occurs several times per week; and must be supported—by job-embedded coaching or external assistance.” Learning Forward (formerly NSDC)

Guiding Principles for Effective Job- Embedded Professional Development Establish teams Create an environment of shared responsibility for student learning; Provide opportunities for them to share Engage in active learning that is sustained over time through job-embedded action research; Encourage to become exemplars of change;

Guiding Principles for Effective Job- Embedded Professional Development Provide a risk-free setting for transparency of practice, collective work and reflection; Provide support (coaches) to serve as role models for effective leadership and professionalism; and Provide opportunities for contribution to meaningful work; Provide sufficient time for integration of learning into practice.

Professional Training and Translating the Learning into Practice

Coaching can provide the support that teachers need to improve the quality of their instruction that results in increased student learning. Educational Leadership, Jan. 2012

Individual Reflection Partner Reflection Table Talk Take a few minutes to reflect on what you have heard and use your graphic organizer to write down your thinking.

High Impact Areas to Address in a District’s Plan for Continuous Improvement New Teacher Retention Collaborative Teaming Processes o Focus on Student Learning o Professional Learning (data-based & team-identified) Technical Assistance for Educators who need to improve performance (retraining) & for implementation of programs or strategies

Roles of WV Coaches

Coaching Roles that Could Support Collaborative Teaming Processes Resource Provider Data Coach Curriculum Specialist Instructional Specialist Support Mentors of Beginning Teachers (or mentor themselves) Supporter of Collaborative Teams Classroom Supporter Learning Facilitator Supporter of School Leadership Teams Implementation Coach Learner

Coach as a Supporter of Struggling Teachers Resource Provider Data Coach Curriculum Specialist Instructional Specialist Support Mentors of Beginning Teachers (or mentor themselves) Supporter of Collaborative Teams Classroom Supporter Learning Facilitator Supporter of School Leadership Teams Implementation Coach Learner

Beginning Teacher Mentor Learning Facilitator Continuous Improvement Curriculum and Instruction Data Coach Collaborative Teaming Coach Technology Integration

The Work of Coaches according to Task Force 1. Support the Continuous Improvement Process 2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching 3. Support for Beginning Teachers (and Mentors) Funding Sources for Coaches Federal: Title I Title II, Parts A and D Title III Title VI IDEA State: Step 7 State Local: Levy

Possible Sources of Funding for Coaches Title I Title II Grants (Technology, SIG monies, MSP, etc.) Special Education General Fund Rural & Low Income Schools (RLIS) Step 7

Ways in Which One Virginia School District Currently Funds Coaches’ Salaries % Title I/20% General fund % Title I/50% General Fund % Title I/31% Title II/30% General Fund % Title I/31% Title II/30% General Fund

Example of WV School District Using Title II for Coaches

Is Professional Development in your district primarily based on…. Teacher preferences? Grant determinants? Various district offices’ control? OR Let’s Ponder

Is Professional Development in your District …. Research-driven & based on most impact on student achievement? Aligned to performance goals & capacity- building? Accessible to integrated budgets? Based upon staff needs, determined by data? Connected to district policies for teacher recruitment, retention or support? Measured for effectiveness of the investment?

What Strategic Finance Choices Will your District Make for: Professional Learning? Continuous Improvement (Student Learning)? Building Capacity for Collaborative Teaming? The District’s Highly-Qualified Plan… Retention? Retraining?

Individual Reflection Partner Reflection Table Talk Take a few minutes to reflect on what you have heard and use your graphic organizer to write down your thinking.

Task Force Recommendations for supporting coaches and mentors Policy Support (teacher induction) Strategic Resource Allocation Professional Development

WVDE’s Professional Learning Structure of Support for West Virginia Coaches

Coaching for School Growth Supporting All Educators A. Coaching Team Processes (collaborative and leadership teams) B. Coaching for Professional Performance (individual educators) 1.Specific Technical Assistance for Individual Teachers 2. Induction: Mentorship and/or Coaching of Beginning Teachers The Work of Coaches—a Snapshot

Year-long blended delivery: Face-to-Face and Online Modules & Networking Based on the levers of the West Virginia Continuous Improvement Process & Learning-by-Doing Model Access to specialized training Graduate credit State level and regional support Possible future plans: WV coaching standards and evaluation that may eventually lead to an advanced credential or endorsement for academic coaches

Coaches support teachers and teacher teams as professionals and students benefit!

Contact Information Linda Bragg Phone: Coaching for Learning Web Site will be launched during the May training.