1. Legislative Update June 27, 2013 Iowa ASCD Representative Cindy Winckler cindy.winckler@legis.iowa.gov

2. Highlights of HF 215 – Ed Reform 2% allowable growth for FY14 plus $120/student in one time money 4% allowable growth for FY15 Extended Early Intervention Block Grant for 5 years $10 million in FY15 for High Need School pilots $425,000 to continue Competency-Based Education task force

3. Allowable Growth 2 plus 2 does not equal 4 – although it’s nice to get 2 2% plus 2% one time money in FY14 $6121 per student in allowable growth plus $120 in one time money. In FY15, building off 2% Allowable Growth and computing 4% growth, the SCPP would be $6366. If Allowable Growth was 4% in FY14, the FY15 SCPP would be $6491, a difference of $125 per student in FY15.

4. ED REFORM - THE JOURNEY TO DATE….

5. McKinsey Report – 2007 http://mckinseyonsociety.com/downloads/reports/Education/How-the-Worlds-Most-Improved-School-Systems-Keep-Getting-Better_Download- version_Final.pdf

6. Although the four “wrong” components have a place in the reform constellations, they can never be successful drivers. It is, in other words, a mistake to lead with them. Countries that do lead with them (efforts such as are currently underway in the US and Australia, for example) will fail to achieve whole system reform. Even worse, chances are that such strategies will cause backward movement relative to other countries that are using the right drivers.” April 2011 - http://www.michaelfullan.ca/home_articles/SeminarPaper204.pdf Choosing the Wrong Drivers for Whole System Reform – Michael Fullan (P. 5) “ In the rush to move forward, leaders, especially from countries that have not been progressing, tend to choose the wrong drivers. Such ineffective drivers fundamentally miss the target. There are four main “wrong driver” culprits, that I discuss with their matched pairs that refer to the more effective alternative. In all cases choosing a combination of the wrong drivers makes matters significantly worse (or better). The culprits are: 1.accountability: using test results and a teacher appraisal, to reward or punish teachers and schools vs. capacity building; 2.individual teacher and leadership quality: promoting individual vs. group solutions; 3.technology: investing in and assuming that the wonders of the digital world will carry the day vs. instruction; 4.fragmented strategies vs. integrated or systemic strategies.

7. Building Professional Capital “Our message is that teachers and teacher leaders, along with system leaders who want to build an effective and highly charged profession, need to seize the crucial moment, confront the core problems, present and develop clear alternatives, and turn those alternatives into an energizing reality. It is time to change the game.” Hargreaves, Andy and Fullan, Michael, Professional Capital – Transforming Teaching in Every School, p.xv

8. Building Professional Capital “Professional capital is about collective responsibility, not individual autonomy; about scientific evidence as well as personal judgment; about being open to one’s clients rather than standing on a pedestal above them; and ultimately about being tough on those colleagues who after every effort and encouragement, fall short of their professional mission and let their peers as well as their students down.” Hargreaves, Andy and Fullan, Michael, Professional Capital – Transforming Teaching in Every School, p.xv-xvi

9. Teacher Leadership Pathways Per pupil funding: Funding level of $310.55 per pupil in supplemental funding Pathways are optional District can request a waiver if the funding is not sufficient to complete their plan

10. Teacher Leadership Pathways Funding and Timelines District allocation during implementation based on $310.55 per pupil. Allocation must raise beginning salaries to $33,500 first. These dollars are supplemental and are not added to the base. FY 14FY 15FY 16FY 17 Planning Grants to all districts $3,500,000 Implementation Grants for 1/3 of districts each year $49,300,000

11. Minimum components Move minimum salary to $33,500 Multiple teacher leader roles, goal of at least 25% of teachers in leadership roles Increased support for new teachers, such as additional coaching, mentoring, and opportunities for observing excellent instructional practice. Teacher-Leader experience, move from 2 to 3 years, with one year in district. A rigorous selection process for placement into and retention of teacher leadership positions. Teachers must have three years of experience, with at least one year experience in the district. Pathway Options Instructional coaches (full or part-time), Peer coaches, Curriculum and professional development leaders, Framework (Initial teachers, Model teachers, Mentor teachers, Lead teacher) Build your own model meeting minimum components Teacher Leadership Pathways

12. The plan must utilize the Iowa professional development system adopted by the state board of education and facilitated by educators. Commission on Educator Leadership and Compensation shall evaluate the applications and monitor the implementation of models. The DE Director or School District may appeal commission decision to the State Board of Education. The make-up of the Commission is 7 teachers, 5 of which are members of their local bargaining unit; 3 administrators, 2 school board members, 1 AEA, 1 parent, 1 business leader, 1 higher education, ED/President of ISEA, SAI, IASB; DE Director – non-voting member.

13. Teacher Leadership Pathways A. Framework - includes five career or leadership roles for teachers. Defines minimum salaries and time expectations for purposes of the career ladder in Iowa Code 284.7 or 284.15. Includes a residency year for the first year of teaching. Each school board must appoint a site-based review council for each of the district’s attendance centers that is comprised of equal numbers of teachers, and administrators. Teacher members will include teachers who will conduct peer group reviews and who have been nominated by the collective bargaining organization, if one exists, that represent teachers. The council must accept and review applications submitted to the school’s or the school district’s administration for assignment as a model, mentor, or lead teacher, and make recommendations.

14. Teacher Compensation – Level 1 New Code 284.15 Initial Beginning teaching career between 0-3 years of experience Must complete a 1-year residency Participate in mentoring and induction program 5 additional days of professional development Starting salary $33,500 Current Iowa Code 284.7 (To be repealed in FY17) Beginning Teacher Completed practitioner preparation program Holds initial teacher license or intern license Participates in the mentoring and induction program 2-year process to meet expectations of 8 teaching standards and 43 criteria through portfolio evaluation and observations Minimum salary $28,000 ($33,500 if used as a pathway)

15. Level 2 Current Iowa Code 284.7 (To be repealed in FY17) Career Teacher Statement of professional recognition Completed beginning teacher mentoring and comprehensive evaluation Demonstrates competencies of a career teacher Holds valid license (standard license) Participates in PD and demonstrates continuous improvement Minimum $30,000 salary (+ $2,000 increase) New Code 284.15 Career Holds a statement of professional recognition and is licensed under chapter 272 Successful completion of mentoring and induction program Demonstrates competencies of a career teacher as determined by comprehensive evaluation Participates in professional development and demonstrates continuous improvement (No salary increase recommended and no designation of supplemental pay)

16. Level 3 Current Iowa Code 284.7 (To be repealed in FY17) Career II Teacher Has met requirements of Career Teacher and demonstrates competencies of a Career II Teacher Completed performance review Minimum Salary +$5,000 of minimum Career Teacher salary New Code 284.15 Model Meets Career Teacher requirements Demonstrates competencies of a model teacher Participates in a rigorous review process and recommended for 1 year assignment District must designate at least 10% model teachers 5 extra days to strengthen instructional leadership +2,000 salary supplement

17. Level 4 Current Iowa Code 284.7 (To be repealed in FY17) Advanced Teacher Receives recommendation of the review panel identifying superior teaching skills - reviewed by the review panel. Evidence from classroom-based portfolio Holds valid license Participates in teacher PD and demonstrates continuous improvement in teaching Possess skills and qualifications to assume leadership roles Minimum salary +$13,500 greater than minimum career teacher salary New Code 284.15 Mentor Meet all criteria of Model teacher and demonstrate superior teaching skills Possess skills and qualifications to assume leadership roles Participates in a rigorous review process and recommended for 1 year assignment District must designate at least 10% of teachers as mentors Teach 75% of the day, then mentor other teachers 10 extra days to strengthen instructional leadership +$5,000 salary supplement

18. Level 5 No criteria in 284.7 New Code 284.15 Lead Meet all criteria of Mentor teacher, demonstrate superior teaching skills, ability to lead adult learners, and assume leadership roles Participates in a rigorous review process and recommended for 1 year assignment District must designate at least 5% of teachers as lead teachers Teach 50% of the day, then co-teach, co-planning, peer reviews, observe career, model and mentor teachers and other duties as assigned 15 extra days to strengthen instructional leadership +$10,000 salary supplement

19. Teacher Leadership Pathways B. Instructional Coach Model Instructional or peer coach who meets the requirements specified for a career teacher and engages in full-time or part-time instructional coaching (specifies coaching duties) and limits stipend to not less than $5,000 plus 10 days. Requires one instructional coach at each attendance center or at least one for every 500 students enrolled in the attendance, whichever is greater A curriculum and PD leader (receives training over the summer at the expense of the school district including time for the teacher beyond the contract) 15 additional days, plus $10,000

21. Transfer to Classroom Practice Percent of Participants Attaining Transfer Theory/Information Only 0% Theory & Demonstration 0% Theory, Demonstration & Practice 5% Theory, Demonstration, Practice & Peer Coaching 95% Percent of Participants Attaining Transfer Theory/Information Only 0% Theory & Demonstration 0% Theory, Demonstration & Practice 5% Theory, Demonstration, Practice & Peer Coaching 95% Student Achievement Through Staff Development by Bruce Joyce and Beverly Showers, p. 78

22. Iowa, Did You Know?

23. Resources Hargreaves, Andy and Fullan, Michael, Professional Capital – Transforming Teaching in Every School, Teachers College Press, 2012 “Choosing the Wrong Drivers for Whole System Reform,” Fullan, Michael http://www.michaelfullan.ca/home_articles/SeminarPaper204.pdf http://www.michaelfullan.ca/home_articles/SeminarPaper204.pdf Iowa Professional Development Model http://educateiowa.gov/index.php?option=com_content&task=vie w&id=232&Itemid=1286 http://educateiowa.gov/index.php?option=com_content&task=vie w&id=232&Itemid=1286 NOBA for HF 215 https://www.legis.iowa.gov/DOCS/NOBA/85_HF215_Final.pdf https://www.legis.iowa.gov/DOCS/NOBA/85_HF215_Final.pdf Iowa, Did You Know? http://www.youtube.com/watch?v=E1JyLYphevc&feature=y outu.be http://www.youtube.com/watch?v=E1JyLYphevc&feature=y outu.be