1. Success by Design Charlotte-Mecklenburg Schools
Charlotte, North Carolina
Presenter: Melissa Stormont, Program Manager

2. Current Instructional Career Paths
Teacher Assistant
Classroom Teacher
Facilitator or Dean
Executive Director or Director
Learning Community Superintendent or Chief
Principal
Assistant Principal or Content Specialist
Note: Not all are directly impacting excellent teaching for all students.
Speak to pay range doesn’t change for teacher to facilitator or dean. But you do have to leave the classroom to earn more.
What’s wrong with this picture? The majority of these steps are outside the classroom, non-instructional, and no direct contact with students.

3. Research Behind our Action
Research states:
“The top 25 percent of U.S. teachers—more than 800,000 of them—already achieve a level of results that could enable all of our children to meet and exceed standards, graduating from high school ready for college and careers.”
“Students with top-quartile teachers learned nearly twice as much as those taught by the bottom 25 percent of teachers. Students with top 25 percent instructors mastered one third more material than a typical student would learn.”
The problem…
“Annually, more than 8% of these high fliers leave teaching, a loss of about 64,000 very effective teachers every year!”
Reference:
Opportunity at the Top: How America’s Best Teachers Could Close the Gaps, Raise the Bar, and Keep Our Nation Great
The solution…
“If great teachers can advance their careers by reaching more children and earning more money, more will stay.”
Excerpts taken from: Opportunity at the Top: How America’s Best Teachers Could Close the Gaps, Raise the Bar, and Keep Our Nation Great,

4. Applying CMS Data Applying the research to CMS data…
According to research, 2,274 of the 9,097 teachers in CMS would make up the top quartile.
End-of-year student assessment data and teacher evaluation rubric data shows 653 teachers in CMS received Exceeded Growth rating (2.0+) in and received Accomplished or better on their Summative Evaluation the past two years. This represents about 7% of our teacher population.
How do we retain and reward these extraordinary teachers?
Growth Data and Summative Evaluations are two portions of our talent pool rubric.
Standards 1 & 4 on their Summative Evaluation- leadership and facilitation of instruction.
653 of 9,097 teachers in CMS is 7%

5. Opportunity Culture Career Path
Reach Associate
Classroom Teacher
Reach Team Teacher
Multi-Classroom Leader 1
Multi-Classroom Leader 2
Indirect Reach
Master Reach Teacher
Senior Reach Teacher
Direct Reach
We created roles that offers great teachers an advanced career path.

6. Opportunity Culture Roles
Indirect Reach
Teaches students directly (pull-out, push-in, assigned to a class)
Gives feedback based on non-evaluative observations
Co-teaches and models with team of teachers
Leads, co-plans, and collects/analyzes data for team of teachers
Coaches team of teachers
Direct Reach
Directly teaches more students often with support from either technology and/or a paraprofessional
Does not coach teachers
Revisit the 2 Reach umbrellas- Direct (RA, RTT, SRT, MRT) and Indirect (MCL1, MCL2)
Read slide. Note that none of these positions are evaluative or should have admin duties.

7. Opportunity Culture Roles
Indirect Reach
Multi-Classroom Leader 2: $20,000 (1.45 ADM)
Multi-Classroom Leader 1: $13,000 (1.30 ADM)
Direct Reach
MRT- Master Reach Teacher: $9,800 (1.25 ADM)
SRT- Senior Reach Teacher: $6,000 (1.15 ADM)
RTT- Reach Team Teacher: $1,500 (1.05 ADM)*
Paraprofessional
Reach Associate: Pay Grade 2, works 40hrs/week and on teacher workdays, also given 5 sub days (0.65 ADM)
These roles are sustainable at each school by exchanging positions or using Title 1 funding.
*NOTE: RTT must be on a team with an MCL

8. Financial Sustainability
Classroom Teacher(1.0)
Classroom Teacher (1.0)
CURRENT SCHOOL MODEL (4.0 ADM)
Classroom Teacher(1.0)
Classroom Teacher(1.0)
Opportunity Culture Models
3.95 ADM
3.95 ADM
4.0 ADM
Reach Associate
(o.65)
Reach Associate (0.65)
Reach Associate (0.65)
Classroom Teacher
(1.0)
Classroom Teacher
(1.0)
Classroom Teacher (1.0)
Conversation regarding sustainability and how it applies to the school model design process. The main idea here is that schools must use the same amount of money, but distribute it differently in order to create teacher leader positions.
Reach Team Teacher (1.05)
Multi-Classroom Leader1
(1.3)
Senior Reach Teacher (1.15)
Classroom Teacher
(1.0)
Senior Reach Teacher (1.15)
Multi-
Classroom Teacher (1.3)

9. Vacancies Allow Us to Fund Reach Roles
Vacancy example
1.0 VACANCY ADM
0.3
0.05
0.65
1 RA
1.0 Teacher ADM
1 Reach Team Teacher (1.05)
1.0 Teacher ADM
1 Multi-Classroom Leader (1.3)
Here is an example of how 1 vacancy can be used to create stipends for multiple new Opportunity Culture positions.
Current turnover and vacancy rates will enable schools to fund reach roles without dismissing teachers.
© 2015 Public Impact
OpportunityCulture.org

10. District Strategy
Goal 1: Maximize academic achievement in a personalized 21st-century learning environment for every child to graduate college- and career-ready.
Goal 2: Recruit, develop, retain and reward a premier workforce.
Goal 3: Cultivate partnerships with families, businesses, faith-based groups and community organizations to provide a sustainable system of support and care for
each child.
Goal 4: Promote a system-wide culture of safety, high engagement, cultural competency and customer service.
Goal 5: Optimize district performance and accountability by strengthening data use, processes and systems.
Goal 6: Inspire and nurture learning, creativity, innovation and entrepreneurship through technology and strategic school redesign.
Although the program touches on many of our district goals, we align most with Goal 2 which then impacts Goal 1.

11. Program Description From the district’s perspective:
A strategy to recruit, retain, and reward a premier workforce.
From a school’s perspective:
A strategy to meet or exceed School Improvement Plan goals and close achievement gaps.
From a principal’s perspective:
A strategy to build capacity in the school by hiring excellent teacher-leaders to reach more students and coach other teachers.
From a teacher’s perspective:
An advanced career pathway that provides the opportunity to expand his/her reach to more students while earning more money.
From a student’s/parent’s perspective:
An opportunity to be taught by a highly effective teacher.

12. Success by Design Schools
36 SbD schools are participating in More schools join each year.
*Project Lift’s 9 schools have their own roles, talent pool, and processes .

13. Program Management Information Sessions (Principals and Candidates)
Readiness Surveys, Reports and Site-visits
Communication (School and District)
Design Sessions
Design Plans and Exchanges
Talent Pools
Screening and Hiring
Professional Development
Data Collection (tracking and monitoring progress on schools, teacher-leaders, teachers they support, and students)
Interdepartmental Communication
Budget
Revisions to the Program
There are multiple overlapping layers to the Success by Design program. Processes are being created and revised to ensure each part works seamlessly with another.
Design Sessions, Talent Pool, PD, Communication

14. Data on Success by Design Cohorts
94% schools Met/Exceeded Growth from Cohorts 1 and 2 on End-of-Year State Assessments
17 participating schools in ; 30 schools in
18% -or 27,121- of CMS students are in a Success by Design school in
88% (15 of 17 schools) increased their overall Culture Index score on the Insight Survey within the past two years
Discuss PI findings: OC schools outperformed district and state non-OC schools and non-OC title 1 schools.

15. Data on Recruitment Of the 202 candidates who applied in 2015-16,
94 were accepted into the talent pool
96 positions filled for (88 certified staff, 8 instructional support)
10.66 years = average years of experience of the Success by Design teacher-leaders
Average salary of teacher-leaders is $51,700
Position stipends average $9,400 annually
Discuss exchanges to make advanced roles sustainable at each school.
Need for more applicants, so increasing recruiting efforts, beginning with talent pool informational sessions.
Three face-to-face sessions offers transparency around the revised process.
59.1% Master’s Degree
23.9%
National Board Certification
17%
Both

16. Data on Teacher Effectiveness
In , 31 Multi-Classroom Leaders (MCLs) supported 125 teachers. In , 49 MCLs are supporting 251 teachers.
84.7% of the teachers supported by a MCL in improved in overall performance on the North Carolina Teacher Evaluation Rubric. 
Retention in CMS to to
Teacher-leaders
85.2%
95.6%
Teachers supported by a MCL
85.3%
88.8%
The impact teacher-leaders make is worth the cost of the traded position or Title 1 funded position.
For 125 teachers supported by an MCL:
Developing ratings: 62.8% decrease
Accomplished ratings: 123.5% increase
Distinguished ratings: 66.6% increase 

17. Data on Student Achievement
Success by Design (17 schools from Cohorts 1 and 2) vs. NC and CMS
Difference between EOY Proficiency Data
The 17 schools from Cohort 1 & 2:
7 are non-title1
10 are title 1 (3 are in turnaround- Beacon Initiative)
Overall from 2012 to 2016, SbD schools, outperformed the district and state in every subgroup except 1 (two or more races). Graph indicates point gains in EOY proficiency.
EDS- Economically Disadvantaged Students; LEP-Limited English Proficient; SWD-Students With Disabilities; AIG-Academically/Intellectually Gifted

18. Lessons Learned
School’s readiness to begin the work and innovativeness matters
Transparent communication and buy-in at the school level is essential for success
A well-defined talent pool process is imperative to ensuring principals have access to high-quality teacher-leaders and for the program to maintain its prestige
Professional development needs to be proactive, not reactive, and ongoing
Innovative scheduling should be woven throughout all design sessions, not left until the end
Be prepared to navigate roadblocks

19. Proactively increase professional development
Goals for Continued Success
Proactively increase professional development
Expand recruitment efforts
Recruitment:
national reach through social media and reputable platforms
transparency in screening process and sessions held to inform candidates
PD:
Proactive = sessions, articles, videos, book studies, and tasks laid out for teachers interested in becoming a teacher-leader
Ability for current teacher-leaders to expand their expertise through job-embedded PD
The idea is if we do PD right, we’ll have an exceptional talent pool for principals to choose from.

20. Success by Design Program Manager
Contact Information
Melissa Stormont
Success by Design Program Manager
Success by Design website: