Federal Programs Spring Directors’ Conference March 6-7, 2012

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

2. 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 • Retention • Retraining

3. Points  Squares  CirclesThe Big Ideas

4. Points  Squares  CirclesValidate My Thinking

5. Points  Squares  CirclesQuestions I Still Have?

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

7. 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

8. Title II Expenditures: FY 2010 22% $4,701,122 14% 64% $3,081,854 $13,624,247 (Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)

9. Title II Expenditures: FY 2011 14% $2,980,760 23% 63% $4,771,486 $13,462,821 (Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)

10. 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

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

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

13. Did You KNOW?

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

15. Almost half of them are gone after five years.

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

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

18. Could coaching be an opportunity to better support beginning teachers?

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

20. Did You Know?

21. In every profession teamwork is the path to high performance.

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

23. 75%of U.S. teachers want more teaming and collaboration.

24. How can we teachers in meeting student needs? support

25. Professional Learning Communities Learning Teams Collaborative Teams Collaborative Teams Literacy Teams Leadership Teams Grade Level Teams Content Teams Numeracy Teams

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

27. 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.

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

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

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

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

32. 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 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)

33. Embedded Professional Development Translating Learning into Practice “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)

34. 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;

35. 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.

36. Professional Training and Translating the Learning into Practice

37. Embedded Professional Development Translating 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

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

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

40. Roles of WV Coaches

41. Coaching Rolesthat 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

42. 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

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

44. Funding Sources for Coaches • Federal: • Title I • Title II, Parts A and D • Title III • Title VI • IDEA • State: • Step 7 • State • Local: • Levy 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)

45. 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

46. Ways in Which One Virginia School District Currently Funds Coaches’ Salaries 2006-2007 80% Title I/20% General fund 2007-2008 50% Title I/50% General Fund 2008-2009 39% Title I/31% Title II/30% General Fund 2009-2010 39% Title I/31% Title II/30% General Fund

49. Example of WV School District Using Title II for Coaches

50. Example of WV School District Using Title II for Coaches