Federal Programs Spring Directors’ Conference

March 6-7, 2012

Linda BraggOffice 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. Retention2. Retraining

Points Squares Circles The Big Ideas

MAJOR POINTS LEARNED

Points Squares CirclesValidate My Thinking

THESE IDEAS

SQUARED WITH

MY OWN

Points Squares CirclesQuestions I Still Have?

THINGS STILL GOING

ON IN MY HEAD

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 Planc. Building Capacity for Collaborative Teamingd. The District’s Highly-Qualified Plan

1. Retention2. 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

64% 14%

22%

(Note: Estimate Excludes Administrative, Indirect, and Parental Involvement Expenditures)

Title II Expenditures: FY 2011

$2,980,760

$4,771,486

$13,462,821

63%23%

14%

(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 Learningo 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 anopportunity

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 Learningo Professional Learning (data-based & team-

identified)• Technical Assistance for Educators who need

to improve performance (retraining) & for implementation of programs or strategies

Did You Know?

In every profession teamwork is the path to high performance.

Health care teamsLegal 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

Professional Learning Communities

Grade Level Teams

Learning Teams

Collaborative Teams

Literacy TeamsLeadership Teams

Content Teams Numeracy Teams

CollaborativeTeams

High Impact Areas to Consider in a

District’s Plan for Continuous Improvement

• New Teacher Retention• Collaborative Teaming Processes

o Focus on Student Learningo 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 Learningo 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 Coaching3. 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 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)

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

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

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 Learningo 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 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

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

Coaching

TechnologyIntegration

Roles

The Work of Coaches according to Task Force

1. Support the Continuous Improvement Process

2. Build Capacity for Site-based Collaborative Teaming and Peer Coaching3. 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• StateLocal:• 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

• 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

Curriculum & Instruction 181

Technology, 89

School Improv,

37 Mentor, 27

Curric & Instruc Technology

School Improv Mentor

Number & Type of Coaches

ARRA, 3

County, 48 Ed Jobs, 16ECE, 1IDEA, 14Levy, 6

RLIS, 10

State, 37

Step 7, 5

Title I, 137

Title II, 127

Coaches By Funding Source

ARRA

County

Ed Jobs

ECE

IDEA

Levy

RLIS

State

Step 7

Title I

Title II

Example of WV School District Using Title II for Coaches

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 GrowthSupporting All Educators

A. Coaching Team Processes (collaborative and leadership teams) B. Coaching for Professional Performance (individual educators)

1. Specific Technical Assistance for Individual Teachers2. 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 lnbragg@access.k12.wv.us

Phone: 304-558-3199

Coaching for Learning Web Site will be launched during the May 29-31 training.