30 teachers/teams will host a sharing session in the spring to explain their new learning 30 teachers/teams will create a log of activities, reflections and data throughout the course of the grant that meets the criteria outlined in their application At a minimum 4 of the mini grants will be selected based on criteria determined by mini grant committee for in-depth monitoring of student achievement and teacher practice outcomes Outcomes (Measuring the impact of what was done): Of the mini grants selected teacher(s) observations will include data collection on the implementation of best practices identified in mini grants. Data will be taken on teacher practice, student engagement and student evidence, including work samples. Increasing PLC times from 2 to 5 hours Outputs: Review of each buildings master schedule Collect PLC agendas and notes Outcomes: Each building leadership team will closely monitor at least 3 PLCs through observation and feedback conversations regarding the focus of the work completed during PLCs. They will use the checklist of highly effective PLCs to see if criteria throughout the year are being met. Components Addressed: Compensation Mini grants, PLC leaders, sub committee stipends for participants to recognize their added contributions. Evaluation Data collected around implementation of best practice will be aligned to the model core teaching standards and used to inform future professional development activities Professional Learning Individual and team mini grants around professional learning, high quality collaborative PLCs informed by observational data to improve teacher practices and student achievement. Career Pathways Mini grants will lead to sharing sessions or PD sessions for peers by peers, PLC leaders, Subcommittee members designing high quality criteria GOAL ONE: Action Plan: (Activities & Timelines) Drivers/Current State: (why this is needed) Plan for Collection and Evaluating
Critical Attributes: Access to leadership opportunities is limited and these opportunities are not tied to instructional improvement or based on educator evaluation and/or student assessment data. Critical Attributes: Some Leadership opportunities are tied to instructional improvement and classroom practices based on educator evaluation and student assessment data. Leadership opportunities are not available to everyone. The process for selecting educators for leadership opportunities is not transparent. Critical Attributes: Leadership opportunities are tied to instructional improvement and classroom practices based on educator evaluation and student assessment data. Leadership opportunities are available to educators who have demonstrated effectiveness (rated at a of proficient or higher) in area they are supporting. Access to the leadership opportunities is communicated with defined roles, responsibilities and qualifications. Critical Attributes: Leadership opportunities are directly tied to instructional improvement and classroom practices based on educator evaluation and student assessment data. Leadership opportunities are available to all educators who have demonstrated effectiveness (rated at a level of proficient or higher) in area they are supporting. Access to the leadership opportunities is transparent with clearly defined roles and responsibilities and qualifications. A rigorous selection process is in place. Specific training and on-going support is provided to all leaders. D: New Compensation Models Level 1: 0pts Level 2: 3pts Level 3: 4pts Level 4: 5pts The description of work vaguely indicates that work has been initiated and provides little or no evidence that the school district’s compensation model aligns to their values and beliefs around teaching and learning. The description of work indicates that the work has been initiated but provides limited evidence that the school district has developed compensation model aligns to their values and beliefs around teaching and learning. The description of work describes and provides evidence that the school district’s compensation model aligns to their values and beliefs around teaching and learning and is supported by current best practice research. The description of work clearly describes and provides multiple pieces of evidence that the school district’s compensation model aligns to their values and beliefs around effective teaching and learning and is supported by current best practice research Critical Attributes: Little or no work has been done to redesign the compensation Critical Attributes: A plan for determining whether the compensation system Critical Attributes: In theory the compensation system matches the district's Critical Attributes: There is evidence that the compensation system matches the district's vision, beliefs, values and goals around student
four separate blueprint areas with little integration. used to inform some PD offerings. The district’s base salary schedule is supplemented with stipends for additional roles and responsibilities that are listed under career pathways. viewed as fair, trust worthy and reliable and are used to inform career pathway, compensation and PD decisions. Specialized positions are compensated. The connection between most components is evident. As an example, evaluation results determine professional learning needs and career pathway positions are in place to provide support in areas of need. worthy and reliable and are used to inform career pathway, compensation and PD decisions. A fully integrated model has a true alternative compensation model. The four components are part of a seamless system with data and information from each component informing practice in other areas. Each component is supporting the other three areas. Domain 2: Implementation Plans A: Goals Level 1: 0 pts Level 2: 1pt Level 3: 3pts Level 4: 5pts The implementation plan and/or narrative is vague and fails to describes how the goals are aligned to the four integrated components that support student and educator needs. The implementation plan and/or narrative has some goals which loosely align to the four integrated components that support student and educator needs. A plan for collecting evidence of implementation is incomplete. The implementation plan and/or narrative includes measurable goals and is aligned to the four integrated components that support student and educator needs. A plan for collecting data for evidence of implementation is included. The implementation plan and/or narrative includes rigorous measurable goals and is aligned to the four integrated components that support student and educator needs. A clear plan for collecting data for evidence of implementation is included as well as how the data will inform future practice
C: Evidence of Impact Level 1: 0 pts Level 2: 1pt Level 3: 3pts Level 4: 5pts The district’s system for measuring the impact of the activities included in the implementation plan on the districts identified needs around student learning and educator effectiveness does not exist. The district’s system for measuring the impact of the activities included in the implementation plan on the districts identified needs around student learning and educator effectiveness is limited The implementation plan/narrative describes and provides evidence on the district’s system for measuring the impact of the activities included in the implementation plan on the districts identified needs around student learning and educator effectiveness. The implementation plan/narrative clearly describes and provides multiple pieces of evidence on the district’s system for measuring the impact of the activities included in the implementation plan on the districts identified needs around student learning and educator effectiveness. Critical Attributes: There is no plan for collecting and/or analyzing data regarding student learning and/or teaching practice. Critical Attributes: There is a description of needs in the areas of student learning and/or educator practice. The system for measuring the impact on student learning and/or educator practice is not complete. Critical Attributes: Measurable impact targets related to identified needs are evident for both increases in student learning and improvements in teaching practice. Data will be collected and analyzed to determine impact of student learning and teaching practice. Critical Attributes: Specific measureable impact targets directly tied to identified needs are evident for both increases in student learning and improvements in teaching practice. It is clear what data will be collected and analyzed to determine impact of student learning and teaching practice. Domain 3: Communication Plan A: Goals & Rationale Level 1: 0 pts Level 2: 1pt Level 3: 3pts Level 4: 5pts