M-DCPS Teacher LEADership Academy: A Human Capital Investment
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This document outlines Miami-Dade County Public Schools' Teacher LEADership Academy, which aims to develop teacher leaders. It discusses selecting teachers for leadership roles like instructional coaching and supporting new teachers. Teachers participate in professional development sessions to strengthen skills in areas like digital innovation, collaborative culture, and student achievement. The goals are to empower teachers as leaders, retain effective staff, and improve instructional quality throughout M-DCPS. Common challenges addressed include recruiting teachers for hard-to-staff schools and retaining early career educators. The Academy provides pathways for teacher leadership and supports developing teacher expertise.
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M-DCPS Teacher LEADership Academy: A Human Capital Investment
- 1. M-DCPS Teacher LEADership Academy A Human Capital Investment Miami-Dade County Public Schools Office of Human Capital Management
- 2. Who’s in the Audience
- 3. Agenda @ a Glance • Share Teacher LEADership Academy core elements • Review strategies for transforming and refining current structures in support of teacher leadership • Address common challenges and systems of support for success • Identify steps for strengthening teacher leadership
- 4. Norms of Collaboration • Ask questions • Engage fully in the learning process • Integrate new information • Open your mind to diverse views • Utilize what you learn!
- 5. • Excelling as the fourth largest public school district in the nation oAchieved A rating for the firs time in history oEliminated all F-rated traditional schools for the second consecutive year • Serving over 400 schools and 350,000 students Pre-K through 12th grade • Employing over 40,000 staff members • Recruiting and retaining over 20,000 instructional professionals
- 6. Our Vision 20/20 We provide a world class education for every student. M-DCPS’ mission is to provide the highest quality education that empowers all students to be productive lifelong learners and responsible global citizens. Pilar III: Highly Effective Teachers, Leaders, and Staff Priority 2: Recruit and hire the most qualified people, develop them deliberately and retain them strategically
- 7. What is teacher leadership? This I Believe About Teacher Leadership • Take 1 minute to write about teacher leadership • Stand up and find a partner • One reader and one listener • The listener can ask questions – clarifying, more detail, etc. • Switch roles • Share new perspectives with larger group
- 8. Our Challenges • Recruiting teachers for fragile and hard-to- staff schools • Identifying broader teacher candidate pools for critical shortage areas • Retaining a higher percentage of early career (years 3-5) teachers • Securing funding for competitive teacher salaries and incentives
- 10. Teacher Leadership Challenges • Identify a challenge within your district in reference to teacher leadership • Choose a picture that represents the challenge • Share within your group how the picture represents the identified challenge • Be ready to share out!
- 11. Knowledge & Skills Collaborative Culture Continuous Improvement Collective Responsibility Results Oriented Shared Leadership Promoting a Culture of Professional Learning
- 12. Professional Learning Support Teams (PLSTs) PLSTs support the school's development and implementation of a high quality professional development plan that: • Promotes a school culture of collaboration and collective responsibility for student learning • Enhances educator's professional growth and effectiveness through deliberate practice • Positively impacts student achievement • Empowers teacher leaders to lead from the classroom and build capacity for other teachers to emerge as teacher leaders
- 13. • New and Early Career Teacher Support Lead Mentor • Digital Innovation Leader • Instructional Coach Leader Professional Learning & Growth Leader Assistant Principal PLST Composition
- 14. M-DCPS Teacher LEADership Academy Pathways within the Teacher LEADership Academy will create a career lattice for effective teacher leaders to lead within and across schools. The M-DCPS Teacher LEADership Academy is grounded in improving students’ learning and teacher effectiveness. It promotes student achievement by retaining and empowering effective teachers to develop as instructional leaders through the M-DCPS Framework of Effective Instruction. WHY The M-DCPS Teacher LEADership Academy is designed to challenge and support teacher leaders across the District in developing the andragogical knowledge, content expertise, and facilitative leadership skills needed to guide instructional improvements in schools. Teacher leaders will participate in sustained, systemic professional development to become certified as school-based leaders that facilitate job- embedded professional learning and growth, support new and early career teachers, transform instructional coaching, and promote digital innovation for teaching and learning. WHAT HIGHLY EFFECTIVE TEACHERS, LEADERS & STAFF VISION 20/20 PILLAR III
- 15. New and Early Career Teacher Support Supporting new and early career teachers On-site mentoring, coaching, learning walks Professional Learning & Growth Building capacity, faculty empowerment, growth and development PLCs, School-wide PD, PD Blueprint, TDO, DPGT Digital Innovation Increasing teacher effectiveness with technology integration in classroom instruction Discovery Ed, iReady, MyOn, Microsoft Office Tools, Promethean Board Instructional Coaching Developing teachers’ expertise in curriculum and FSA Standards- based instruction anchored through the FEI Instructional coaching cycles, model lessons, effective evidence- based feedback, mentoring, coaching Multiple Pathways to Teacher Leadership M-DCPS Teacher LEADership Academy LEADing from the Classroom Leading Education and Development
- 16. Academy Overview Cohort 1 Cohort 2 39 schools • 13 Elementary schools • 7 K-8 Centers • 8 Middle schools • 1 6-12 Preparatory academy • 10 High schools 34 schools • 13 Elementary schools • 6 K-8 Centers • 9 Middle schools • 6 High schools
- 17. Selection Criteria • Hold a Professional Educator’s certificate • Minimum of three (3) years’ experience in the support and development of new and early career teachers, and/or • Minimum of three (3) years’ experience in the development and/or implementation of professional development opportunities at the school-site • Demonstrated ability to communicate effectively in both oral and written forms • Master’s degree in education or a related field, preferred, not required
- 18. Roles & Responsibilities • Professional Learning & Growth Leader: Coordinates, monitors, and supports the fidelity of implementation in the professional learning opportunities offered to teachers in support of teaching and learning. • New and Early Career Teacher Leader: Coordinates, monitors, and supports the fidelity of implementation in the mentoring and induction program provided to new and early career teachers in support of teaching and learning. • Digital Innovation Leader: Coordinates, monitors, and supports the fidelity of implementation of a range of digital innovation tools used in the District in support of teaching and learning. • Instructional Coach Leader: Coordinates, monitors and supports the fidelity of implementation of a range of instructional coaching practices to positively and effectively impact student achievement and teacher effectiveness.
- 19. Team Roles & Responsibilities • Attend all Teacher LEAdership Academy sessions and showcase • Clinical Supervision • PLST Fall Session • PLST Spring Session • Monthly Virtual Check-ins • Learning Showcase • Serve as an active member of the Professional Learning Support Team • Commit to an active role as a learner throughout the period of the academy • Design and conduct action research based on school’s needs as they relate to the Framework of Effective Instruction (FEI) and as determined by the District-wide Professional Development Needs Assessment Survey. • Submit a proposal to present the results of my action research at the Learning Showcase
- 20. District Collaboration • Share with your table group how you collaborate with other departments within your district • Be ready to share out!
- 23. Lessons Learned • Facilitate open communication with all impacted stakeholders • Secure support from school administration through collaboration and shared leadership opportunities • Have clearly defined role descriptions and specific measurable goals and expectations • Develop clear selection criteria and a rigorous selection process • Provide release time in order to complete additional leadership responsibilities
- 24. “Professional capital policies and practices build up the expertise of teachers individually and collectively to make a difference in the learning and achievement of all students.” Hargreaves & Fullan, 2013 A Human Capital Investment
- 26. • What is one message you want to share with others in your district? • What is one next step you would like your district to take?
- 27. Contact Mr. Jose L. Dotres JDotres@dadeschools.net Ms. Milagros Gonzalez mgonzalez5@dadeschools.net Carmen S. Concepcion carmenconcepcion@dadeschools.net Dr. Isela Rodriguez iselarodriguez@dadeschools.net prodev.dadeschools.net @Mdcps_ProfDev http://professionaldevelopmentatmdcps.blogspot.com/
Hinweis der Redaktion
- Introduce facilitators and role within the district.
- Participants will introduce themselves and their role within their districts.
- Review agenda.
- Review norms.
- Play M-DCPS accolades video.
- Share information & provide context – PD part of HCM.
- All of you have some experience with teacher leadership. I want all of you to take one minute and write a paragraph titled, This I Believe about Teacher Leadership Put the timer on and give everyone a chance to write about teacher leadership When the time is up, have everyone stand up, take their paragraph and one person will read the report to the other One minute The “listener” can ask questions – clarifying, more detail, etc. The “reporter” will answer At the end of two minutes, switch roles & repeat 5 MINUTES
- Share challenges.
- Follow instructions on slide Formal and informal TL challenges PLST How can teacher leadership support teacher retention?
- Background info: FLDOE PD Redevelopment Human capital approach Share how HCM collaborates with other departments within the district to hire, develop, and retain teachers Provide vision and support across the district
- There has been a shift from district prescribed PD to capacity building at the school-site through the development of teacher leaders Shift PL from a centralized function to a school level structure for collaboration, peer-to-peer learning, and personalized learning PLSTs drive professional learning at the school-site Focus for 2018-2019: Deepen understanding of the FEI based on PD Needs assessment
- Makes use of the current PLST structure to develop a cadre of teacher leaders by clearly identifying differentiated teacher leadership roles in the areas of new and early career teacher support, professional learning and growth, instructional coaching, and digital innovation Recommended team composition: AP, PD Liaison, other key teacher leaders. This team is key to accomplishing the shift to primarily school-level professional learning. It should be a support/help to the principal. The size of the team is determined by the principal, the core nucleus will receive training and support from our office. All members are welcomed to participate in the ongoing virtual professional learning that will take place throughout the year. The team oversees the development and implementation of professional development activities at the school.
- The M-DCPS Teacher Leadership Academy is the district’s commitment for creating career pathways that strategically and deliberately create career lattices for teachers to lead from the classroom. – Investing in our human capital Teacher leaders of culture of teacher leaders leading from the classroom is amplified. As part of our District’s Vision 20/20 of system for developing highly effective teacher leader and staff – refer to hand out Part of a roll out – MAP (Millennial Access Map)
- Let’s review how the Leadership Academy is designed and to provides and multiple pathway to teacher leadership. Creating a culture of teacher leaders who lead from the classroom. 40 second trailer highlighting roles. Review how the Leadership Academy is designed and to provides and multiple pathway to teacher leadership. Creating a culture of teacher leaders who lead from the classroom. At selected schools 4 teachers are recommended by administrator to perform a specific leadership role – New and early career teacher support Professional learning and growth, Instructional coaching, And digital innovation Program Overview Makes use of the current PLST structure to develop a cadre of teacher leaders by clearly identifying differentiated teacher leadership roles in the areas of new and early career teacher support, professional learning and growth, instructional coaching, and digital innovation Addresses the specific professional learning needs of each teacher leadership role by differentiating the context, process, and content of the professional development provided Supports teacher leaders who lead from the classroom Different tracks Multiple pathways to teacher leadership In collaboration with a local universities, national experts in the specific field these roles will be credentialed in order to further cultivate the leadership skills in teachers that are in the classroom - Creating a culture of teacher leaders who lead from the classroom.
- Amplifying professional development practices of colleagues Refer to card
- New study found that students who go to schools where their teachers have a leadership role in decision-making perform significantly better on state tests. The data in Figure 5 reveals a clear collective relationship between the degree of teacher leadership in a school and a school’s level of proficiency. For example, holding constant school background characteristics, a school with the highest level of overall teacher leadership on average is ranked at the 56th percentile in both math proficiency and in ELA proficiency in its state. In contrast, a school with the lowest level of teacher leadership on average is ranked at the 45th percentile in both math proficiency and ELA proficiency.
- M-DCPS continuous to develop teacher leadership and professional development programs to assist teacher leaders become more successful Facilitate open communication between the district, the region, the school administration and the teacher leaders To ensure the success of the program, administrators from targeted school sites must be aligned with the vision and mission of the program Roles must clearly defined, and measurable goals and expectations must be specific
- So we would like to leave you with the affirmation as to M-DCPS commitment to investing on teacher leaders – our human capital. As stated by Hargreaves and Fullan …..