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M-DCPS Teacher LEADership Academy: A Human Capital Investment

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M-DCPS Teacher LEADership Academy: A Human Capital Investment

  1. 1. M-DCPS Teacher LEADership Academy A Human Capital Investment Miami-Dade County Public Schools Office of Human Capital Management
  2. 2. Who’s in the Audience
  3. 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. 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. 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. 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. 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. 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
  9. 9. Five Year Separation Retention Data
  10. 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. 11. Knowledge & Skills Collaborative Culture Continuous Improvement Collective Responsibility Results Oriented Shared Leadership Promoting a Culture of Professional Learning
  12. 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. 13. • New and Early Career Teacher Support Lead Mentor • Digital Innovation Leader • Instructional Coach Leader Professional Learning & Growth Leader Assistant Principal PLST Composition
  14. 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. 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. 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. 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. 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. 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. 20. District Collaboration • Share with your table group how you collaborate with other departments within your district • Be ready to share out!
  21. 21. Teacher Leadership & Student Achievement
  22. 22. 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
  23. 23. “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
  24. 24. • 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?
  25. 25. 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/

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