Presented byElizabeth Whitten, Projector

Director Mackenzie Sheahan, Project

Manager

PURPOSE

Western Michigan University is in partnership with two school districts—Battle Creek Public Schools (BCPS) and Flint Community Schools (FCS) to develop a leadership pipeline and partner in the turnaround or improvement of priority schools within each district.

GOALS AND OBJECTIVES

• Develop and/or enhance a leadership pipeline and

• Improve student outcomes of the priority and other schools

Strategies and Interventions

• Factors influencing student achievement

• Research-based Strategies

• Targeted and sustained PD

• Incentives• School=Unit of

change• Developing

knowledge and skills, improving conditions

Product• Pipeline=40

teacher leaders + 10 principals

• Research-based Evaluations

• Individual Renewal Activities

• School Renewal Activities

• Recruitment, training, placement, and retention process in place

Outcomes• Classroom

instruction improved

• Principal leadership improved

• School process improved

• Leadership density increased

• Distributed leadership within building

Impact

OVERVIEW• Recruit and select 20 teacher leaders and 5 principals

(including those from priority schools) from each district

• Professional development (PD) will focus on important aspects of– classroom instruction, – teacher leadership and – the principalship, with a particular focus on

conditions in urban school districts • Participating principals and teacher leaders will

engage in a school renewal process to improve their schools

• Principals and teachers will be evaluated via locally adopted teacher and principal evaluation systems and incentives will be provided to support, place, and retain leaders in the districts.

• Principals and teacher leaders will be given autonomy to improve their schools.

KEY COMPONENTS• Selection process• Focus Groups• Learning activities/Portfolio

development• District and combined tiered

professional development• Mentoring• Learning Communities• Evaluation process/Progress

monitoring• Incentives

CONCEPTUAL FRAMEWORK

FOCUS FOR RENEWAL ACTIVITIES AND

PROFESSIONAL DEVELOPMENTRenewal activities and professional development for school teams will be derived from the following three major components Quality classroom teaching

Danielson’s The Framework for Teaching (2013) with four domains and 22 sub-domains

Teacher leadership

Michigan’s Teacher Leader Standards adopted by MDE (2013), a slightly revised version based on Teacher Leadership Exploratory Consortium’s (2011) Teacher Leader Model Standards, with seven domains

Principal leadership

Reeves’ Leadership Performance Matrix (2011) with 10 domains

TIMELINE-YEAR 1Year Schedule Focus

Year I Half-day sessions in Oct., Dec., Feb., and Apr. in each district, and one-day sessions in June and Aug. for both districts

Baseline evaluation using the three tools (Danielson’sand Teacher Leader standards for teachers and

Reeves’for principles)

Training on the research base and best practices related to

the three sets of standards and tools;

Develop Individual Renewal Plan based on theassessment

Establish a school teams of one principal and fourteachers for each school to engage in planning andImplementing School Renewal Plan to turn around orimprove schools

Receive on-going mentoring

Share learning among participants using the five levels of

Learning

Conduct evaluation using the three tools at the end ofFirst year

Document the efforts and improvement based on theIndividual Renewal Plan

Questions?

9