Leadership at every level for effective teaching at every tier

1. Leadership at every level for effective teaching at every tier Monday, July 22, 2019 3:00-4:30PM

2. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)

3. Session Objectives • Share research and practical strategies to improve teacher retention and success • Highlight influences in different sectors of the professional learning system • Emphasize the importance of inclusive principal leadership

4. Panelists Kaylan Connally CCSSO Phelton “Cortez” Moss Mississippi Department of Education Sheryl Cowart Moss Georgia State University Tie Hodack Metro Nashville Public Schools

5. Inclusive Principal Leadership Kaylan Connally, CCSSO

6. Why Inclusive Principal Leadership Matters • State leaders have committed to ensuring that each student has an equitable opportunity to be successful in college, career, and life • Still, many states face challenges in supporting their students with disabilities given the data on: • Academic performance • Disciplinary referrals • Teacher shortages and retention • Current status of teacher and leader preparation programs • Inconsistent professional learning opportunities for teachers and leaders • Targeted support and improvement schools

7. Inclusive Principal Leadership: National Context • CCSSO, in partnership with the National Collaborative on Inclusive Principal Leadership (NCIPL), CEEDAR Center, and Oak Foundation believe inclusive principal leaders are vital to addressing these challenges and supporting students with disabilities and other diverse learners • Together, we released Supporting Inclusive Schools for the Success of Each Child: A Guide for States on Principal Leadership (https://ccssoinclusiveprincipalsguide.org

8. Inclusive Principal Leadership: National Context

9. What Is Inclusive Principal Leadership? • Inclusive principals… • Create strong school cultures • Establish high expectations and ensure appropriate services and supports for students with disabilities • Distribute leadership across staff to serve all learners well and ensure all students feel safe, supported, and valued in school • Play an essential role in improving instruction, promoting collaboration between general and special education teachers • Support and retain effective teachers of students with disabilities

10. Inclusive Principal Leadership: State Context 5 states in CCSSO’s Advancing Inclusive Principal Leadership (AIPL) State Initiative: • Arkansas • Colorado • Georgia • Mississippi • Ohio 4 of 5 states will also build upon their CEEDAR state goals and plans.

11. AIPL State Initiative: Expected Outcomes • By June 2019, all 5 states in the Advancing Inclusive Principal Leadership (AIPL) State Initiative have a plan that is designed to advance inclusive principal leadership in policy and practice. • By June 2020, all 5 states in the AIPL will make measurable progress against two of their objectives included in their plans.

12. Partnerships in Georgia Sheryl Cowart Moss, Georgia State University

13. Georgia’s P20 Collaboratives

14. Leader Keys Effectiveness System Leader Keys Effectiveness System LKES Generates a Leader Effectiveness Measure Combination of Additional Data 20% Achievement Gap Reduction  Beating The Odds CCRPI Data Leader Assessment on Performance Standards 30% Documentation of Practice Student Growth 40% School Mean Growth Percentile School Climate Star Rating 10% CCRPI School Climate Star Rating

15. Joint project of GaPSC and GELFA Over 100 members Monthly webinars and conversation Structured support Virtual Professional Learning Community (2015 – present) GeorgiaEducationalLeadershipFaculty Association OURMISSIONISTOSUPPORTPERSONALANDPROFESSIONALGROWTHFORIMPROVINGTHETEACHINGANDLEARNINGOFEDUCATIONALLEADERSHIPINGEORGIA.

16. Re-imagining our work in leadership preparation Key concepts of inclusive leadership in EVERY course

17. 2019 Georgia Practitioner Showcase2019 Georgia CEEDAR.org/GA-HLPs WECOME

18. State-level grow-your-own strategies Phelton Cortez Moss, Mississippi Department of Education

19. Talent Development: A Chief Priority Talent Development Framework Growing Your Own Teachers Concept Source: GTL Center, 2014.

20. Purpose of MS GYO Teacher Task Force • To examine the Mississippi educator pipeline and identify “leaks” through which Mississippi educator candidates/teachers exit, worsening the teacher shortage • To identify GYO strategies designed to diversify and strengthen the educator pipeline and provide equitable access to effective teachers for all students • To make recommendations to legislators, educational leaders, educator preparation providers, and other stakeholders regarding the implementation of GYO strategies in Mississippi to support a diverse, effective teacher workforce for all students

21. Recommendations Grow-Your-Own Strategies Address Three (3) Subgroups: • Middle and High School Students • Paraprofessionals and Classified Staff • Community Colleges and Educator Preparation Programs (EPPs)

22. Middle and High School Students Recruitment strategies include the following: • Teacher Academy • Educators Rising • Statewide “Signing Day” for Prospective Education Majors • Teacher Academy Cord for Graduation • Clear Pathways to Licensure for Teacher Academy Graduates

23. Paraprofessionals and Classified Staff Recommendations include the following: • Differentiated Tuition Scale for Teacher Education • Tuition Assistance (Legislative Recommendation) • Local Education Agencies (LEAs) and EPP Partnerships to Support Enrollment in Teacher Education Program while Employed • Pathway for Teacher Education Majors who Did Not Complete the Program/”Complete 2 Compete”

24. Community Colleges and EPPs Recommendations include the following: • Differentiated Tuition Scale for Teacher Education with 5-Year Teaching Commitment • Teacher Mentoring and Induction Support from EPPs • Teacher Leadership Endorsement Programs • Scholarships and/or Dual Credit for Teacher Academy Graduates

25. Partnering with Institutions of Higher Education (IHEs) Effective GYO strategies include strong partnerships with Community Colleges, Institutions of Higher Learning, and private colleges and universities, which together make up Mississippi’s IHEs. • These partnerships are critical to the success of GYO strategies.

26. Mississippi’s GYO Website Resources The GYO webpage on the MDE website is available to the public and includes the MS GYO Teacher Task Force Report in addition to many other resources. This webpage can be located on the MDE website by following these steps: Go to www.mdek12.org. Click on “Directory” in the top right corner. Click on “Teaching and Leading”. Click on ”Educator Talent Acquisition” in blue. Under “Services” on the right side, click on “Mississippi’s Grow-Your-Own Teacher Initiative”.

27. Future Pathways to Professional Educator Licensure • Residency Model (35 Additional New Teachers for the next 3 years, each year) • Candidates have at least 60+ hours or Degree • Substitute Coursework for Practical Experience with a NBCT • Place candidates inside a classroom 90% of the program • Serve as a Practicing Assistant Teacher in Residence • $4.5 Million Grant from Kellogg Foundation • Performance-Based Model(35 Additional New Teachers for the next 3 years, each year) • Target educator pool: effective teacher assistants, • long-term substitutes, Head Start teachers, and special • nonrenewable-licensed teachers wherein Praxis exam • requirements are a barrier for professional entry • 60 Pilot Educators across 8 school districts

28. Additional Target Recruitment and Retention Strategies • Elevate Teaching Profession Campaign (Changing Perceptions) • Annual Elevate Teachers Conference (Funded by Title II and Supporters of Education) • Video/Billboard Campaign • Focus Groups – Students, Parents, Teachers, Administrators, Other Stakeholders (Title II Funded) • Targeted Recruitment Initiatives • Minority Male Educators Initiative (MDE – Title II Funded) • Women of Color in Education Convening • Diverse and Learner Ready Initiative (CCSSO) • Rural Teacher Recruitment and Retention Initiative (SECC Supported) • Grow Your Own Taskforce (Title II Funded) • Re-align Critical Teacher Shortage Act Incentives to Need • Opportunities for Growth and Advancement • Targeted Professional Learning driven by Professional Growth System Observation – Professional Learning Plan for Licensure Renewal (Title II Funded) • Mentor and Induction Program – Induction License (SECC Supported) • Teacher Leadership Licensure/Teacher Policy Fellow (Chiefs for Change/CCSSO Funded)

29. LEA approach Tie Hodack, Metro Nashville Public Schools

30. A little about Metro Nashville: Demographics • 42ndlargest urban district • Approximately 82,000 students • Approximately 10,600 students with an IEP • 5,788 teachers • 570 special education teachers • 127 different languages • 73 elementary, 33 middle schools and 25 high schools, 8 charter and 8 specialty schools Parent Engagement District: • Listening sessions by quadrant • Parent groups ex. Ex. Ed parent meetings held monthly • Equity Division-parent call outs, parent community events • Kindergarten fair • School choice fair • Pre-K screenings • Parent Surveys • Translated documents always in top 5 languages Schools: • Parent and community nights • PTOs • Newsletters • Interpreters

31. CEEDAR, TN DOE, Vanderbilt University and MNPS Collide :

32. Group Work: MNPS, CEEDAR and Vanderbilt: Agreed Upon High Leverage Practices • Collaborate with Professionals • Use multiple sources of information/data to develop a comprehensive understanding of a students’ strengths and needs • Provide positive and constructive feedback to guide students’ learning and behavior • Scaffolded instruction • Use of explicit instruction • Use strategies to promote active student engagement

33. District Focus Areas: Data-Based

34. Culture/Climate Shifts: Leading with a General Education Focus • ALL students are general education students first • Reminder that the majority of students do not have a significant cognitive disability • Use of data indicate Tier I gaps/needs • Framing and mindset shifts make a difference • High expectations for all • Data-Based Decision-making • Feedback and Communication with parents

35. When you change the way you look at things, the things you look at change. Perspective Today was the absolute worst day ever And don’t try to convince me that There’s something good in every day Because, when you take a closer look, This world is a pretty evil place. Even if Some goodness does shine through once in a while Satisfaction and happiness don’t last. And it’s not true that It’s all in the mind and heart Because True happiness can be obtained Only if one’s surroundings are good It’s not true that good exists I’m sure you can agree that The reality Creates My attitude It’s all beyond my control And you’ll never in a million years hear me say that Today was a good day Video: Six Photographers

36. MNPS: How we are doing getting to what matters: Set Goals, Streamline the work and align supports

37. Related Resources

38. Key Takeaways, Q&A

39. OSEP Disclaimer 2019 OSEP Leadership Conference DISCLAIMER: The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. (Authority: 20 U.S.C. 1221e-3 and 3474)