2012 Texas Teacher Incentive Fund (TIF) Project Overview

1. 2012Texas Teacher Incentive Fund (TIF) Project Overview

2. Texas TIF Project $40.7 Million Grant Awarded to Region 18 ESC in September 2012 Includes: 6Districts and 34 Campuses Impacts: Over 1,700 Teachers and Over 20,000 students 5 Year Grant Year 1: Extensive Planning Year (2012-13) Years 2-5: Implementation Years (2013-17)

3. Texas TIF Project

4. 2012 Texas TIF GrantOverview

5. Texas TIF Project Managed by:Texas Center for Educator Effectiveness The Texas Center for Educator Effectiveness (TxCEE), housed at ESC 18, provides technical assistance across the state to improve educator quality. Our mission is to equip educators to improve student achievement through the alignment of district resources, campus leadership training, and strategies to increase educator effectiveness.

6. Project Partners • Texas Association of School Boards (TASB) • 6 School Districts • Providers of educator effectiveness tools and resources chosen with district input

7. Project Design • With support from TxCEE and TASB, partner districts will design a Human Capital Management System (HCMS) using a multi-faceted approach. • Districts will choose from a menu of options when designing their district-wide HCMS.

8. Human Capital Management System (HCMS) Increased Student Achievement

9. Human Capital Management System- Teacher & Principal Evaluation • Teacher & Principal Evaluation • High quality evaluation rubric. • Multiple observations by certified administrator and peer evaluators. • Unannounced and announced observations. • Based in significant part on student growth measures.

10. How is student growth measured? • Classroom value-added • School-wide value-added • Student Learning Objectives

11. What is Value-Added? • The statistical method that helps educators measure the impact schools make on students' academic progress from year to year. • Value-added scores can be calculated for teacher and school impact on a student's growth. • Some models control for factors that are outside of a teacher's ability to change, i.e. socioeconomic status.

12. Why Measure Growth? Consider the example of Johnny and Suzy: • Suzy is scoring below the state performance standard. • Johnny is scoring above the state performance standard.

13. What are Student Learning Objectives? (SLOs) • Detailed, measurable goals for student academic growth to be achieved in a specified period of time (typically an academic year). • Developed collaboratively by educators. • Based on student learning needs identified by a review of data reflecting students' baseline skills. • Intended to provide educators with opportunities to demonstrate their students' growth by setting rigorous, attainable goals that are aligned to standards and daily instruction.

14. Human Capital Management System- Professional Development • Professional Development • Linked to evaluation data. • School-based, job-embedded opportunities to transform practice – Professional Learning Communities. • One-on-one mentoring to enhance reflection of teaching practices.

15. SEED The System for Effective Educator Development

16. What is SEED? • SEED is a district-wide professional learning system for educators—including teachers and principals. • Key components of SEED: • Provides the district a systemic structure for delivering quality professional development • Aligns with a district's chosen evaluation system • Aligns with a district's chosen curriculum and programs/initiatives • Provides opportunities for educators to improve effectiveness based on individualized need • Supports teachers and principals with individualized needs identified through the evaluation process • Uses multiple forms of data to drive professional development content • Enhances educator support through a tiered system • Provides job-embedded opportunities to transform practice

17. SEED: Collaborative Learning Communities (CLCs) • Occur on the campus and district levels • Promote the collective responsibility of all educators on campus and at central office • Align teacher, campus, and district goals in the form of a CLC map • Occur during the regular work day • Guided by the use of data and active inquiry

18. SEED Framework District Level Learning Community Members: Superintendent Director of Human Resources Director of Curriculum and Instruction Director of Assessment Board Member (s) Others Responsibilities: Develop systemic and strategic plans. Develop district level goals through comprehensive needs assessment. Assist in developing campus level professional development goals and support.

19. SEED: Campus Leadership Framework Collaborative Learning Leader (CLL) • Guide large job-embedded professional development utilizing teacher and student data on campus PD Days and other Staff Development time • Monitor and support Collaborative Learning Facilitators in leading effective Campus Learning Communities • Observe and evaluate teacher performance during classroom instruction • Provide coaching to Collaborative Learning Facilitators and classroom teachers on best instructional practices for students • Participate as a member of Campus Learning Communities • Plan and lead campus PD days Collaborative Learning Facilitator (CLF) • Facilitate and prepare materials for weekly job-embedded CLC • Collaborate with CLL to support teacher and student goals • Participate as a member of Campus CLC • Other duties as assigned by campus leadership

20. Human Capital Management System- Human Resource Strategies • HR Strategies • Performance based compensation system using student growth measures. • District will examine current HR practice to align with campus need.

21. District Designed Performance Based Compensation Systemfor Teachers and Principals Campus and district stakeholders will work collaboratively to establish the elements of the PBCS to include student growth measures and observations.

23. Sample District Model • Teacher Evaluation System • Principal Evaluation System • Professional Development System • PBCS for Teachers • PBCS for Principals • Value-Added Growth Model • McREL • McREL • SEED • SAS EVAAS

24. Campus Stakeholder Groups At minimum members include- • Campus Principal • Assistant Principal(s) • Central Office Representative • 6 Classroom Teachers (at least 3 from state-tested grades and subjects) • Review the menu of option items. • Provide feedback to the district stakeholder group on HCMS components. • Ensure that feedback reflects viewpoints of the faculty.

25. District Stakeholder Groups At minimum members include- • Superintendent or Designee • All participating campus principals • Director of HR • Director of C & I • Director of Assessment • 3 Classroom Teachers • Examine feedback from the campus stakeholders. • Make final selections from the menu of options to select an HCMS that best meets the needs of the district. • Create a locally owned model and promote it to the district and community.

26. Advantages of the Project • Teachers will be involved in the design of the HCMS through stakeholder working groups. • Teachers will benefit from a district system of support. • Teachers will have access to high quality PD and coaching at the campus level. • Student achievement will increase based on the successful implementation of the project.

27. Support for the Project • TASB will assist districts in revamping HR strategies to improve human capital. • TxCEE staff at ESC 18 will provide all training and support to districts and campuses to implement the HCMS. • Support will include: • Initial project implementation training • Ongoing site visits • Supplemental trainings as needed

28. 2012Texas Teacher Incentive Fund (TIF) Project Overview