Iowa’s Teacher Leadership & Compensation System

Iowa’s TeacherLeadership &CompensationSystemIowa Teacher & PrincipalLeadership SymposiumAugust 4, 2014

Teacher Leadership & Compensation SystemDivision VII of HF 215 created the Teacher Leadership and CompensationSystem, as well as the Teacher Leadership Supplement (TLS) categorical fundingstream. Goals: attract and retain effective teacherspromote collaborationreward professional growth and effective teachingimprove student achievement by strengthening instruction Planning Grants: 3.5 million available in 2013 Phased-in Entry: 50 million available per year for the 2014-15,2015-16, and 2016-17 school years

Teacher Leadership & Compensation System (cont.)Division VII of HF 215 provides school districts three models to consider in developing alocal teacher leadership and compensation plan.Teacher CareerPaths Model(284.15)InstructionalCoach Model(284.16)Based on the workof Iowa’s TeacherLeadership andCompensation TaskForce and createsmodel, mentor, andlead teacher roles.Includes threeleadership roles:model teacher,instructional coach,and curriculum andprofessionaldevelopment leaderComparable Plan Model (284.17)Includes minimum criteria all plansmust meet: (1) minimum salary of 33,500 for all full-time teachers; (2)increased support for new teachers;(3) differentiated, multiple teacherleadership roles; (4) rigorous selectionprocess; (5) aligned professionaldevelopment system.

Participating DistrictsThe Commission approved applications from 39districts, representing 1/3 of Iowa’s students.

Creating a System of SupportThe Department of Education is working with stakeholders across Iowa to identify, coordinateand provide opportunities for teacher leaders and school leaders to build the knowledge andskills they need to be successful in these new leadership roles.FocusAreasAdult Learning CollaborativeCultureCommunicationContent,Pedagogy &AssessmentDesign anddelivery ofprofessionallearning.Cultivation of skillsassociated witheffective dialoguewith colleagues.Implementationof research andbest practice incontent (IowaCore),instruction andassessment.Facilitation ofgroup processesand developmentof necessarystructures forprofessionallearningenvironments tobe hipIntegration andalignment ofdistrict tion ofdata analysisand datainformeddecisionmaking.Facilitation andenactment of avision for schoolimprovementwith teacherleadership as apoint of leverage.

Creating a System of Support (cont.)Phase 1 Identify/revisit the needs of the system (students,teachers, teacher leaders, administrators, communitystakeholders) Establish and communicate a vision for teacherleadership in the greater context of schoolimprovement (ground the work in a strategic plan, theIPDM, MTSS, or some other improvement model) Determine/revisit the goals for a system of teacherleadership and identify indicators of success (attend toimpact and effect) Understand and engage in learning about the changeprocess Create structures and schedules conducive tocollaboration and professional learningPhase 2 Engage in trainingo Coaching (teacherleaders of teachers,principals of teacherleaders,superintendents ofprincipals)o Content Knowledgeand Pedagogyo Adult learningo Systems thinking Cultivate collaboration Monitor progress viaanalysis of indicatorsPhase 3 Monitor andevaluate impactand effect

Managing the Change ProcessFor many school districts, developing a local teacher leadership plan will be anexercise in second-order change.First-Order ChangeSecond-Order Change Consistent with prevailingvalues and norms Not obvious how it willmake things better Meets with generalagreement Requires people to learnnew approaches, or Implemented using people’sexisting knowledge andskills It conflicts with prevailingvalues and normsFrom Waters, Marzano, and McNulty “First-Order versus SecondOrder Change”

Managing the Change ProcessPeople often resist change for powerful, compelling pleEffectsLoss of FaceResistanceto ChangeConcernsabout FutureCompetenceFrom Rosabeth Moss Kanter,“Resistance to Change”

Managing the Change ProcessChange can be difficult. Chip and Dan Heath provide a framework ensuring that thechange takes root.Providecrystal cleardirectionEngagepeople’semotionalsideShape thepathFrom Switch: How to Change When Change is Hard Chip Heathand Dan Heath

Lessons From the PanelJeff Dieken, Principal, Hudson High SchoolDeron Durflinger, Superintendent,Van Meter Community School DistrictRay Feuss, Teacher, Kenwood Elementary in the Cedar Rapids Community SchoolDistrictPaul Gausman, Superintendent, Sioux City Community School DistrictKelly Simon, Director of Curriculum and Instruction, Western Dubuque CommunitySchool DistrictBrenda Garcia-Van Auken, Parent and Iowa Board of Educational Examiners Member,MuscatinePaula Vincent, Chief Administrator, Heartland Area Education Agency

local teacher leadership and compensation plan. Teacher Career Paths Model (284.15) Instructional Coach Model (284.16) Comparable Plan Model (284.17) Based on the work of Iowa’s Teacher Leadership and Compensation Task Force and creates model, mentor, and lead teacher roles. Includes th