FY17 Local Education Agency (LEA) Equity Action Plan

Transcription

1 Fiscal Year 2017 LEA Name Gwinnett County LEA Coordinator Deb Garner Equity Gap #1 (LEAs must select an Equity Gap that addresses the needs of poverty and minority students.) Gap 1: Increase the graduation rate in GCPS to close the gap between the state rate Equity Intervention Selected to Address Equity Gap #1 PL-4: Offer Professional Growth Opportunities Designed to Produce Teachers and/ or School Leaders Prepared to Promote the Success of All Students Describe how the Equity Intervention will be 1) implemented, 2) monitored, and 3) measured for effectiveness in the current fiscal year. The description should include the personnel responsible by position and timeline for implementing, monitoring, and analyzing data to determine effectiveness of implementation. It should also include the data that will be gathered and analyzed to determine effectiveness. Implementation Job-Embedded Professional Learning (Professional Learning Communities, Coaching, Action Research, Looking at Student Work, Book Study) Every school must develop a Local School Plan for Improvement (LSPI), explaining the alignment between their goals, baseline data and their initiatives. Throughout the course of the year, administrators provide benchmark updates of their progress toward objectives. The influence of teacher practice on student achievement is an integral part of this process. All teachers/leaders must set goals that weigh on their evaluation. These goals must be signed off by employee administrator to determine continued employment Teacher Gwinnett GCPS approved TAPP program The Aspiring Leaders Program - GCPS teachers who are recommended by school administration to develop new leader candidates. The Aspiring Leaders program trains Glenn Pethel, Assistant Superintendent, Page 1 of 5

2 candidates to be leaders and gives insight into the personnel addressing school administration and discipline. Screening of candidates that may be selected for future administrative positions is also completed through Aspiring Leaders. Leadership Development Monitoring Implementation Department of Leadership Development will monitor the progress of the candidates using attrition data and evaluations. (Teacher evaluation includes individual goals toward teacher/student achievement, goals are set by employees and approved by principals. The goals are geared toward improvement of educator as well as improved student achievement. Improved student achievement should increase graduation rate.) Assistant Supt. Leadership Development Employee Administrator/Principal Collaboration with School Counseling to follow the redirect of school climate should also improve graduation rate Measuring for Effectiveness of Implementation and Ability to Reduce Equity Gap Analysis of data from retention and attrition can guide training and development to reduce equity gap. Analysis of teacher/leader evaluations to determine improved educator quality and improved student achievement Director Employee Administrator Analysis graduation rate to determine if School Climate staff development affects graduation rate Page 2 of 5 Allocation of Resources and/ or Coordination of Funds Required to Implement Equity Intervention Title II, Part A funds approximately 75% of the grant is used to develop teachers: Teach Gwinnett, approved certification program teachers per year Instructional Coaches Stipends for teacher instructors delivering staff development NTO (New Teacher Orientation) stipends for core academic teachers Local Funds used to provide additional professional learning opportunities to implement the Local School Plan for Improvement (LSPI)

3 Equity Gap #2 (LEAs must select an Equity Gap that addresses the needs of poverty and minority students.) Gap 2: Increase the Mean Growth Percentile to close the gap between the State rate. Equity Intervention Selected to Address Equity Gap #2 P-1: Identify & Recruit Effective Teachers & School Leaders Describe how the Equity Intervention will be 1) implemented, 2) monitored, and 3) measured for effectiveness in the current fiscal year. The description should include the personnel responsible by position and timeline for implementing, monitoring, and analyzing data to determine effectiveness of implementation. It should also include the data that will be gathered and analyzed to determine effectiveness. Implementation Equity Data are examined to determine those schools in need of experienced teachers (3-20 years). Schools that are below the state average for combined mid and high experience are targeted by the Coordinator of Recruitment and the Director of Critical Needs Staffing for direct assistance relative to the selection and referral of highly qualified and effective teacher candidates who have more than three years teaching experience. Recruitment/Retention Manager Teacher effectiveness is one of the most critical factors in raising student achievement for all students in Gwinnett County Public Schools (GCPS). Our recruitment strategy begins with the commitment that all new teachers meet a high bar for effectiveness, are committed to high expectations for student learning, and take responsibility for the results achieved. GCPS employs several traditional and non-traditional talent-sourcing strategies to recruit top talent, especially in the fields of mathematics, science, and special education. GCPS Sourcing Strategies in Talent Management Traditional: Careers Website, media advertising, campus recruitment, certified teacher job fairs to include an annual GCPS job fair, student teacher field placement, AppliTrack Applicant Tracking System. GCPS is actively using social media as a recruitment tool with excellent results. Data will be collected during the FY17 academic year Page 3 of 5

4 Non-traditional Teach Gwinnett TAPP program A Program to Grow Our Own Teachers in the Gwinnett Way, Georgia Gwinnett College Partnership to prepare GCPS paraprofessionals for special education and a bachelor s degree, College and University Partnerships with Georgia Tech, University of Georgia, Kennesaw State University, Vanderbilt University, Morehouse College, Clark Atlanta University, Spelman College, and Southern Polytechnic State University. Some Recruitment Initiatives include: Historically Black Colleges and Universities, Bilingual recruitment, Social Media, GA Tech Pre-Teaching Shadow Teacher Program, STEM Partnerships, Campus Ambassadors, Recruitment Microsite Monitoring Implementation All recruitment initiatives are monitored to include data collected and distributed through an annual recruitment report. Employee evaluations determine the effectiveness of teachers/leaders and the effect on student achievement and graduation rate. Measuring for Effectiveness of Implementation and Ability to Reduce Equity Gap Analysis of data from retention and attrition can guide training and development to reduce equity gap. Talent Management Talent Management Analysis of teacher/leader evaluations to determine improved educator quality and improved student achievement Analysis graduation rate to determine if School Climate staff development affects graduation rate Page 4 of 5

5 Allocation of Resources and/ or Coordination of Funds Required to Implement Equity Intervention Title II, Part A funds 25% of the grant is used for recruitment of effective teachers/leaders Gallup Teacher/Leader Insight University campus job fair recruitment Gwinnett County School (GCPS) annual job fair (by invitation only) GCPS Special Education teacher job fair (by invitation only) Social Media recruitment (to recruit experienced teachers/leaders) Facebook, LinkedIn, Career Builder, Twitter Managing GCPS Branding to include o GCPS website enhancement o recruitment materials o advertising minority and core academic teaching opportunities o messaging strategies Core academic job postings on industry specific websites Registration for recruitment events Page 5 of 5