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Strategic Staffing Charlotte-Mecklenburg Schools

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Alignment to District Plan

• Strategic Plan 2010• Effective Educators Goal

Align job assignments with student and school needs

• Strategic Plan 2014• Effective Teaching and Leadership Goal

Base teacher recruitment and selection on student achievement growth

Recruit and retain top talent for school-level positions

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1. A great leader is needed, a principal with a proven track record of success in increasing student achievement. Also, great teachers will not go to a troubled school without a great leader as principal.

2. A team needs to go to the school so a person is not alone in taking on this challenging assignment; there is strength and support in numbers.

3. Staff members who are disruptive and not supportive of reform need to be removed from the school.

4. Principals must be given the time and authority to reform the school.

5. Not all job assignments are equal in difficulty and compensation should be varied to match.

Tenets of Strategic Staffing

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History of Strategic Staffing

• Three Cohorts• 14 elementary schools• 5 middle schools• 1 high school

• 19 of 20 Schools are Title I• All schools were Low Performing

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Strategic Staffing Team Model

• Team Composition• Principal• Assistant Principal• Literacy or Academic Facilitator• Teachers (5)

Proven student achievement track record based on average student growth for two academic years.

• Three Year Commitment Required of each Team Member

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Incentives

• Principal/Assistant Principal• 10% merit pay supplement

• Teachers/Facilitators• $10,000 recruitment bonus (year 1)• $ 5,000 retention bonus (year 2 and 3)

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How The Model Has Evolved

• Team Composition

• Start Date

• Hybrid Staffing Model

• Entry Plan

• Strategic Planning Time

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MATH READING

2007-08 2008-09 2009-10 2010-11 2007-08 2008-09 2009-10 2010-11

Briarwood ES 46 57 66 67 32 42 50 56

Bruns Avenue ES 44 57 62 67 19 36 42 44

Devonshire ES 54 77 82 93 34 55 55 55

Ranson MS 39 64 65 67 32 49 51 53

Reid Park ES 31 47 62 62 23 35 34 38

Sterling ES 52 84 82 86 35 59 66 74

Westerly Hills ES 42 55 66 72 32 44 48 48

Cohort I

End-of-Grade Test Results

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Cohort II

End-of-Grade Test ResultsMATH READING

2007-08 2008-09 2009-10 2010-11 2007-08 2008-09 2009-10 2010-11

Albemarle Road MS 48 67 76 79 34 53 56 63

Allenbrook ES 54 56 67 78 31 32 46 46

Ashley Park ES 34 52 67 60 25 37 49 46

Bishop Spaugh MS 24 37 54 60 18 28 36 39

Druid Hills ES 40 63 55 57 24 39 42 35

Paw Creek ES 57 70 74 69 48 60 62 57

Thomasboro ES 35 52 69 68 24 36 44 45

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Welcome to Devonshire Elementary

Devonshire Elementary• 530 Students, Grades K-5• 50% African American,

40% Hispanic• 98% Poverty• 40% LEP

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Our goal is to become the first 90-90-90 school in CMS, and we’re well on our way

Over the past two years we have gained 21 points in reading, 28 points in math, and 57 points in science

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2008 2010

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Student Achievement at Devonshire

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We have an “Eclectic Model” of school turnaround

• Structure (rules & procedures, schedule, accountability)• Developing trust with staff and building relationships with kids• Focusing on instruction

– Collaborative team planning every day, led by a facilitator

– Two facilitators and one instructional coach, who work intensively with teachers to raise the quality of instruction

– Using data to re-group students and plan instruction– Push-in model, allowing flexible grouping of students

across classes– Instructional Rounds– Cutting-edge instruction for students in poverty– Summer PD for teachers

It’s about:

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Our people make the school what it is

• The Core Team: – Two facilitators (one literacy,

one math)– Five SSI teachers (two in 3rd

grade, two in 4th grade, one in 5th grade)

– Instructional coach for grades K-2

– Admin team: assistant principal, NLNS fellow

– Social & emotional support staff: social worker, counselor

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We have shifted the school culture and created high expectations for staff

and students

• Sense of urgency around improvement

• Philosophy of continuous improvement, adapting ideas from research and best practice to our school needs

• Modeling what we expect to see and what good teaching is

• We have a structure for everything, with step-by-step processes, guidance and oversight

Our approach includes: