Teachers on Assignment: Staff Development From the Inside
By: Dianna H. Tice, Sandra Harrison, Julie C. Burger, Cathleen J. Chamberlain, Irene M. Dewey,
Marie L. Smith , and Judy Carr
In the Oswego City School District, a Teacher on Assignment is: a jack of all trades and a
self-motivated, active learner: willing to learn and eager to share knowledge, in other words a
staff developer extraordinaire. The current district Teacher on Assignment team consists of five
teachers on special assignment and the Director of Literacy K-12. We have been classroom
teachers for an average of 25 years each in a variety of grade levels and subject areas. We
became instructional leaders within our own buildings, and now, as Teachers on Assignment, we
have left the classroom and refocused our instructional leadership at the district level to share our
expertise with other teachers by coordinating standards-based instruction, assessment, reporting,
mentoring and professional development.
Staff development took on a new meaning and direction upon the appointment of Dr.
Kenneth W. Eastwood as the Assistant Superintendent of Curriculum and Technology. A
proponent of the “train the trainer” philosophy, Eastwood believed in maximizing the value of
consultant training to the district by ensuring that key staff were trained to carry on the learning
long after the consultant was gone.
Technology Training
It soon became apparent to Dr. Eastwood that many of the administrators of that time
were not technology savvy, so were not able to advocate for or assist in getting the teachers
trained to make maximum use of new technology. He realized the need to bring in instructors
who, knew how to work with people, knew technology, and knew from real experience what
teachers needed. Funding was not a problem due to Dr. Eastwood’s skill as a grant writer. He
conceived the idea of using talented, well-respected teachers from the field, providing them with
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training, and empowering them to do the job well. The Teacher on Assignment model was the
result.
Nine years ago, Cathy Chamberlain, an established second grade teacher, and Daniel
Harmony, a veteran high school social studies teacher, became the first Teachers on Assignment
in the Oswego City School District. Dr. Eastwood remembers that at the time he offered her the
position as a staff developer, Cathy told him, “I don’t know a lot about computers.” However, her
reputation as a life long learner and her interest in technology were the only prerequisites
necessary. Dan was added as a Teacher on Assignment for Technology because he brought
finance and administrative knowledge to the table.
Cathy researched staff development files from the past fifteen years. She found, at a
time when there were 440 professional staff in the district, that over a five year period of time
while it appeared that there were 318 participating in-service, realistically the same core group of
15 people participated in all the various offerings. During this time, the technology courses had
been taught by “techies”, people who knew computers well, but often lacked the ability to
simplify the computer jargon for less technology savvy people and made teachers uncomfortable.
The computer skills were taught in isolation and there was no integration piece to show teachers
how it could work in the classroom. Since classes were solely technology based, there was no
application of learning. Her research also showed that during this time many courses offered were
cancelled due to lack of participation.
As a Teacher on Assignment, Cathy created courses for technological novices and
helped to integrate technology into all of our schools. According to Cathy Chamberlain, an
important benefit of the Teacher on Assignment concept was “having someone in the district that
teachers could contact any time they got stuck. If you have people who are constantly hitting a
brick wall when they try things, they aren’t going to use the technology and will soon revert back
to the old way of doing things.” With a Teacher on Assignment, they could call for immediate
help almost anytime.
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Carefully listening to teachers concerns about their lack of time to meet with other
teachers at their grade level to share ideas inspired the introduction of yet another new component
of the in-service program. One way of sharing the teacher talent clearly evident in the district was
to begin posting these technology integration projects online for district-wide sharing at
http://www.oswego.org . This created a win-win situation for both the district and the teachers.
Teachers could now begin sharing their ideas and projects through an easy to use online
searchable database. More recently a peer review process has been added to assure that only high
quality examples are placed on the website.
Coordinating Curriculum
When Dr. Eastwood became the Superintendent of the Oswego City School District in
2001, he returned to the Teacher on Assignment model to address the curricular needs of the
district. Specific academic needs were identified, and teachers were handpicked by the
superintendent to focus on these needs in the newly expanded role of Teacher on Assignment.
The job required that they be creative, show initiative , and possess the desire to pass on learning.
In the fall of 2001, Julie Burger, an innovative second grade teacher, was hired as an
Elementary Curriculum Coordinator to focus on math, science, and social studies; Sandra
Harrison, a highly regarded third and fourth grade teacher, became the Writing Coordinator for
grades K-6. Dr. Eastwood brought together the newly formed Teacher on Assignment team,
which included Irene Dewey, the Director of Literacy, and Cathy Chamberlain, to define the
critical needs of the district and the role of Teachers On Assignment. The district had many
wonderful programs, but the need existed to bring them together to create a learner centered
standards based system (insert figure 1: Oswego City School District Standards-Based Learning
graphic). To provide the team with training and on-going support, consultants from the Center for
Curriculum Renewal were hired to work as coaches. Professional development, standards-based
reporting and assessment, instructional strategies, and mentoring were explored, defined, and
developed together, then were implemented in the district by the Teachers on Assignment.
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Ground work began to develop a K-6 standards based reporting system. The New York State
Standards were delineated down to the core curriculum for grades pre-K to 8 to align classroom
practice and assessment with the state standards and assessments.
After the Teacher on Assignment team worked with elementary teachers for a year, they
realized that middle and high school connections were necessary. In the fall of 2002, Dianna
Tice, a respected eighth grade English teacher and a member of the middle school leadership
team, joined the team of Teachers on Assignment focusing on English Language Arts in grades 58. This brought the district’s curriculum and professional development work to the secondary
level, and involved the team leaders from the middle school and high school in the work with the
Center for Curriculum Renewal to improve students learning in relation to the standards
The team worked together in a year long effort with elementary teachers to develop
standards-based report cards for grades K-6, with an electronic grade book and plan book, and
handbooks for parents and teachers. (insert figure 2: Oswego City School District StandardsBased Report Card example) The work progressed in delineating the NYS core curriculum for
grades 9-12 in preparation for their work on a secondary level standards-based report card over
the next two years.
Professional Development
Our team was given the charge of broadening the district staff development program. As
a result, we provide teachers with professional development opportunities and training in district
policies and procedures, literacy instruction, New York State Standards, integrating technology in
the classroom, curriculum development, classroom management, and research based instructional
strategies. Curriculum based courses are always grounded in research for best practices. We focus
on trying to find ways to help teachers save time, impact their instructional practices, and enrich
teaching and learning. We act as researchers, helping teachers bring best practices and current
educational research into their classrooms. The in-service courses are designed to model the
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instructional strategies that the teachers can then apply in their classrooms. These classes also
act as a vehicle for communication and reflection among teachers.
New York State has mandated that mentoring be in place in all districts by February of
2004, so the Teachers on Assignment researched, designed and now coordinate Oswego’s mentor
training, which includes cognitive coaching and reflective listening, as part of the professional
development plan.
The district team is currently working on a staff development continuum to address the
needs of all stakeholder groups and will continue to provide a strategic offering of courses to help
all teachers become more familiar with standards based instruction to maximize student
achievement, and integrate technology into their classroom instruction (insert figure 3 – Oswego
City School District Professional Development Continuum here). The full range of Oswego City
School District courses can be viewed at http://oswego.org/pdfs/courses.pdf .
While at times the job of teacher on assignment feels like treading water while holding a
brick, it is very rewarding. What keeps us here is the opportunity to have impact on a large scale
and with many teachers. This allows us to reach so many more students than we could have
before. In the classroom, teachers are so involved in the instructional piece that they don’t have
the time for all of the professional reading and research they would like to do. The team
approach allows us to become a community of learners and leaders. We divide the work, become
experts, use each other as resources, and continue the cycle of learning with teachers across our
district..
Key Learnings
Not long ago, we went on a retreat together, and one of our newer members shared,
“Sometimes I feel like an imposter. I don’t know enough to do the job well.” This led to every
one of us acknowledging our own feelings of uncertainty at various times. No one of us knows
everything, but as a group, we have a wide range of expertise. Interestingly, the more we have
become a team, the more we have been able to divide up responsibilities and get the work done in
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an efficient manner. When one of us is unavailable, others are able to cover and the work gets
done. Over the years, we have discovered the importance of working closely with the team of
district principals through regular leadership seminars we engage in together. We are much more
likely now to ask for help when we need it, to set priorities, and to say “no” to work that isn’t the
most critical in taking us to our primary goal: improving the experience and performance of all
Oswego students by being a solid support for teachers and administrators throughout the district.
_______________________________________________________________________
Authors:
Dianna H. Tice is a Teacher on Assignment for ELA grades 5 – 8 in the Oswego City School
District. She taught English at the middle level for twenty-eight years and has served as Oswego
Middle School English Department Team Leader for three years. She also teaches literacy inservice and coordinates a Summer Writing Institute for teachers between the district and the
University of New Hampshire
Sandra Harrison is a Teacher on Assignment as a Writing Coordinator for the Oswego City
School District. She taught at the elementary level for twenty-five years. She teaches in-service
mentoring courses and coordinates a Summer Writing Institute for teachers between the district
and the University of New Hampshire
Julie C. Burger is a Teacher on Assignment as an Elementary Curriculum Coordinator for the
Oswego City School District. She taught at the elementary level for eighteen years. She teaches
in-service mentoring and technology courses.
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Cathleen J. Chamberlain is a Teacher on Assignment as a Technology Integration Specialist for
the Oswego City School District. She has been involved in elementary education for twenty
years. Along with teaching technology integration courses, she has authored three books for
teachers in the use of Microsoft Office Programs.
Irene M. Dewey is the Director of Literacy K-12 for the Oswego City School District. She has
taught reading for twenty-five years, the last ten as a Reading Recovery Teacher. Irene teaches
in-service courses in the area of literacy.
Marie L. Smith is a Teacher on Assignment as a Technology Integration Specialist in the
Oswego City School District. She taught at the elementary level for fifteen years and served as a
department chairperson for three years in the Red Creek Central School District.
Judy Carr is associate professor in the Educational Leadership Department at the University of
South Florida and a consultant with the Center for Curriculum Renewal in Sarasota, Florida and
Swanton, Vermont.
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Figure 1:
Oswego City School District Standards-Based Learning Graphic
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Figure 2: the Oswego City School District Standards-Based Report Card example
Oswego City School District
Grade 4 Standards-Based Report Card
Name:
School:
Class:
Student ID:
School Year:
Teacher:
English Language Arts
Grade
Effort
Instructional Reading Level
Comments:
Quarter
Social Studies
Grade
Effort
Comments:
Quarter
Math
Grade
Effort
Instructional Level
Comments:
Quarter
Science/Health
Grade
Effort
Comments:
Quarter
Technology
Grade
Effort
Comments:
Quarter
Attendance
Absent
Tardy
Art
Grade
Effort
Comments:
3
Meeting Expectations
Q4
Quarter
X
X
2
Approaching Proficiency
O = Outstanding
S = Satisfactory
NI = Needs Improvement
Effort Key
Grade placement ____ for 2003-2004 Teacher assignment will be mailed to you.
Oswego City School District
Q3
Quarter
X
X
X
X
Music
Grade
Effort
Comments:
4
Exceeding Expectations
Q2
Responsibilities of the Learner
* use effort key
Strives for personal best
Demonstrates active listening
Follows directions
Works cooperatively
Works independently
Is organized and prepared
Completes class work on time
Completes and returns homework and/or materials
on time
Respects diversity, rights, feelings, and properties of
others
Is polite in speech and manner
Asks for help when needed
Handles conflict appropriately
Demonstrates self-control
Accepts responsibility for own behaviors
Participates in discussions
Engages in activities
Comments:
Physical Education
Grade
Effort
Comments:
Grade Key
Q1
U = Unsatisfactory
Quarter
X
X
Quarter
X
X
X
X
1
Not Proficient
NA = Not Applicable
Figure 3 –
Focus
OCSD Professional Development Continuum
Induction
Year 2
*Getting here
*Staying
*Improving
Student Achievement
*Getting here
*Staying
*Improving
Student Achievement
See mentor calendar
See mentor calendar
Year 3 & 4
Experienced
Teachers
*Improving Student
Achievement
*Working With
Colleagues
*Setting Individual
Professional
Development Goals
Related to Categories in
this Chart and any other
areas needed to stay
current and effectively
improve student
achievement
*Designing
standards-based
units of study
*Creating an
effective year-long
plan for teaching and
assessing the
standards for which
one is responsible
*Making strong
connections within
and across
disciplines
*Employing an
effective system for
selecting exemplars
of student work in
*Using a standardsbased curriculum for all
students that is
rigorous, challenging
and relevant
Teacher
Leaders/
Mentors
*Supporting Others’
Efforts to Improve
Student Achievement
Administrators
Teachers on
Assignment
*Setting Individual
Professional
Development Goals
Related to Creating
Systems to Support
Improved Student
Achievement
Setting Individual
Goals Related to
Providing
Professional
Development,
Curriculum, and
Technology
Supports to
Teachers and
Administrators
Improving
Student
Achievement
*Having familiarity with
standards and their role
and impact on
teaching/learning
*Understanding what a
stand-based classroom
looks like and using this
knowledge in interactions
with teachers
*Providing equitable and
prompt access for all
students to accurate
materials, current
resources, appropriate
for learning goals related
to standards and quality
instruction
*Understanding
systems and how
they change and
impact all
stakeholders
*Having
familiarity with
standards across
all areas
Delivery
Approaches
Management
Policies/Procedure
s
Standards,
Curriculum
Design, and
Resources
Oswego City School District
*Designing standardsbased lessons
*Knowing the content
and skills that support
the standards
* Selecting classroom
materials (textbooks,
trade books, videos,
software, etc.) to
enhance student
learning in relation to
standards
* Selecting which
standards will focus
instruction
Induction
Year 2
Year 3 & 4
Experienced
Teachers
Teacher
Leaders/
Mentors
Administrators
Teachers on
Assignment
*Understanding
district assessments
and how to analyze
and use data.
*Understanding and
supporting standardsbased assessment,
grading, and reporting
*Understand district
assessments and how to
analyze and use data
*Understand
district
assessments and
how to analyze
and use data
relation to standards
*Having students use
clear criteria and
exemplars to assess
their work
Instruction
Literacy Across
the Curriculum
Assessment,
Grading, Reporting
*Using strategies of
brain-based learning
*Using Performance By
Design Strategies
Understanding ELA
Best Practices
*Reporting on
student learning in
relation to standards
* Using strategies
appropriate for
standards-based
grading
* Using technology to
assess and report on
student learning
Oswego City School District
*Using valid and reliable
assessment tools to
make decisions about
student learning in
relation to standards.
*Engaging students
in active learning,
building on prior
knowledge and
experiences, and
developing
conceptual and
procedural
understanding, along
with student
independence
*Providing instruction
that uses time
effectively and
flexibly to achieve
learning goals related
to the standards
Using & Integrating
ELA Best Practices
*Using multiple
classroom products
and performances to
give students
feedback about their
learning in relation to
standards
*Using assessment
data to improve
instruction
*Selecting and using
scoring guides
(rubrics, checklists,
answer keys) based
on standards.
*Using projects and
assignments that
require students to
integrate and apply their
learning in meaningful
contexts and to reflect
on what they have
learned
*Providing equitable
and prompt access for
all students to accurate
materials and current
resources appropriate
for learning goals
related to the
standards.
*Designing effective
systems for monitoring,
assessing, and
supporting student
progress and success
in achieving standards
*Using assessment to
inform instruction and
make needed changes
in programs.
Induction
Year 2
Year 3 & 4
Experienced
Teachers
Working with
Colleagues
See Mentor Calendar
See Mentor Calendar
*Using guidelines to
collaboratively
examine student
work
*Engaging in study
groups on topics
related to s-b reform
*Working with
departments, teams
and committees
*Observing and giving
feedback to colleagues
on their practices
*Engaging in study
groups on topics related
to standards-based
reform
Technology
Support
* Using technology to
support instruction
*Using technology to
support and
communicate about s-b
curriculum, instruction,
assessment, and
reporting
*Using technology to
support and
communicate about
s-b curriculum,
instruction,
assessment, and
reporting
*Using technology to
support and
communicate about s-b
curriculum, instruction,
assessment, and
reporting
Oswego City School District
Teacher
Leaders/
Mentors
*Mentoring new
teachers
*Leading study
groups on topics
related to standards
based reform
*Taking a leadership
role in departments,
teams, and
committees
*Working with school
and district
leadership to
implement standards
*Maintaining
professional ethics:
confidentiality,
trustworthiness, and
professional
*Using technology to
support and
communicate about
standards-based
curriculum,
instruction,
assessment, and
reporting
Administrators
Teachers on
Assignment
*Working with
colleagues, staff, and the
community to implement
standards
*Leading study groups,
governance committees,
and faculty meetings.
*Leading
departments,
teams,
committees, and
courses
*Maintaining
professional
ethics:
confidentiality,
trustworthiness,
and
professionalism
*Using technology to
support and
communicate about
standards-based
curriculum, instruction,
assessment, and
reporting
*Using
technology to
support and
communicate
about standardsbased curriculum,
instruction,
assessment, and
reporting