Attracting, Developing &
Retaining High Performing
Educators
Presented By:
Diane Tavenner
CEO, Summit Public Schools
Brian Johnson
Executive Director, Summit Prep Charter HS
Diego Arambula
Executive Director, Summit Public Schools: Rainier
McKinsey Report
• What matters most in the top schools
systems in the world?
– Getting the right people to become
teachers
– Ensuring the system is able to deliver the
best possible instruction to every child
– Developing them into effective instructors
Summit Non-Negotiables
1.
High-performing teacher in
6.
every classroom, every day
2.
3.
Every student can be
Research-based, best-practice
organization
7.
Heterogeneous and
successful in a 4-year college
untracked; no closed doors for
Emotionally and physically
any student
safe
8.
Do more with less
4.
Develop core characteristics
9.
Values-based decision making
5.
Every student is truly known
10. Leave no student behind
Attract
School
Model
Hiring
Process
High
Performers
School Model
• Teachers are set up for success
– 1 prep
– 4 classes at no more than 30:1
– 40 days of Professional Development
– Extended semester
– Two hours daily prep with colleagues
– Teacher-leaders
Hiring Process
Think - Pair - Share
• What are your top two non-negotiables?
• What aspects or elements of your school
model support them?
• Are there any elements or structures that
block or do not support them?
• How could you improve alignment and
what would be some tradeoffs?
Develop
Assess
Set Goals
Practice
Professional
Development
Continuum of Teaching
Practice
Instruction
Curriculum
Content
Expert
Knowing Learners & Learning
Leadership
Highly
Proficient
Mentoring
Assessment
Proficient
Basic
Continuum
Standards
Basic
Proficient
Highly
Proficient
Expert
IA. Content
Knowledge
I know and
understand the
information and
skills
encapsulated in
the standards of
my course.
I am
knowledgeable in
my content and
familiar with the
content of other
courses in my
discipline, and am
able to build on
skills and content
taught previously,
and teach skills
and content that
needed for future
courses.
I am
knowledgeable
enough in my
content to spiral
within my content
and knowledgeable
enough in the other
courses in my
discipline to design
intra-disciplinary
lessons or units
designed to create
a meta-conceptual
bonus for students.
I am
knowledgeable
enough in my
content to spiral
within my content,
and knowledgeable
enough in the other
courses in my
discipline to design
and teach intradisciplinary lessons
and units that
intentionally lead to
a meta-conceptual
bonus.
Understand the
subject matter, as
well as the
history, structure,
and real-world
applications of the
subject.
Personalized Educator Plan
(PEP)
1. Continuum Development Goals
–
Determines Base Salary
2. Data-driven Bonus Goals
–
–
–
School Level Goal
Grade-level Team Goal
Individual Goal
3. Resiliency Goals
4. Core Characteristics Goals
Teacher Development Cycle
Assess
(Peer/Admin
Feedback,
Year-End
PEP)
Set Goals
(PEP)
Practice
(Peer/Admin
Observation)
Professional
Development
(differentiated
by PEP
goals)
Skill-Based Step and Ladder
Levels for Base Salary:
Level 1: Basic in all 7 strands
Level 2: Proficient in all 7 strands
Level 3: HP in 4 of 7 strands (incl Instruction)
Level 4: HP in all 7 strands (incl National Boards)
Level 5: Expert in 4 of 7 strands
Shared Decision Making
Those
with
Authority
Decision
Those
who are
affected
Think - Pair - Share
• What strategies does your school
use to develop teachers?
• How do you know if your teachers
are improving in mission critical
areas?
• How can you continue to improve
alignment?
Retain
• Get Results
• Pay for Performance
• Career Lattice
Thank You
• Please complete the evaluation form.
• For further information:
– Diane Tavenner dtavenner@summitps.org
– Brian Johnson: bjohnson@summitprep.net
– Diego Arambula: darambula@spsrainier.org