Creating Shared Leadership in David Douglas
Grant-funded work is sometimes viewed as temporary or project-based. The Educator Effectiveness Grant is different. This work is meant to bring about cultural shifts within school districts that lead to lasting change. In essence, the grant managers are working to work themselves out of jobs by changing practice in the four focus areas: professional learning, career pathways, compensation models, and effective evaluation systems.
These long-term cultural shifts guide the work of the grant.
Evaluation should foster collaboration between educators and administrators, develop a culture of reflection, and move educators and students to a growth model.
Teachers should have leadership opportunities that allow them to remain in the classroom, and allow for teacher input into district decisions. Teacher leader selection processes need consistency to ensure all teachers get opportunities to lead and grow.
Data from evaluations and students should drive professional learning in a continuous improvement cycle. Teachers should have access to several PL models at the district, building, classroom and individual level.
Compensation models should have consistency within the system. Spending on programs and personnel should match our priorities and district values.
As we move forward with our work, these long-term culture shifts will guide projects and priorities.