Joan Murray and Selene Becker

Unite, Inspire, Lead: Priorities of an Educator-Led School

NEA Strategic Goal and NEA Organizational Priority

• NEA Strategic Goal – Strategic Goal 1: Secure opportunities for empowered

educators to transform the conditions of teaching and learning

– Strategic Goal 2: Support empowerment roles that elevate the quality of professional practice

• NEA Organizational Priority – Every Student Succeeds Act (ESSA)

NEA Leadership Competency COMPETENCY: Governance and Leadership

• NEA Leadership Competency progression level(s). Level 1: Foundational, Level 2: Mobilizing & Power Building and Level 3: Agenda-driving

• NEA Leadership Competency themes • Empowers others and promotes a culture that appeals to

the different motivations of members while recognizing the contributions of all.

About Reiche

• 420 Students

~ 20 Students per classroom

• 75% Free & Reduced Lunch

~ 15 Students per classroom

• ELL 43 % with 41% of ELL are IELD

~ 8 ELL & 3 IELD students per classroom

• 50% of K Students attend PreSchool

~10 Students per classroom

• At least 32 Homeless during the year

• Transient Population: 30% enter or leave each year (~ 120

students)

Reiche’s Timeline

• 2006 – 2010 Title 1 Initiatives

• 2009 – 2010 Admin relocated & Reiche's options

for new leadership

• 2010 – 2011 Year of Exploration

• 2011 - 2012 First year of being Teacher Led

✓ Parent / Community

✓ Public Face

• Spring 2012 Defining and refining roles of Lead

Teachers and Committee Members

• 2012-2015 Leadership Rotation

• 2016-17 Sustainability

+ Reiche’s Governance Structure

Instructional

Leadership Data Team

Goal Setting

Monitor:

Grade Level

Teams,

ELL,

RTI

Assessments

Title 1 Plan

Leadership

Team Lead Teachers,

Committee

Chairs,

PTO,

PEA

Enrichment

Committee Screening,

Scheduling,

Implementation of

Enrichment

Activities,

Partnership

Development

Climate

Committee Safety and

Routines,

Social-emotional

Programming,

Community

Building Activities

Professional

Development Planning and

Implementation

of Weekly PD,

Danielson

Framework,

Best Practice

Reiche Values and Beliefs Developed March 2011

• We believe our staff possesses the ability to lead collaboratively to move

the school forward and maximize student learning

• We believe that Reiche is a welcoming, nurturing and safe learning

environment

• We believe all staff are responsible for all students and all students are

responsible to all staff

• We believe in educating the whole child - social, emotional, nutritional,

physical as well as educational

• We value, embrace and celebrate the unique talents and diverse culture

of our entire Reiche Community- students, staff, and parents. It enriches

us all

• We believe that we can inspire all students to love learning

Clarity of Purpose

Continually evaluating student data such as: • Fountas and Pinnell Benchmark levels • NWEA/CPAA • EnVision Math Benchmarks • ACCESS (ELL Language Acquisition Testing) • CCSS Formative Assessments • Informally monitor Social/emotional growth

“Data is student voice.”

Every decision is based on what is best for our students and their learning.

Reading Wall

Twice a year, grade levels plot each student’s Fountas and Pinnell benchmark reading level. We use this data to plan our

reading groups and interventions.

Collaboration • Common planning time

• Grade level teams

• Governance committees

• Focus School committee

• Professional development on: How to Conduct Effective Meetings, Interpersonal

Communication, Mary McDonald

• Building design encourages collaboration with colleagues-strong belief in what’s best for children

leads to increased collaboration

• Teachers new to Reiche are assigned a building buddy

• Teachers running book groups and teaching district courses

• RTI meetings

“If you want to go quickly, go alone; if you want to go far, go

together.” -African proverb

Accountability

• Sharing Formative assessments at staff meeting

• Reading Wall

• Gallery walk

• iWalkthroughs in reading and math

• Points of contact (TEVAL)

• Consultants and grade levels work in lab-site model

• RTI level one

• Block Schedule

“Accountability breeds response-ability.” - Stephen Covey

Team Structure Grade Level Teams

• Teams made up of grade level teachers, special education staff, ELL

teachers, Literacy and Math coaches, social worker and guidance counselor

(if needed)

• Team binder with roles

• Note catcher for team meetings

• Each team has their own norms and goals

• Weekly meetings

• Agenda driven-based on prior professional development

“By working in collaborative teams rather than alone

members take collective responsibility for student learning.”

Team Structure Governance Teams

• Teams made up of chairs/co-chairs, teachers, educational technicians,

parents

• Meet monthly

• Agenda driven

• Minutes taken and uploaded to Google docs

• Report monthly at leadership team and professional development

meetings

“You must undertake something so great that you cannot

accomplish it unaided.” -Phillip Brooks

“You must undertake something so great that you cannot

accomplish it unaided.” -Phillip Brooks

Resources • Reiche School ~ www.reiche.portlandschools.org • Blended by Design ~ www.edweek.org

• TURN (Teacher Union Reform Network) ~ www.turnweb.org

• NEA ~ www.nea.org

• MEA ~ www.mea.com

• Joan Murray~ murraj@portlandschools.org

• Selene Becker~ beckes@portlandschools.org

Session Outcomes

• The content from this session can be used in the following ways in your current position/role:

– You will understand that governance structures can be designed to improve teaching, learning and support leadership development

– You will recognize the power of collaboration in improving teacher practices that will aid in embedding the key characteristics of effective teams in their school

– You will leave this session with ideas and examples of collaborative practice, encouraging professional growth/leadership and aid in enhancing student achievement

Unite, Inspire, Lead: Priorities of an Educator-Led School

• Please complete the evaluation for this breakout session!

• Please visit the Leadership Development Resources website at www.nea.org/leadershipdevelopment