Creighton Elementary School District

Creighton Elementary School District

Creighton Elementary

School District

Ladder Program

2013-2014

Handbook

Dr. Charlotte Boyle, Superintendent

Career Ladder Office

3609 N. 27th Street

Phoenix, AZ 85016

602.381.6135 – Office

602.381.6016 – Fax

TABLE OF CONTENTS

Acknowledgements...... 4

Preface...... 6

Statement of Assurance...... 7

Creighton District Mission ...... 8

Creighton School District Career Ladder Program Overview...... 10

Introduction and Statement of the District’s Career Ladder Mission...... 11

Structure of the Career Ladder Program...... 11

Provisions for Placement and Advancement...... 12

Evaluation of Teacher Performance...... 12

Evaluation Summary...... 13

Evaluation of Teacher’s Pupil Progress...... 14

Higher Level Instructional Responsibilities...... 14

Program Administration...... 14

Periodic Review and Evaluation...... 15

Professional Development/Leadership Opportunities...... 15

Communication Model...... 15

Compensation System...... 16

Structure of Additional Incentive Component...... 16

Impact of Career Ladder Program on Pupil Progress...... 17

Career Ladder Levels Structure (charts)...... 18

Internship Level...... 20

Residency Level...... 20

Experienced Level...... 21

Career Level...... 22

Provisions for Placement and Advancement on Career Ladder...... 24

Additional Requirements...... 26

Contact time with students...... 26

Part-time Teachers...... 26

New Participants...... 26

Inactive status...... 26

Movement on Career Ladder...... 26

Fair and Objective Placement Criteria...... 27

Qualified Evaluators...... 27

Reciprocity...... 28

Voluntary and Involuntary Downward Movement...... 28

Retirement...... 28

Evaluation of Teacher Performance for Career Ladder...... 29

Internship Level...... 30

Residency Level...... 30

Experienced Level...... 31

Career Level...... 32

Evaluation of Teacher’s Pupil Progress...... 33

Student Achievement Plan (SAP)...... 33

Timeline for Submission of SAP Document...... 34

SAP Rating System...... 35

Multiple Raters for SAP...... 35

SAP Rating System Rubrics...... 36

SAP Collaboration Guidelines...... 50

Higher Level Responsibilities (HLR)...... 51

Explanation of HLR...... 52

Application Process/Pre-Approval of HLR...... 53

Approved Activities Menu...... 54

Required Forms & Documentation of HLR...... 54

Program Administration, Review/Evaluation and Communication...... 57

Administration...... 58

Steering Committee Membership...... 58

Program Review...... 58

Communication...... 59

Site Facilitators...... 60

Career Ladder Compensation System...... 62

Target Salary...... 63

Baseline Dollar Figures...... 63

Salary Computation (sample)...... 63

Leave of Absence...... 64

Career Ladder Appeal Procedure...... 65

Standard Evaluation System Appeals...... 66

Career Ladder Appeals Procedure...... 67

Career Ladder Appeals Form...... 68

Creighton School District Board Policy...... 69

Glossary of Terminology...... 72

Appendices...... 75

Important Trainings and Timelines for 2012-2013...... 76

Career Ladder Check list 2012-2013...... 77

Career Ladder Application...... 78

CSD CL Informal Observation Report...... 79

Arizona’s Professional Teacher Standards...... 80

Standard Evaluation System Instrument ...... (see site administrator)

Creighton Teach 4 Success Instrument (CT4S) ...... (see district web-site)


ACKNOWLEDGEMENTS

The Career Ladder Program would like to recognize the following groups and individuals for their support in the development of our Career Ladder Program in the Creighton School District.

The Creighton School District Governing Board President and Members / Administration
Mr. Matt Jewett, President
Mrs. Tiffany Arenas, Clerk
Mrs. Jeanne Casteen, Member
Dr. Ildiko Laczko-Kerr, Member
Ms. Annette Sexton-Ruiz, Member / Dr. Charlotte Boyle, Superintendent
Dr. James Bogner, Assistant Superintendent
Dr. Susan Lugo, Director of Human Resources
Ms. Pam Burkhardt, External Programs Specialist
Mr. Eric Dueppen, Director of Curriculum, Instruction, and Assessment
Steering Committee Members
Chiago, Monica – Teacher, Loma Linda School
Roach, Adam– Teacher, Larry C. Kennedy School
Earl, Sylvia – Special Project Director, Career Ladder
Frank, Patty – Teacher, Biltmore Preparatory Academy
Skains, Patty – Teacher, Gateway School
Hernandez, Jody – Teacher, Papago School
Hanley, Laureen – Teacher, Creighton School
Jacobs, Kelly – Teacher, Excelencia School
Lugo, Susan – Director of Human Resource Department
Musselman, Tara – Teacher, Monte Vista School
Ramos-Borrego, Gabriela – Teacher, William T. Machan School
______– Governing Board Member, Creighton School District
Career Ladder Department Staff
Mrs. Sylvia Earl, Special Project Director, Career Ladder
Mr. Jesus Casado, Special Project Director Secretary




CREIGHTON SCHOOL DISTRICT MISSION

District Vision Statement

Transforming, Innovating, Achieving…Excellence.

District Mission Statement

The Creighton School District educates our diverse community of learners to be college and career ready, empowering them to contribute to their local and global societies.


CAREER LADDER PROGRAM OVERVIEW

Introduction

The Creighton School District has developed the Career Ladder Plan to encourage, recognize, and retain excellence in teaching and improved student academic achievement. By participating in the Career Ladder Program, teachers are supported in developing advanced teaching skills, increased professional responsibilities, and accelerating student academic achievement by specific attention to student instructional learning needs.

Participation in the Career Ladder Plan is voluntary and teachers in the Creighton School District may elect to remain on the traditional salary schedule. Any teacher hired after the 1994-95 school year must be evaluated for placement on Career Ladder per requirements of the Arizona Career Ladder Law (Senate Bill 1186, adopted April 26, 1994).

Career Ladder Mission

The Creighton School District Career Ladder Plan (CLP) will provide teachers with opportunities for career advancement, professional growth, and equal pay for equal performance without leaving the classroom. The CLP is a multi-level structure of professional positions in which advancement to a higher level requires demonstrated pupil progress, improved, or advanced teaching and management skills, and/or educational leadership and innovation. The ultimate goal is to increase student achievement and academic progress. This will be fully achieved by providing staff development programs which improve the skills of planning for instruction, implementing a wide range of teaching strategies, and evaluating the performance of both students and, subsequently, the execution of effective instructional strategies.

Structure of the Career Ladder Program

The Creighton Career Ladder Program consists of four levels:

  • Internship (year one)
  • Residency (year 3 +)
  • Experienced (year 4 +)
  • Career (year 6+)

There is one step at the Internship and Residency levels, two steps at the Experienced Level, and three steps at the Career level. The plan has an entrance procedure, allows for vertical movement, and has an appeal procedure. The entry levels (Internship & Residency) have been revised to focus on staff development in the planning and implementation of instruction that aligns with the District goals/outcomes to increase student academic achievement. The higher levels of the ladder (Experienced & Career) focus on increasingly more rigorous instructional strategies, leadership and innovation, as well as critical thinking skills and alternative assessment methods.

Provisions for Placement and Advancement

The Internship will focus on completion of the district staff induction trainings, which include classroom environment development and applying basic instructional skills. Teachers must have a minimum of four years teaching experience (two in the Creighton School District) prior to placement on the Experienced Level. Eligibility for Career Level requires continuing teaching status with a minimum six years teaching experience, two of which must have been in the Creighton School District. Specific and minimum criteria for teaching performance, evaluation of student progress and higher level teaching responsibilities have been determined for placement and maintenance at each of the levels. To be placed on Residency, Experienced Level or Career Levels, the participants must successfully meet these minimum requirements. Residency must show mastery at Classroom Environment and Instructional skills based on formal and informal observations and documentation. The Experienced Level is attained through meeting higher expectations and responsibilities demonstrated with advanced Instruction skills. The Career Level is focused on master teacher instructional skills, leadership, and innovation.

Evaluation of Teacher Performance (instructional skills with students)

All Career Ladder teachers are formally observed and evaluated by their principal, assistant principal, or other qualified evaluator each year on the Creighton School District Standard Evaluation System (SES). The SES measures basic instructional competencies in planning and instruction, and classroom management skills. In addition to the SES, Career Ladder teachers are evaluated by the Special Projects Director for Career Ladder through unannounced observations depending on the specific level. At the Internship and Residency Levels, these observations focus on basic instructional skills and classroom management. At the Experienced and Career Levels, the observations focus on advanced instructional skills and critical thinking skills. Career Ladder teachers are also evaluated based on their Student Achievement Plan and the completion of Higher Level Instructional Responsibilities (HLR) as indicated by the level of participation. All evaluators receive Qualified Evaluators training through the district in order to maintain inter-rater reliability and consistency on the evaluation indicators at each level.

EVALUATION SUMMARY

Internship

  • Formal Observation tool: SES
  • Formal Observation conducted by: Principal, Assistant Principal, or other qualified evaluator
  • Unannounced Observation tool: SES Informal Observation Report
  • Unannounced Observations conducted by: Principal, Assistant Principal, or other qualified evaluator
  • Residency
  • Formal Observation tool: SES
  • Formal Observation conducted by: Principal, Assistant Principal, or other qualified evaluator
  • Unannounced Observation tool: SES Informal Observation Report
  • Unannounced Observations conducted by: Principal, Assistant Principal, or other qualified evaluator

Experienced

  • Formal Observation tool: SES
  • Formal Observation conducted by: Principal, Assistant Principal, or other qualified evaluator
  • Unannounced Observation tool: SES Informal Observation Report
  • Unannounced Observations conducted by: Principal, Assistant Principal, or other qualified evaluator

Career

  • Formal Observation tool: SES
  • Formal Observation conducted by: Principal, Assistant Principal, or other qualified evaluator
  • Unannounced Observation tool: SES Informal Observation Report
  • Unannounced Observations conducted by: Principal, Assistant Principal, or other qualified evaluator

Evaluation of Teacher’s Pupil Progress

Qualifying teachers are required to submit a Student Achievement Plan (SAP). The plan is to include a goal statement, a plan of action and must be supported by data reported at the end of the school year. The teachers must provide an analysis of their student growth data, and provide a narrative on how the focus of study impacted the students and contributed to the overall school improvement. They must also provide a summative statement on what revisions would be made for future use. Student Achievement Plans will be rated based upon the number of indicators met. Multiple raters (peer evaluators and Career Ladder administration) will blind rate the student achievement proposed plans, and summative statements/post-test results for pupil progress.

Higher Level Instructional Responsibilities (HLR)

All teachers at the Residency, Experienced and Career Levels participate in HLR activities. The emphasis moves from professional development at the Residency Level to leadership/innovation at the Career Level. Teachers may select from activities under three categories for HLR: Professional Development, Collaboration, and Leadership/Innovation. A specified number of hours are designated based upon the level at which the teacher is applying. A teacher may also request to participate in an alternative activity that meets the criteria for HLR by making a pre-approval application to the career ladder office. The teacher’s plan may be modified throughout the instructional year if new opportunities arise that were not previously an option for HLR. Teachers are required to submit logs each semester showing participation in HLR activities and documenting any time that needs to be recouped because of using hours during the professional day.

Program Administration

The program is administered by the District’s Assistant Superintendent for Educational Services, Director of Curriculum, Instruction, and Assessment, Special Projects Director for Career Ladder, External Programs Specialist, and the Career Ladder Steering Committee. The Career Ladder Steering Committee is composed of a facilitator/liaison for each site, Special Projects Director for Career Ladder, a non-Career Ladder teacher, Educational Support Personnel (ESP), Governing Board member, District Administration and parent/community representatives. The committee’s primary function is to advise the district regarding the ongoing implementation of the program, attend Network meetings, and recommend needed program improvements. The site facilitator is vital to program success and provides support to Career Ladder teachers at their sites through mentoring and acting as a resource for teachers applying or seeking advancement on the CLP.

Periodic Program Review and Evaluation

The Career Ladder Steering Committee is responsible for conducting periodic review and evaluation of the program. Subcommittees composed of the district personnel with expertise in instruction, curriculum development, student achievement, and assessment along with the Career Ladder site facilitators conduct reviews. All Career Ladder teachers are surveyed; their suggestions are taken into consideration for the annual review. Revisions include bringing the Career Ladder instrument/handbook into alignment with the annual District initiatives and state standards. All changes in the Career Ladder Plan are subject to approval by the District Leadership Cabinet and Governing Board.

Professional Development/Leadership Opportunities

Professional Development is the key to continuous improvement of pupil progress. Career Ladder supports individual site professional development needs, training for all new teachers (Internship), and mentoring for individual support at the school level. All new teachers (Internship) participate in required training that addresses District curricula and programs, instructional strategies and classroom management skills. Career Ladder teachers mentor to new teachers at their site. This is a leadership opportunity for the mentors under Higher Level Responsibilities (HLR) and a professional development opportunity for the new teachers.

Communication Model

Each site has a Career Ladder facilitator who is available to the teaching staff and administrators at that site every day before and after school. The site facilitator meets with Career Ladder Special Projects Director on a monthly basis. The Assistant Superintendent for Educational Services is also available to all site facilitators, the Special Projects Director, and individual participants as needed. The Career Ladder Special Projects Director responds to e-mails and calls on a daily basis. She visits each campus and meets with the facilitator and principal on a regular basis. Career Ladder has also created a District webpage that is available to all staff at On the webpage, teachers can access the Career Ladder handbook, various templates, evaluation instruments, timelines and contact information with direct links to the Career Ladder office staff.

Compensation System

Career Ladder salaries will be awarded based on participants’ abilities to demonstrate advanced teaching skills, documented student academic progress, and fulfillment of additional responsibilities to the Creighton School District. When a participant successfully meets the requirements through observations, student achievement plan and higher level instructional responsibilities, their Career Ladder salary is determined on the following factors: placement on the District salary schedule, the Career Ladder baseline amount for that level, and a variable multiplier based upon successful completion of higher levels of instructional responsibility (HLR). Teachers on the Internship Level are paid a stipend for attendance at professional development, completion of application requirements and their portfolio. At the Residency, Experienced, and Career levels of our ladder, we have identified a target salary (cap) amount that is the maximum salary for that level. Because of the Arizona state budget phase out of the career ladder program, baseline amounts for each level on the ladder will be set on an annual basis based upon allocation from the state. Teachers who are participating with Higher Level Instructional Responsibilities (HLR) will receive additional compensation, equal to or higher than the current hourly rate contingent upon state level funding.

For the 2013-14 school year, Internship Teachers (IT - new teachers)may earn up to six hours of compensation upon participation in the professional development workshops.

Structure of additional incentive component

Creighton School District does not participate in the additional incentive component.

Impact of Career Ladder Program on Pupil Progress

CESD's nine schools have high percentages of students from low-income families. In 2012-2013 25%of the district's students are English Language Learners, and 91% of our students are eligible for free or reduced-price lunch.

The result of the 2011-2012 AZLEARNS longitudinal labels are:

Site / School level based on achievement profile.
Biltmore Preparatory Academy / B
Creighton School / C
Excelencia School / C
Gateway School / C
Larry C. Kennedy / D
Loma Linda School / B
Monte Vista School / C
Papago School / C
William T. Machan School / C

Career Ladder has contributed to the successful progress of our student achievement in the Creighton School District by aligning and evaluating teacher effective behaviors to the district strategic plan and annual initiatives. There are several contributing factors in career ladder that impact overall district pupil progress:

1)Career Ladder supports staff development that specifically addresses student needs.

2)Career Ladder supports pupil progress through the development and implementation of the Student Achievement Plan (SAP)

3)Career Ladder supports higher-level responsibilities that impact pupil progress.


Page 1 of 85

YEARS
(Projected) / QUALIFICATIONS
FOR MOVEMENT OR APPLICATION / LEVEL / Base Step I / Documented Roles
(25 HRS HLR): Step II / Documented Roles
(50 HRSHLR): Step III
Teacher Performance / SAP (Pupil Progress)
Year 6+ / Successful completion SES II*
Or
SES Level I with the following:
  • No PIP
  • No Ineffective
  • No Developing in Planning
  • No more than 2 Developing in Implementation
  • No Developing in Classroom Management
*Teacher must re-qualify on SES Level I every 3rd year to continue on Career Level / Career Level / Criteria:
Formal Evaluation: SES Level I or II* (principal)
Informal Observations: (career ladder using Informal Observation Report)
  • Two (2) unannounced
  • One (1) announced (if needed)
  • Focus on Higher Order Thinking Skills
/ Criteria:
  • Minimum score 31/36 with evidence of at least 3 descriptors in each of the 9 competencies
/ Criteria:
  • 25 hours required
/ Criteria:
  • 50 hours required

Documentation:
  • SES Level I Lesson Plan
Or
  • SES Level II Professional Growth/Student Achievement Plan
  • SES Level I Summative Evaluation or Level II summative statement with related documentation
  • Informal Observation Report feedback forms
/ Documentation:
  • Part I: Planning for Instruction and Student Achievement with action plan and pre-approval signatures
  • Part II: Reflection and Analysis of Instruction and Student Achievement
/ Documentation:
  • Pre-approval forms for HLR activities with appropriate signatures
  • HLR documentation form and log for Collaboration and Leadership (specific activities and dates must be listed)
/ Documentation:
  • Pre-approval forms for HLR activities with appropriate signatures
  • HLR documentation form and log for Collaboration and Leadership (specific activities and dates must be listed)

Year 4 + / SES Level I* with the following:
  • No PIP
  • No Ineffective
  • No more than 1 Developing in Planning OR Classroom Management
  • No more than 2 Developing in Implementation
*Most recent (Spring) SES ratings are used for qualification / Experienced Level / Criteria:
Formal Evaluation: SES Level I (principal)
Informal Observations: (career ladder using Informal Observation Report)
  • Two (2) unannounced
  • One (1) announced (if needed)
  • Focus on advanced instructional skills and beginning use of higher order thinking skills
/ Criteria:
  • Minimum score 26/36 with evidence of at least 2 descriptors in each of the 9 competencies
/ Criteria:
  • 25 hours required

Documentation:
  • SES Level I Lesson Plan
  • SES Level I Summative Evaluation
  • Informal Observation Report feedback forms
/ Documentation:
  • Part I: Planning for Instruction and Student Achievement with action plan and pre-approval signatures
  • Part II: Reflection and Analysis of Instruction and Student Achievement
/ Documentation:
  • Pre-approval forms for HLR activities with appropriate signatures
  • HLR documentation form and log for Collaboration and Leadership. (Specific activities and dates must be listed)

Year 3 + / SES Level I* with the following
  • NO PIP
  • No Ineffective
  • No more than 1 Developing in Planning
  • No more than 2 Developing in Implementation
  • No more than 1 Developing in Classroom Management
*Most recent (Spring) SES ratings are used for qualification / Residency Level / Criteria:
Formal Observation: SES Level I (principal)
Informal Observations: (career ladder using Informal Observation Report)
  • One (1) announced with PRE/POST conference
  • Two (2) unannounced
  • Focus on Basic Instructional Skills
  • Focus on Classroom Management
/ Criteria:
  • Minimum score 21/36 with evidence of at least 2 descriptors in each of the 9 competencies

Documentation:
  • SES Level I Lesson Plan
  • SES Level I Summative Evaluation
  • Informal Observation Report feedback forms
/ Documentation:
  • Part I: Planning for Instruction and Student Achievement with action plan and pre-approval signatures
  • Part II: Reflection and Analysis of Instruction and Student Achievement

Year 1 / Internship / Teachers are paid hourly by payroll tool upon participation in required professional development.