administrator-association collaboration-from mous to problem-solving sioux city community school...
DESCRIPTION
MOU Process Developed during bargaining Outlines committee for grant, selection and assignment of teacher leaders, teacher leadership compensation, hours of work, work year, seniority, staff reduction procedures, performance assessment, and program funding Reviewed and amended on annual basis Adjusted notice of termination date withdrawal from teacher leadership position from first year MOU to second year MOUTRANSCRIPT
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Administrator-Association Collaboration-from MOUs to Problem-solvingSIOUX CITY COMMUNITY SCHOOL DISTRICT
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Collaboration Data collection was critical in the planning process and involved many
groups Representatives from SCEA and the district met to review grant before
submission SCEA was a vital partner and involved in planning process Items discussed included hours, expectations of teacher leaders, and ideas to
recruit teacher leaders Focus group meetings were held for elementary, middle school, and high
school teachers; community members; principals; head teachers and instructional coaches
Surveys were created and distributed to District personnel A wiki was developed to request input from teachers that did not
participate through other methods
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MOU Process
Developed during bargaining Outlines committee for grant, selection and assignment of
teacher leaders, teacher leadership compensation, hours of work, work year, seniority, staff reduction procedures, performance assessment, and program funding
Reviewed and amended on annual basis Adjusted notice of termination date withdrawal from teacher
leadership position from first year MOU to second year MOU
![Page 4: Administrator-Association Collaboration-from MOUs to Problem-solving SIOUX CITY COMMUNITY SCHOOL DISTRICT](https://reader036.vdocuments.mx/reader036/viewer/2022062412/5a4d1afd7f8b9ab0599850ae/html5/thumbnails/4.jpg)
MOU
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Job Descriptions Job descriptions were developed for new roles such as Program Coordinator
and Consulting Teacher Six Program Coordinators span multiple content areas
Student Services including TAG, counseling and At-Risk programs Career Academy including vocational and career and technical education
departments STEM and Project-Based/Cross-Curricular Learning Digital Learning including media centers and digital learning opportunities World Language including English Language Learners program, foreign language
department and dual language program Community Outreach including fine and performing arts and other community
activities Instructional Coaches with high priority content areas for assigned building
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Program Coordinators Managerial and leadership responsibilities,
study data and best practices, and identifies
trends Support teachers as they implement programs
and strategies 100% of time engaged in program coordination Spends majority of time in buildings observing
programs and remainder of time analyzing data Contracts include 20 days beyond a career
teacher contract
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Consulting Teachers Focus on instructional strategies and improving instruction One dedicated to each building or two dedicated for
buildings with enrollment over 700 One additional for buildings with free and reduced
percentage that is at or above 90% Responsibilities include collaborative planning, lesson
demonstration, co-teaching, and observation Building selected priority area which aligns to District-level
priorities 100% of time will be engaged as consulting teacher Majority of time spent in classrooms and remaining time
spent addressing district-level responsibilities and preparation
Contracts include 10 days beyond a career teacher contract
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Application Process
Open positions were created on AppliTrack for each position available
Positions were open to all teachers in the District who have at least three years teaching experience and one year experience working within the District
Interested candidates applied for the positions and schools they were most interested in
Questions were asked on application to provide evidence of student growth and professional growth
Applicants were asked to include letters of recommendations from peers that support the ability to work with adult learners
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Selection Process Interviews based on three highest scoring applicants Used “Speed Dating” format
One location on select days All building selection teams present Some candidates were interviewed multiple times for different buildings or
positions A rubric was used to score interviews Program coordinator applicants were screened and interviewed by a
District-level selection committee comprised of administrators and teachers
Selection committees made recommendations to the superintendent for each position
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Mock Interview
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District Collaboration
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New Teacher Orientation
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PLC
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BLT Collaboration
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Co-planning
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Data Wall
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Modeling a lesson
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Modeling a lesson
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Instructional Rounds
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Problem-Solving/Adjustments
Adjustments were made from first year to second year MOU revised slightly Interview process based in building for specific needs Changed weekly logs for consulting teachers to monthly logs District based PLC now coordinated with AEA and other Districts
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Questions
Kim Buryanek, Associate Superintendent, 712-279-6083 Kari Webb, Director of Curriculum, Assessment, and Instruction, 712-279-
6822 Rita Vannatta, Director of Human Resources, 712-279-6692