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Breakout Session 2

Deep Dive into Sample Opportunity Culture/Residency Models

�Facilitator: Bryan Hassel, Public Impact

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Opportunity Culture Models Deep Dive

Breakout Room Agenda

Review OC models
Discuss reflection questions

Reflection Questions

What questions do these models/schedules bring up for you?
What barriers to implementation might your district encounter? (For example, line of sight restrictions inhibiting paraprofessionals for being alone with students)
Discuss the role of the RA and TR in these models. How are these roles different? What questions do you have regarding implementation?

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How The Resident Spends The Week

24

Teaching Classes / Leading the Learning Lab

24

MCL

TRT

24

TRT

24

TRT

TR

24

24

MCL

24

TRT

24

TRT

RA

TR

24

TR

24

RA

Co-Teaching with MCL

Joining Team Meetings

24

MCL

24

TRT

24

TRT

RA

TR

24

Co-Teaching with TRTs Assigned by MCL

Schoolwide RA, team assistant, or specials/other course teachers cover resident’s classroom:

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NOTE: This example includes teacher residents. To use a similar example that has an RA instead, hide this slide and unhide the next one.

Facilitator:

Objective of this slide: Introduce Elementary TRT staffing example

Estimated time: 2 minutes

Facilitator says:

Consider two grade-level teams, one in fourth grade and one in fifth grade. A teacher leaves each team, creating two vacancies.
Typically, districts and schools would work to fill those positions, perpetuating the same grade-level teams.
However, OC schools think differently, treating vacancies as an opportunity to reallocate resources and create something truly different and innovative.
The school has chosen to use these dollars to create two partial-release MCL teams and add a reach associate per team; all of these costs are covered by the classroom trades.
In addition, this school chose to add a teacher resident (or two RAs, if no residencies in a given year).
To fund both an RA and a resident, the school would either need an existing TA who could become an RA, or have additional resources from specialist trades, Title I, etc.
This model is scalable in many schools.
The number of “students of record” per teacher goes up, but—critically—the number of students with an adult at one time in a classroom does not go up, except occasionally when an MCL thinks it is best—like to introduce a new unit, for example.
Because the number of students of record increases for each team teacher, the team teachers are considered team reach teachers, qualifying them for additional pay.
Teachers don’t necessarily stick with one-teacher-one-classroom: Elementary TRTs may teach all the students on the team a subject pair or a portion of multiple subjects, or play another specialized instructional role, as determined with the MCL, when they rotate through students’ classrooms.
The MCL has less time than a full-release MCL but still substantially more than principals to push into all teachers’ and residents’ classrooms to teach, co-teach, model and observe—for example, two to four times a week for new teachers and residents.
Each team’s new reach associate(s) and/or teacher resident—in addition to any existing teaching assistants—supervise students’ skill practice, team project time, online assessments, and other work that does not require a teacher to be present to achieve success, according the MCL and TRT’s instructions. They tutor small groups or individuals as other students complete individual and group work.
In the case of teacher residents, the MCL gets release time to co-teach with the resident during certain periods, and the resident can participate in some team planning and data review meetings. The MCL’s class is covered by the regular teaching assistant, a schoolwide floating RA, or other staff assigned to the team and others for this purpose. Over the year, the resident experiences the full range of planning, delivery, data review, and improvement.

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Elementary Example: Partial-Release MCL + Team Reach with Resident—with Rotation

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NOTE: This example includes teacher residents. To use a similar example that has an RA instead, hide this slide and unhide the next one.

Facilitator:

Objective of this slide: Introduce Elementary TRT staffing example

Estimated time: 2 minutes

Facilitator says:

Consider two grade-level teams, one in fourth grade and one in fifth grade. A teacher leaves each team, creating two vacancies.
Typically, districts and schools would work to fill those positions, perpetuating the same grade-level teams.
However, OC schools think differently, treating vacancies as an opportunity to reallocate resources and create something truly different and innovative.
The school has chosen to use these dollars to create two partial-release MCL teams and add a reach associate per team; all of these costs are covered by the classroom trades.
In addition, this school chose to add a teacher resident (or two RAs, if no residencies in a given year).
To fund both an RA and a resident, the school would either need an existing TA who could become an RA, or have additional resources from specialist trades, Title I, etc.
This model is scalable in many schools.
The number of “students of record” per teacher goes up, but—critically—the number of students with an adult at one time in a classroom does not go up, except occasionally when an MCL thinks it is best—like to introduce a new unit, for example.
Because the number of students of record increases for each team teacher, the team teachers are considered team reach teachers, qualifying them for additional pay.
Teachers don’t necessarily stick with one-teacher-one-classroom: Elementary TRTs may teach all the students on the team a subject pair or a portion of multiple subjects, or play another specialized instructional role, as determined with the MCL, when they rotate through students’ classrooms.
The MCL has less time than a full-release MCL but still substantially more than principals to push into all teachers’ and residents’ classrooms to teach, co-teach, model and observe—for example, two to four times a week for new teachers and residents.
Each team’s new reach associate(s) and/or teacher resident—in addition to any existing teaching assistants—supervise students’ skill practice, team project time, online assessments, and other work that does not require a teacher to be present to achieve success, according the MCL and TRT’s instructions. They tutor small groups or individuals as other students complete individual and group work.
In the case of teacher residents, the MCL gets release time to co-teach with the resident during certain periods, and the resident can participate in some team planning and data review meetings. The MCL’s class is covered by the regular teaching assistant, a schoolwide floating RA, or other staff assigned to the team and others for this purpose. Over the year, the resident experiences the full range of planning, delivery, data review, and improvement.

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Elementary Example: Partial-Release MCL + Team Reach with RA and Resident—with Rotation

Period	Monday	Tuesday	Wednesday	Thursday	Friday
1	Co-Teach w/MCL	Provide Release Time	Co-Teach w/MCL	Support RA in Lab	Co-Teach w/MCL
2	Provide Release Time	Co-Teach w/MCL	Provide Release Time	Co-Teach w/MCL	Support RA in Lab
3	Supervise Students @ Recess / Lunch	All-Team Data Meeting (w/Lunch)	Supervise Students @ Recess / Lunch	All-Team Instructional Planning / PD Meeting (w/Lunch)	1:1 Meeting with MCL
4	Supervise Students @ Recess / Lunch	All-Team Data Meeting (w/Lunch)	Supervise Students @ Recess / Lunch	All-Team Instructional Planning / PD Meeting (w/Lunch)	Planning Time w/Site Coordinators 1x/month
5	Co-Teach w/MCL	University Coursework	Support RA in Lab	University Coursework	Co-Teach w/MCL
6	Provide Release Time	University Coursework	Co-Teach w/MCL	University Coursework	Provide Release Time

Weekly Schedule for Teacher Resident

Warm-Up Phase (such as first quarter)

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Facilitator:

Objective of this slide: Show Resident schedule for first part of resident year in Elementary Partial-Release MCL + Team Reach with RA AND Resident—with Rotation

Estimated time: 2 minutes

Facilitator says:

When the resident starts the school year, they spend a significant amount of time each week co-teaching with the MCL—the light blue period on the schedule—about two 2 periods a day.
Three days a week (pink), they participate in all-team meetings (Tuesday and Thursday) or a 1:1 meeting with the MCL. Once a month, they also meet with their site coordinator or representative of their higher ed institution.
Two afternoons a week (Tuesday and Thursday)`, they attend classes back at the university.
In other periods (light green), residents have the chance to teach—either leading the MCL’s classroom so the MCL can be released to co-teach with other teachers on the team or pulling small groups in the reach associate’s classroom.
Then, once this warm-up period is complete..... [click to next slide]

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Elementary Example: Partial-Release MCL + Team Reach with RA and Resident—with Rotation

Period	Monday	Tuesday	Wednesday	Thursday	Friday
1	Co-Teach w/MCL	Lead Lab Instruction	Lead Lab Instruction	Lead Lab Instruction	Lead Lab Instruction
2	Provide Release Time	Lead Lab Instruction	Provide Release Time	Lead Lab Instruction	Co-Teach w/MCL
3	Supervise Students @ Recess / Lunch	All-Team Data Meeting (w/Lunch)	Supervise Students @ Recess / Lunch	All-Team Instructional Planning / PD Meeting (w/Lunch)	1:1 Meeting with MCL
4	Supervise Students @ Recess / Lunch	All-Team Data Meeting (w/Lunch)	Supervise Students @ Recess / Lunch	All-Team Instructional Planning / PD Meeting (w/Lunch)	Planning Time w/Site Coordinators 1x/month
5	Co-Teach w/MCL	University Coursework	Lead Lab Instruction	University Coursework	Lead Lab Instruction
6	Provide Release Time	University Coursework	Co-Teach w/MCL	University Coursework	Provide Release Time

Weekly Schedule for Teacher Resident

Later In Year

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NOTE: Unhide and use this and the next slide if you need an example of a resident schedule in the model on previous slide.

Facilitator:

Objective of this slide: Show Resident schedule for rest of resident year in Elementary Partial-Release MCL + Team Reach with RA AND Resident—with Rotation

Estimated time: 2 minutes

Facilitator says:

Once the warm-up period is over and the resident is ready for more responsibility (for example, the second quarter or semester), their schedule shifts toward more teaching. They still spend a significant amount of time each week co-teaching with the MCL—the light blue period on the schedule—about one period a day.
Three days a week (pink), they continue to participate in all-team meetings (Tuesday and Thursday) or a 1:1 meeting with the MCL. Once a month, they also meet with their site coordinator or representative of their higher ed institution.
Two afternoons a week (Tuesday and Thursday), they attend classes back at the university. This may only be the first semester if the residency allows full-time service in the school in the second semester.
In other periods (light green), residents have the chance to teach—either leading the MCL’s classroom so the MCL can be released to co-teach with other teachers on the team or pulling small groups in the reach associate’s classroom.

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Opportunity Culture Models Deep Dive

Breakout Room Agenda

Review OC models
Discuss reflection questions

Reflection Questions

What questions do these models/schedules bring up for you?
What barriers to implementation might your district encounter? (For example, line of sight restrictions inhibiting paraprofessionals for being alone with students)
Discuss the role of the RA and TR in these models. How are these roles different? What questions do you have regarding implementation?

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Secondary Example: Partial-Release MCL + Team Reach with RA and Resident—with Rotation

Before Opportunity Culture Implementation

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NOTE: This example includes teacher residents. To use a similar example that has an RA instead, hide this slide and unhide the next one.

Facilitator:

Objective of this slide: Introduce Secondary TRT staffing example

Estimated time: 2 minutes

Facilitator says:

Consider an English department in which four teachers typically each teach five sections of English. A teacher leaves the team, creating a vacancy.
The school chooses to use its freed dollars to create an MCL team and add a reach associate; these costs are fully funded by the position trades.
The school also chooses to add a teacher resident (or two RAs, if no residencies this year).
The additional RA/resident requires some funds from specialist trades or Title I.
This model is scalable in many schools.
The MCL teaches only four sections, while the two remaining teachers each teach eight.
The number of “students of record” per teacher goes up, but—critically—the number of students with an adult at one time in a classroom does not go up, except occasionally when an MCL thinks it is best—to introduce a new unit, for example.
Instead, the students alternate days in class with their classroom teacher and in a learning lab supervised by the RA.
Because the number of students of record increases for each team teacher, the team teachers are considered TRTs, qualifying them for additional pay.
The alternating days schedule creates lots of time—many additional periods per week—for the TRTs to plan, review data, etc.
The MCL, with four sections on alternating days, has a great deal of release time to co-teach and observe the team, including all teachers but especially new ones and the teacher resident.
Each team’s new reach associate(s) and/or resident—in addition to any existing teaching assistants—supervise students’ skills practice, team project time, online assessments, and other work that does not require a teacher to be present to achieve success, according to the MCL and TRT’s instructions. They tutor small groups or individuals as other students complete individual and group work.
Teacher residents have release time covered by a schoolwide RA, and they co-teach with MCLs. The resident also attends team planning and data review meetings. Over the year, the resident experiences the full range of planning, delivery, data review, and improvement, and also joins other teachers’ classes to observe and co-teach a full range of the subject (such as, in English, all grades; or in math, multiple levels of Algebra, pre-Calc, etc.).

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Secondary Example: Partial-Release MCL + Team Reach with RA and Resident—with Rotation

Period	Monday	Tuesday	Wednesday	Thursday	Friday (alt weeks)
1	Class 1-E Co-Teaching with MCL	Class 1-D Co-Teaching with TRT B (with MCL)	Class 1-E Co-Teaching with MCL	Class 1-D Co-Teach with TRT B (with MCL)
2	Teach Small Groups in Lab (MCL Joins)	Class 2-E (Co-Teaching with MCL)	Teach Small Groups in Lab	Class 2-E (Co-Teaching with MCL)
3	Class 2-E (Co-Teaching with MCL)	Class 3-B Co-Teaching with TRT A (with MCL)	Class 2-E (Co-Teaching with MCL)	Class 3-B Co-Teach with TRT A (with MCL)	Meet with TRT E or Resident
4	Teach Small Groups in Lab (MCL Joins)	Teach Small Groups in Lab	Teach Small Groups in Lab	Teach Small Groups in Lab	Teach Small Groups in Lab
5	Class 5-A Co-Teaching with TRT A	Class 5-D Co-Teaching with TRT B	Class 5-A Co-Teaching with TRT A	Class 5-D Co-Teaching with TRT A
6	University Coursework	Planning Time	University Coursework	1:1 Meeting with MCL	PD with Team or Meeting with Site Coordinator 1/mo.
7	University Coursework	All-Team Data Meeting	University Coursework	All-Team Instructional Planning Meeting	Planning or 1:1 Meeting with TRT B

Weekly Schedule for Teacher Resident – First Semester / Quarter

Class 1-E (w/MCL)

Class 1-B

(w/TRT A & MCL)

Class 3-E (w/MCL)

Class 3-B (w/TRT A)

Class 5-A (w/TRT A)

Class 5-D

(w/TRT B)

Class 3-D (w/TRT B)

Class 2-E (w/MCL)

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NOTE: Unhide and use this and the next slide if you need an example of a resident schedule in the model from previous example.

Facilitator:

Objective of this slide: Show resident schedule for rest of resident year in Secondary Partial-Release MCL + Team Reach with RA AND Resident—with Rotation

Estimated time: 2 minutes

Facilitator says:

The resident spends a significant amount of time co-teaching with the MCL and team reach teachers, to experience the whole range of content taught by the team (light blue).
In the first part of the resident's year (such as the first quarter or semester), a lot of this co-teaching is with the MCL—either in the MCL's own classrooms (such as first period on Monday with Class 1-E), or with the MCL in a team reach teacher's class (such as first period Tuesdays with TRT B). This gives the MCL lots of chance to model for the Resident, co-teach, and observe the resident teaching.
Several periods each week, the resident goes to the learning lab supervised by the RA. There, the resident pulls and teaches small groups, as directed by the MCL (light green).
Every day (pink), the resident participates in all-team meetings or 1:1 meetings with the MCL and TRTs. Once a month, they also meet with their site coordinator or representative of their higher ed institution.
Two days a week (Mondays and Wednesdays), the resident attends classes back at the university.

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Period	Monday	Tuesday	Wednesday	Thursday	Friday (alt weeks)
1	Class 1-E Co-Teaching with MCL	Class 1-D Co-Teaching with TRT B (with MCL)	Class 1-E Co-Teaching with MCL	Class 1-D Co-Teach with TRT B (with MCL)
2	Teach Small Groups in Lab (MCL Joins)	Teach Small Groups in Lab	Teach Small Groups in Lab	Teach Small Groups in Lab	Teach Small Groups in Lab
3	Class 3-D Co-Teaching w/ TRT B	Class 3-B Co-Teaching with TRT A (with MCL)	Class 3-D Co-Teaching with TRT B	Class 3-B Co-Teach with TRT A (with MCL)	Meet with TRT E or Resident
4	Teach Small Groups in Lab (MCL Joins)	Teach Small Groups in Lab	Teach Small Groups in Lab	Teach Small Groups in Lab	Teach Small Groups in Lab
5	Class 5-A Co-Teaching with TRT A	Class 5-D Co-Teaching with TRT B	Class 5-A Co-Teaching with TRT A	Class 5-D Co-Teaching with TRT A
6	Planning Time	Planning Time	Planning Time	1:1 Meeting with MCL	PD with Team or Meeting with Site Coordinator 1/mo.
7	Planning or 1:1 Meeting with TRT A	All-Team Data Meeting	Planning Time	All-Team Instructional Planning Meeting	Planning or 1:1 Meeting with TRT B

Weekly Schedule for Teacher Resident – Second Semester /Quarter

Class 1-E (w/MCL)

Class 1-B

(w/TRT A & MCL)

Class 3-D (w/TRT B)

Class 3-B (w/TRT A)

Class 5-A (w/TRT A)

Class 5-D

(w/TRT B)

Secondary Example: Partial-Release MCL + Team Reach with RA and Resident—with Rotation

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Opportunity Culture Models Deep Dive

Breakout Room Agenda

Review OC models
Discuss reflection questions

Reflection Questions

What questions do these models/schedules bring up for you?
What barriers to implementation might your district encounter? (For example, line of sight restrictions inhibiting paraprofessionals for being alone with students)
Discuss the role of the RA and TR in these models. How are these roles different? What questions do you have regarding implementation?

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Transition Back to the Main Session

Please join us back in the main session to participate in the symposium closure. I will now chat the main room session Zoom link.

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