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ObjectiveMetricData High Level Summary StatementOther Notes
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Increase in alignment between LEAP teacher ratings and student MGP% of effective/distinguished team leads/teachers-97% of teacher leaders were Effective/Distinguished
-86% of teachers supported by Senior/Team Leads were Effective/Distinguished
-increase in percentage of distinguished teachers (15-16 21%, 16-17 22%, 17-18 24%)
-Senior/Team Leads tend to support a slightly higher proportion of novice and early career teachers; this accounts for the slightly lower percentage of Effective/Distinguished ratings for teachers supported by S/TL

"It's helpful to frame that we don't necessary want to see a generalized increase in the percentage of teachers rated effective/distinguished as a measure of progress. Instead, an indicator of progress would be that teachers' ratings better align with student outcomes, such as MGP. (In other words, teachers with high student MGP, >60 or higher, are effective or distinguished, while teachers with lower MGP are not.)" -Taryn Rawson
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Increase in retention of teachers, team leads, principals in DPS% of teachers/team leads/principals retained in district/school/role each year-District Wide 17-18 to 18-19 (86% retained in district, 83% retained in role, 77% retained in school)
-Senior/Team Leads 16-17 to 17-18 92% retained in district, 80% retained in school, 71% retained in S/TL role, 67% retained in S/TL role-Intensive tier
-Senior/Team Leads 17-18 to 18-19 93% retained in district, 85% retained in school, 78% retained in S/TL role, 75% retained in S/TL role-Intensive tier
-Team teachers retained in school: Supported by S/TL -75%; Not supported by S/TL 71%
-Team teachers retained in school: Supported by S/TL -89%; Not supported by S/TL 84%
-Team teachers retained in district: Supported by S/TL -91%; Not supported by S/TL 88%
-83% of principals retained from 17-18 to 18-19

-Senior/Team Lead retention rates have increased over time, particularly at Intensive tier schools
-Team teachers were retained in intensive tier schools at a higher rate
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Increase in the number of students with Effective/Distinguished teachers% students with effective/distinguished teachers-86% of teachers supported by Senior/Team Leads were Effective/Distinguished-Data not available. Best measure is the % of effective teachers
-Students of color less likely to have at least one Distinguished teacher and more likely to have a novice teacher

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Teacher rating comparison (evaluated by S/TL vs. evaluated by APs, Ps, etc)
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Increase in positive teacher perceptionsTeacher perception data from surveys – broken out by race and gender to capture inclusivity of impact"I feel like I can be my authentic self in interactions with my primary coach" (83% with S/TL; 78% all other teachers)
"My teaching practice has improved as a result of working with my primary coach" (85% with S/TL; 75% all other teachers)
"My primary coach is successful at both evaluating my teaching and coaching me to help me improve my practice" (83% with S/TL; 74% all other teachers)
-89% when S/TL shares content/grade expertise; 69% when S/TL doesn't share content/grade expertise

"Overall my experience this year working with my S/TL has been positive" (84% All Teachers; 85% Teachers of Color)
"I feel like I can be my authentic self in interactions with my S/TL" (83% All Teachers; 85% Teachers of Color)
"Engaging with my S/TL helps to make my work more enjoyable" (80% All Teachers; 84% Teachers of Color)
"My teaching practice has improved as a result of working wiht my S/TL" (83% All Teachers; 88% Teachers of Color)
"My S/TL has set clear expectations about the work we do together" (86% All Teachers; 88% Teachers of Color)
"My S/TL is successful at both evaluating my teaching and coaching me to help me improve my practice" (83% All Teachers; 87% Teachers of Color)
-Teachers supported by S/TL continue to have positive perceptions
-Teachers of Color slightly more positive about support from S/TLs
Perceptions of both S/TLs and teachers supported by S/TLs have grown as the model has reached scale.
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The number of teachers that work with a team lead, the ratio of teachers to team leads? Do we see TL saturation where we want to see it?-Approximately 56% if teachers are supported by S/TLs in 2018-2019 (will update with 17-18)
~2400 teachers
-Average Team Size: Universal-5.88; Strategic-5.49; Intensive-4.93; Pathways-4.91; Elementary-5.91; K8 Schools-5.9; Middle Schools-4.97; High School-5.18
Higher saturation in Intensive Tier Schools.
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Pipeline statistics - how many team leads become deans, APs and principals?-In 2017-18, 47 school leaders were previously S/TLs (5 Principals, 21 APs, 21 Leaders of others).
-In 2018-19, 75 school leaders were previously S/TLs (7 Principals, 36 APs, 32 Leaders of others)
-Two-thirds of S/TLs were in a teacher leadership role in the prior year, compared to about half for other teacher leaders.
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Increase in MGP for teachers supported by S/TLAverage CMAS MGP broken down by years supported by S/TL-Average Teacher CMAS MGP for 0-2 years of support by S/TL; ELA 54 Math 52.7
-Average Teacher CMAS MGP for 3+ years of support by S/TL: ELA 56 Math 56
The number of years supported by a S/TL appears associated with improved student outcomes. Teacher supported by S/TL for two or more years have statistically significant higher student growth scores compared to other teachers. ***Significant at the 0.05 level. T-test analysis restricted to only teacher with offical and attributable student growth scores in LEAP. Does not include data for S/TL.
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Positive impact of team specialists and new teacher ambassadorsData on the impact of team specialists and new teachers ambassadors"I have received the support needed to be successful in my first year of teaching at DPS" (Supported by NTA 76%, Not supported by NTA 66%)
"I received the social-emotional support I needed to feel comfortable in my first year at my school" (Supported by NTA 70%, Not supported by NTA 62%)
"I received necessary information about the requirements for Induction" (Supported by NTA 76%, Not supported by NTA 64%)
"I was made aware of available resources when needed" (Supported by NTA 82%, Not supported by NTA 81%)
"I know my instructional strengths and areas for growth" (Supported by NTA 82%, Not supported by NTA 81%)
-New teachers who received New Teacher Ambassador support responded more favorable
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Future measures/things to consider
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Who has access to teacher leaders? Which teachers in which schools, grade level and subject areas"Currently, TLC can analyze "team sizes" (the average number of teachers a teacher leader supports) and "ratios" (number of teacher leaders per number of teachers) at our schools. (We can break this down by school tier, elementary vs. secondary, etc.) What we do not yet have the ability to do with our DPS employee roster is see the subject areas of the teachers that teacher leaders support. This capability would be helpful, as it would allow us to, for example: (1) analyze the effective of teacher leaders who support early literacy teachers, and (2) analyze the difference in effective when a teacher leaders supports teachers in his/her content area of expertise vs. outside his/her area of expertise." -Taryn
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Questions/Notes
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How can we use the work of TLC to identify leadership traits and improve hiring, coaching and development?
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What are the impacts of STLs on Principals and APs? Does it change the actions and priorities of leaders?
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