IGA - MCSS LITCHFIELD - TPS DISTRICT SIGNED2.PDF

Maricopa County — Formal (2023-06-14)

Extracted text (via ocr_local) 40271 characters

INTERGOVERNMENTAL AGREEMENT BETWEEN MARICOPA COUNTY, ON BEHALF OF
THE MARICOPA COUNTY SCHOOL SUPERINTENDENT’S OFFICE, AND LITCHFIELD

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ELEMENTARY SCHOOL DISTRICT NO. 79

PARTIES. This Intergovernmental Agreement (the “Agreement’) is made between
Maricopa County, acting through the Maricopa County School Superintendent’s Office
("MCSS’) and Litchfield Elementary School District No. 79 (the “District’) (collectively,
the “Parties”). The parties to this agreement are authorized to enter into this IGA under
A.R.S. §§ 11-952 and 15-342.

PURPOSE, The Arizona Department of Education ESSER LEA Capacity Building
Support grant provides funding for the Maricopa County Teacher Powered Schools
Network (“MCTPSN” or the “Network”). The MCTPSN is designed to address the
recruitment and retention crisis in Arizona through the strengthening of strategies,
practices, and structures that have been correlated with low teacher turnover. The
Parties agree to cooperate and assist each other as they explore ways to strengthen
collaborative practices, elevate teacher voice, and create a regional TPS network.

TERM OF AGREEMENT. This Agreement shall become effective upon execution by
the last signer and shall expire on September 30, 2024.

RESPONSIBILITIES OF PARTIES.

4.1 MCSS Responsibilities:
4.1.1 Provide technical assistance for successful participation in the Network.

4.1.2 Provide professional development in strategies and structures to support
context specific design and implementation.

4.1.3 Provide collaborative working and observational space within a nationally
recognized Teacher Powered Schools Network school.

4.1.4 Provide a repository of design and program evaluation tools.
4.1.5 Establish a community of practice to share and scale successful practices.

4.1.6 Provide reimbursement of travel funds for participation in the national
Teacher Powered Schools Conference in accordance with Appendix B.

4.1.7 Provide reimbursement of travel funds for site visits.

4.1.8 Provide reimbursement of educator stipends per completion of individual
project phases (exploration, design, implementation) in accordance with
Appendix C.

4.1.9 Administer funds in accordance with the grant award and schedule of
participation in project phases. A copy of the grant award is attached as
Appendix A.

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4.2 District Responsibilities:

4.2.1 Participate in the collaborative learning sessions for the elected phase
(exploration, design, implementation).

4.2.2 Ensure that funds are not used to supplant district funds and are
distributed in keeping with the intent of the MCTPSN.

PAYMENT. The District shall invoice MCSS for reimbursement of the applicable and
agreed to costs. MCSS will pay within thirty (30) days of receiving the invoice for costs.

TERMINATION.

6.1 This Agreement is subject to cancellation in accordance with the provisions of
A.R.S. § 38-511.

6.2 In the event of non-payment by the District, this Agreement shall terminate as of
the date of last payment received and MCSS obligations hereunder shall
immediately cease.

6.3 Either party may terminate this Agreement at any time upon delivering a written
notice of termination to the other party three (3) months in advance of the
requested date of termination. Such notice shall be given by personal delivery or
by Registered or Certified mail.

6.4 This Agreement may be terminated by mutual written agreement of the parties
specifying the termination date therein.

AMENDMENTS. Nothing in this Agreement may be modified or waived except by prior
written amendment, duly executed by authorized signers for the Parties. The Parties
may amend this Agreement upon the mutual written Agreement signed by authorized
signers for the Parties.

NOTICES. Notices required under this Agreement shall be directed to the following
contract representatives:

To Maricopa County: To the District:

Matt Morales, Chief Deputy Dr. Jodi Gunning

Maricopa County Office of Litchfield Elementary School District No.
the School Superintendent 79

4041 N. Central Ave., Suite 1200 272 E. Sagebrush St.

Phoenix, Arizona 85012 Litchfield Park, Arizona 85340
matt.morales@maricopa.gov gunning@lesd.k12.az.us

INDEPENDENT CONTRACTOR. The Parties, including their employees, agents, and
subcontractors, are independent contractors. Nothing in this Agreement will be
construed to create any partnership, joint venture, or employment relationship between

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the Parties or create any employer-employee relationship between a Party and the
employees of the other Party. Neither Party will be liable for any debts, accounts,
obligations, or other liabilities whatsoever of the other.

ASSIGNMENT. This Agreement shall not be assigned, in whole or in part, without the
prior written consent of the Parties, and any assignment in contravention of this
provision shall be null and void.

NONDISCRIMINATION. The Parties agree to comply with all applicable state and
federal laws, rules, regulations, and executive orders governing equal employment
opportunity, immigration, and nondiscrimination.

IMMIGRATION; E-VERIFY. To the extent applicable under A.R.S. § 41-4401, the
Parties warrant compliance, on behalf of themselves and all subcontractors, with all
federal immigration laws and regulations relating to their employees, and compliance
with the E-Verify requirements under A.R.S. § 23-214(A). Any Party’s breach of the
abovementioned warranty shall be deemed a material breach of this Agreement and the
nonbreaching Party may terminate this Agreement. The Parties retain the legal right to
inspect the papers of any other Party to ensure that the Party is complying with the
abovementioned warranty under this Agreement.

INDEMNIFICATION. To the fullest extent permitted under Arizona law, each Party and
its Agents (as “Indemnitor’) agrees to indemnify, defend, and hold harmless the other
Party and its Agents (as “Indemnitee”) from and against any and all claims, actions,
liabilities, damages, losses, costs, or expenses (including, but not limited to, court costs,
attorneys’ fees, and claim processing) (collectively, “Claims”) arising out of bodily or
personal injury (including death) of any person or tangible or intangible property
damage, in whole or in part, by the negligent or willful acts or omissions of Indemnitor.
This indemnity includes any claim or amount arising out of or recovered under the
Workers’ Compensation law. It is the specific intention of the Parties that the Indemnitee
shall, in all instances, except for Claims arising solely from the negligent or willful acts or
omissions of the Indemnitee, be indemnified by the Indemnitor against all Claims.
Nothing in this Agreement shall be construed as consent to any suit or waiver of any
defense in a suit brought against either Party in any State or Federal Court arising from
the negligent or willful acts or omissions of the Parties.

DISPUTE RESOLUTION. In the event a dispute under this Agreement arises between
the Parties, the Parties will follow this process:

14.1 The Parties will meet and confer in person about the issue. The Parties will make
their best efforts to reach a resolution at this meeting.

14.2 If the Parties are unable to resolve the conflict after the in-person meeting, within
ten (10) business days after the meeting, the Party raising the issue shall prepare

a written conflict report and deliver to the other/receiving Party for a response. The
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conflict report shall include, at minimum, a section summarizing relevant
background, an issue statement, and a proposed solution. The receiving Party
shall prepare and deliver a written response within ten (10) business days from the
date of receipt of the conflict report.

14.3 If the Parties cannot resolve the issue after assessing the conflict report and
response, the Parties shall once again meet and confer in person to discuss the
conflict report and response and try to resolve the issue. The Parties shall make
their best efforts to reach a resolution at this meeting.

14.4 If the Parties are still unable to reach a resolution, the Parties may seek resolution
through mediation/arbitration. The Parties may provide the conflict report and
response to the arbitrator to aid in resolution. The Parties shall select a mutually
acceptable third-party as arbitrator. Each Party shall bear its own arbitration fees,
attorneys’ fees, and costs.

PARTIAL PERFORMANCE. The failure of either Party to insist in any one or more
instances upon the full and complete performance of any of the terms of this Agreement
shall not be construed as a waiver or relinquishment of the right to insist upon full and
complete performance of the same, or any other term, either in the past or in the future.

FORCE MAJEURE. Neither Party shall be responsible for delays or failures in
performance resulting exclusively from unanticipated, unpreventable, uncontrollable,
exceptional, and overwhelming events or acts. This includes acts or events of nature,
such as fires, pandemics, floods, hurricanes, monsoons, tornadoes, or communication
line or power failures; and, acts or events of people, such as riots, wars, and
governmental regulations imposed after the fact.

INSURANCE. The Parties agree to secure and maintain sufficient insurance coverage
for all risks that may arise out of the terms, obligations, operations, and actions as set
forth in this Agreement, including, but not limited to, public entity insurance. The
acquisition of insurance or the maintenance and operation of a self-insurance program
may fulfill the insurance requirement.

APPLICABLE LAW. Each Party shall comply with all applicable laws, ordinances,
Executive Orders, rules, regulations, standards, and codes of the Federal and State
whether or not specifically referenced herein.

VENUE; CHOICE OF LAW.

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19.1 The proper venue for any proceeding arising from this Agreement shall be
Maricopa County, Arizona. This Agreement shall be construed in accordance with
and be governed by the laws of the State of Arizona.

19.2 This Agreement and all obligations imposed on the Parties arising under this
Agreement shall be subject to any limitations of budget law or other applicable
local laws or regulations. No term in this Agreement shall be construed to relieve
the Parties of any obligations or responsibilities imposed on Parties by law. This
Agreement shall be construed in accordance with the laws of the State of Arizona.

HEADINGS. Sections and other headings contained in this Agreement are for reference
purposes only and shall not affect in any way the meaning or interpretation of this
Agreement.

ENTIRE AGREEMENT. This Agreement contains all the terms and conditions agreed to
by the Parties. No other understanding, oral or otherwise, regarding the subject matter
of this Agreement shall be deemed to exist or to bind any of the Parties hereto.

[SIGNATURES ON FOLLOWING PAGE]

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FOR AND ON BEHALF OF
MARICOPA COUNTY:

Chairman, Board of Supervisors

Date

Attested to:

Clerk of the Board

FOR AND ON BEHALF OF

LITCHFIELD ELEMENTARY SCHOOL
DISTRICT NO. 79:

[Representative Name]

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Pursuant to A.R.S. § 11-952, the attorneys for the parties have determined that this
Intergovernmental Agreement is within the powers and authority granted to each party under the laws

of the State of Arizona.

Hh pe

Attorney for Maricopa County

6/1/2023

Date

Attorney for Litchfiétd Elementary School
District No. 79

$/13/22

Date

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Appendix A - Grant Award

Teacher Powered Schools

Section I- Proposed Scope of Work

During the 2022 Arizona Educator Job Fair, State Superintendent Kathy Hoffman reiterated what all
school leaders know to be accurate, "we're actually seeing the teacher shortage is being even more
exacerbated because of the burnout teachers are feeling after the last couple years of dealing with the
pandemic."

The Maricopa County School Superintendent (MCSS) has a bold plan to address Arizona's COVID
pandemic-related teacher recruitment and retention crisis. Our data shows that many of the factors
driving teachers from the profession are pressures from increased workloads, lack of respect, lack of
trust, and lack of autonomy. Many of these issues have been exacerbated by COVID-19, but all have
been festering for years.

By supporting schools and districts to significantly restructure decision-making processes and
empowering teachers with the autonomy to lead their schools collaboratively, teacher satisfaction will
increase, and fewer educators willleave.

The system has been fractured for years, and COVID-19 has broken it apart. We must act now, and we
mustact differently to change the trajectory of teachers fleeing the classroom.

This proposal outlines how the MCSS will leverage ESSER funds to use a proven, national modelof
teacher-powered schools to keep our best teachers in the profession and attract the next generation
workforce. We will create a robust collaborative networking hub in Maricopa County that will extend
state-wide. We will use the next two years to not only support cohorts of innovators but to build a
sustainable network that will continue and expand the initiative long after ESSER funds subside. Because
as we know, the devastating effects of the pandemic will impact teachers and students for years, if not
decades tocome.

The Maricopa County School Superintendent is requesting $675,000.000 to directly increase teacher
retention in 30 schools, state-wide, that have been negatively impacted by the COVID pandemic and
to create a retention roadmap and support system for all schools in Arizona moving forward.

Key Impact Area— Recruitment and Retention of Teachers, Leaders and Staff

Prior to the pandemic, In the fall of 2018, the MCSS conducted a Teacher Retention Survey of over 5,000
public school teachers in Maricopa County. The survey was in response to the 2017 Morrison Institute
report, Finding & Keeping Educators for Arizona's Classrooms which stated:

e 22% of teachers hired between 2013 and 2015 were not teaching in Arizona after one year.
e 42% of Arizona teachers hired in 2013 left the profession within three years.
© 52% of Arizona charter schoolteachers hired in 2013 left within three years.

The Maricopa County Teacher Retention Survey asked Maricopa County teachers to define the factors
that contribute to teacher turnover and retention. The top five factors across every grade level were:

e Salary
e Class Size

e Pressure from Increased Workloads
e Respect
° Benefits

Deep into the pandemic, and in the first semester of most schools being fully in-person (October 2021),
the MCSS conducted another survey seeking information on teacher stress. The results were alarming.

¢ 96% of teachers reported experiencing stress at work.

e 78% of those stated that it was "severe" or "extreme." (It was 8% in 2018-2019)

e 46% "disagreed" or "strongly disagreed" that their school leaders took steps to reduce their
stress.

° 62% "disagreed" or'"strongly disagreed" that their district leaders took steps to reduce their
stress.

Whenasked about the symptoms those that feel stressed are experiencing, the top four were:

Anxiety

Irritability

Prolonged Fatigue
Trouble Concentrating

Additional data collected made clear that much of the stress came from increased instructional and
emotional needs of students impacted by disrupted learning and lack of access to social-emotional
supports due to remote work. Butjust as significant were the responses related to surmounting
pressures to do more and be more from school and district officials- without additional classroom
support.

For too many teachers, the only way theysee to mitigate that stress is to leave the profession.

LEA Support

Our school systems cannot continue to manage human capital the way they did before the pandemic.
The practices of handing down curriculum, assessment, student management, and professional
development from above were creating dissatisfaction among teachers prior to the pandemic. The
pandemic amplified those feelings and shed a bright light on what needs to be changed.

Nowis the time to dramatically transform the teaching profession. To re-think how we support, inspire,
and empower the most important component of the education system. The teachers.

We propose the creation of a collaborative hub where we support district and school leaders by
implementing teacher-powered school practices that increase teacher engagement, satisfaction, and
retention and create a structure to ensure the practices continue beyond the tenure ofa particular
district or school leader.

What are Teacher Powered-Schools?

Teacher-powered schools are comprised of educator teams that have collaborative cultures and use
shared decision making. To understand how teacher-powered schools are different from other schools,
we look at two things:

1. 15 areas of autonomy for which the teacher teams have potential decision-making authority to
varying degrees. These are:
o Learning Program
School-level policy
Schedule
Determining work hours
Selecting colleagues
Choosing school leaders
Professionaldevelopment
Evaluating colleagues
Setting tenure policy
Terminating/Transferring colleagues
Setting the budget
Determining compensation
Setting staff patterns
Determining assessments
o Broadening assessments
2. The professional practices teams use to implement their autonomies are:
o Keeping students at the center of decision-making
Meaningfully Involving families and communities
Honoring student voice and choice
Cultivating a collaborative culture
Embracing transparency in decision-making
Creating shared leadership structures
Reimagining and rotating leadership positions
Engaging in peer observation
Taking on a learner mindset

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In teacher-powered schools, teachers have greater ability to make the changes that they determine
necessary to truly improve student learning and the teaching profession— changes such as:

e Personalizing learning for both students and teachers

e Addressing “teacher quality” issues by making teaching a more attractive job and career

e Increasing the sense of ownership—and accountability —among teachers, in areas where they
have authority to make decisions

e Collaborating with administrators to boost student achievement and advance authentic
assessment

Each teacher-powered school looks different because their team is empowered to create the best
system and environment for their students, staff, and community.

There are more than 150 teacher-powered schools spanning 20 states, serving students from preschool
to age 21, in urban, suburban, and rural settings. Some operate within schooldistricts and others
operate as charter schools. Some have union-affiliated teachers while others do not. They enjoy support
from leaders on all sides of today's major education debates. Asa result, they rise above the usual
conflicts that can exist between districts, charters, unions, and government.

Teacher-powered schools are about fulfilling one of the nation's greatest responsibilities: preparing the
next generation of young people to reach their full potential, contribute to their communities, and
participate in a 21st century globaleconomy. Public education needs innovation and transformation to
fulfill this responsibility. Teacher-powered schools enable teachers, those who work closest with
students, to be the driving force behind this change.

What's more, teacher-powered schools address the issues that are driving our teachers from the
profession. They allow the teachers to better control their work loads, create meaningful solutions to
learning loss and student emotional needs, and restore the respect that so many feelhas been lost. This
is more important now than ever.

How will ESSER Funds Be Leveraged?

Technical Assistance - The MCSS will partner with two national education reform agencies (Education
Evolving and Empower Schools) to provide direct technical support to schools and create a network of
teacher-powered schools throughout Arizona. This will happen by identifying schools to participate in a
Teacher-Powered School Exploration Fellowship and then collaboratively (with the school and MCSS)
selecting schools to participate in a Teacher-Powered School Design Fellowship Cohort. This will be done
using a six-phase approach:

e Phase 1: Align key stakeholders onthe approach

e Phase 2: Recruit school teams; Prepare forthe Teacher-Powered School Exploration Fellowship

e Phase 3: Launch and facilitate the Teacher-Powered School Exploration Fellowship; Select the
Teacher-Powered School Design Fellowship Cohort (7-10 schools)

e Phase 4: Launch and support first Teacher-Powered School Design Fellowship Cohort

e Phase 5: Recruit and facilitate second cohort of Teacher-Powered School Exploration Fellowship;
Select second Teacher-Powered School Design Fellowship Cohort

e Phase 6: Launch and Support Cohort 1 of Teacher-Powered Network(s), Support Cohort 2 of
Design Fellowship, recruit Cohort 3 for Exploration Fellowship

Staff- The MCSS will contract with a part-time external evaluator to develop monitoring tools to
evaluate the progress the fellowship teams make with implementing autonomies as well as assessing
teacher satisfaction and retention rates.

Professional Development- The MCSS will provide professional development in strategies and structures
to implement successfulteacher-powered school practices. Participants will attend virtual and in-person
meetings and conferences with existing teacher-powered schools, be equipped with reading materials,
workbooks, and videos created by existing teacher-powered schools, and work together to surface
challenges and solve problems.

Stipends for Participants- The first two years of this initiative are critical and will require a concerted
effort to create strong cohorts that will support teacher-leader teams in years to come. In addition, the
stress of the COVID pandemic has teachers and principals feeling that additional support for additional
effortis necessary. We agree. We will provide all leaders who engage with the first two years of cohorts
with a $1,000 stipend for theirtime and intellectual content.

Collaborative Observational Space- The MCSS will rent collaborative space at an existing teacher-
powered schoolfor cohorts to meet, collaborate, learn, and plan all while being immersed ina teacher-
powered, student-centered learning environment. By having real-time access to teachers currently
Operating in a teacher-powered environment, participants will receive the inspiration and support they
need to effectively create the systems and structures to effectively implement their plans. The space in
the school will be solely used for teacher-powered services so willrequire a lease.

Assessing Local Needs

The MCSS will leverage relationships with Maricopa County schooldistricts, public charters, and Arizona
County School Superintendents to recruit schools interested in this new model of school leadership. Ten
to 15 schools from Maricopa County, Coconino County, and Yavapai County are being targeted for the
first cohort of the Teacher-Powered School Exploration Fellowship.

Readiness tools will be developed to determine which leaders currently have the disposition and
philosophy to extend autonomies to teachers. The tools will be developed based on competencies
identified through the Maricopa County Exemplary Principal Award which is awarded to principals who
intentionally and strategically nurture school cultures where teacher and student voices set and realize
the school's vision. Principals awarded the Exemplary Principal award intrinsically value educator
expertise and leverage collaborative leadership structures in decision making. As a result of these safe
and supportive environments, the students achieve academically and emotionally, and the teachers
remain in the profession.

Braiding of Federal, State, and Local Funds to Maximize Local Impact

A value of this service is to integrate it into whatis already being done at schools. Notto add another
initiative. The targeted schools already have leadership that values teacher input, contribution, and
voice. This work will walk alongside principals and teachers and help guide their goal setting and
professional development planning to formalize their current practices and put in structures to ensure
their sustainability. Therefore, current school-level professional development funds will support this
work. For schools who receive Title funding, we will support with identifying activities that support their
Integrated Action Plans.

The MCSS will leverage approximately $111,000 in county general budget funds to support with the
additional staffing, travel, coordination, and materials. The expected “in-kind” funds are as follows:

© $60,000.00 in salaries (.50 FTE split between two current staff)
e $10,000.00 in travelto schools throughout Arizona
e $5,000.00 in professional development and conference fees

e@ $35,000.00 initial investment in contracted services with national teacher-powered experts
e $1,000.00 forsupplies

Sustainability Planning

ESSER funds will be used as seed money to establish a cadre of teacher-powered schools throughout
Arizona. The cadre will be supported by the National Teacher-Powered School Network to create self-
sustaining structures to maintain the work. Those structures include:

e Establish Maricopa County (and any other participating counties) as Empowerment Zones. An
Empowerment Zone creates empowering conditions of autonomy, accountability, sustainability,
and support. When established, an Empowerment Zone “protects” community-based
innovation from leadership changes in the school, district, or governing board. Empowerment
Zones:

o follow important district policies on matters suchas enrollment.

o have key designand operating autonomies enabled and ensured bya partnership
agreement.

oO are overseen bya dedicated nonprofit board founded in partnership with — and made
up of — local district leaders, educators, and community members.

e Arepository of design and evaluation tools forteams to use in negotiating and successfully
implementing autonomies.

o Teacher-powered schools Readiness Self-Assessment

o Teacher-Powered Progress Monitoring

o Teacher-Leader Competencies Peer Evaluation Tool

e €stablish a community of practice to share and scale successful practices.

o Acommunity of practice (CoP) isa group of people who share a common concern, a set
of problems, oran interestin a topic and who come together to fulfill both individual
and group goals.

o Communities of practice often focus on sharing best practices and creating new
knowledge to advance a domain of professional practice. Interaction on an ongoing
basis is an important part of this.

o Many communities of practice rely on face-to-face meetings as wellas web-based
collaborative environments to communicate, connect and conduct community activities.

e Building a relationship with the National Teacher-powered schools Network to offer technical
assistance.

o Establish Maricopa County as a Regional Network under the Teacher-Powered Network
umbrella. (Current Regional Networks are Boston, Los Angeles, Michigan, Minnesota,
and Wisconsin)

o Add schools to the National Teacher-powered schools Inventory forthe purpose of
connection, collaboration, and support by Teacher-powered schools from around the
country.

Evaluating and Measuring Impact

In 2019, MCSS in collaboration with the Maricopa County Regional School District, drafted a Teacher-
Powered progress monitoring process. The process is rooted in Bruce W. Tuckman’s four stages of team
development (forming, storming, norming, and performing) contains specific activities for each stage of
development. The progress monitoring process looks at factors contributing to the successful
implementation of teacher autonomies and highly functioning collaborative teams. It was piloted during
the 2020-2021 and 2021-2022 schoolyears witha Teacher-Powered Schooland found to provide
feedback and guidance for the successful development of teacher-leaders. A more detailed description
of the process can be seen here.

These tools will be used to evaluate schools’ successful progression. Schools deemed successful during
the two-year project will move from forming to storming and into norming.

As mentioned earlier, MCSS conducted acomprehensive retention survey in 2018. Teacher-powered
school participants will take the survey both years. Schools deemed successful during the two-year
project will move away from “adverse experiences” in the areas of respect and autonomy as compared
to their peers in other schools.

Teachers in teacher-powered schools will complete the teacher satisfaction survey that is part of the
MCSS Exemplary Principal Award. Schools deemed successful during the two-year project will have
results comparable or better than teachers in schools with identified Exemplary Principals.

Finally, we will look at teacher-retention rates of participating schools. Schools deemed successful
during the two-year project will have a 30% increase in their retention rates as compared to the 2021-
2022 school year, or as compared to the state-wide average.

Section Il- Capacity and Readiness

Experience Assessing Schoo! Culture and Climate

The MCSS hasa six-year history assessing school culture and climate. In 2017, the MCSS took over the
prestigious Exemplary Principal Award from the Rodel Foundation. While at Rodel, the award
emphasized student growth in lower socio-economic schools. Although those factors are still included in
the MCSS iteration of the award, our version only awards principals who demonstrate high teacher
satisfaction and professional retention rates. To do so, we developed several tools to identify and
spotlight leaders who value and prioritize:

e Shared Vision

e Shared Expectations
e Student Centered

e = Trust

e Asset Based

e Collective Efficacy

e Multiple Perspectives
e Community

e Results Oriented/High Expectations

« Responsiveness

e Actionable Feedback/Growth Opportunities
e Collaboration

e Engagement

e = =Equity

¢ Whole Child

e Teacher Voice

Experience Implementing Human Capital Management Structures

Since 2010, the MCSS has been implementing federally funded grant programs that have transformed
how local LEAs recruit, retain, support, and compensate teachers and principals. We have re -distributed
over 165 million dollars to schools throughout Arizona through direct human resource support, decision-
support technology systems, professional development, and performance-based pay.

We have worked with some of the country’s leading teacher recruitment and retention leaders and have
been recognized by the U.S. Department of Education as a leader in the field.

Experience Operating a Teacher-Powered School

Arguably the most significant experience is that the MCSS currently oversees a Teacher-Powered high
school in Phoenix (Hope Academy/ Maricopa County Regional! School District). The small, alternative
school does not have a traditional principal, and the teachers have full or partial autonomy in the
following:

Learning program

School-level policy

Schedule

Determining work hours

Choosing school leaders/roles

Professional development

Setting the budget (Partial autonomy)
Determining assessments (Partial autonomy)
Broadening assessments

WHONAM PWN P

The school re-opened asa teacher-powered schoolin the fall of 2019 and persevered through the initial
COVID pandemic school closures and a year of on-line learning with teachers at the helm. The school
just completed its third full year of operating as a teacher-powered schooland is retaining 100% of
teacher-leaders forthe coming school year.

Section Ill- Demonstrated LEA Interest in Services and Supports

Starting in October of 2021, the MCSS has been assessing LEA’s interests in teacher-powered schools.
We hosted an informal event where representatives from the national Teacher-Powered Network

presented, and local examples were showcased. 17 LEAs and organizations attended, and we hada 90%
interest survey return rate.

In January of 2022, the MCSS hosted a Teacher Stress Town Hall with a break-out session about teacher-
powered schools. 35 Maricopa County school districts attended the town hall, and 18 attended the
break-out session to learn more.

In May of 2022, MCSS staff began visiting school and district leaders interested in learning more about
teacher-powered schools as a retention strategy. As of the publication of this document, 22 school
district and charter organizations have attended an information meeting and are being invited to send
school teams to join the first teacher-powered school exploration cadre. The current school district and
charter organizations are:
1. Buckeye Elementary

Cave Creek Unified

Cottonwood Oak-Creek Elementary

Edison Project

Gilbert Unified

Herberger Young Scholars Academy

Higley Unified

Kyrene Elementary

Laveen Elementary
. LEAD Charter Schools
. Litchfield Elementary
. Littleton Elementary
. Maricopa County Regional
. Mesa Public Schools
. Nadaburg Elementary
. Peoria Unified
. Phoenix Union
. Queen Creek Unified
. Scottsdale Unified
. Tempe Elementary
. Washington Elementary
22. Wilson Elementary

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These 22 district and charter organizations represent 30 interested schools in three counties (Maricopa,
Coconino, and Yavapai). A representative from Pima County was also in attendance and is in discussions
with potential schools.

If funded, the MCSS is expecting between ten and fifteen schools to officially join Cohort 1 starting in
August 2022 and an additional ten to fifteen schools to join Cohort 2 in 2023. In total, we expect to
positively impact up to 30 schools and create a collaborative networking hub that will continue to
improve working conditions forteachers and retain ourtop talent far beyond the COVID pandemic
environment.

Section IV- Budget
July 1, 2022 - June 30, 2023

$125,000.00 — Technical Assistance Teacher-powered schools (TPS, Empower Ed)
$20,000.000. Contracted Staff (External Evaluator)

$60,000.000 Professional Development (Teacher-powered schools Conference)
$50,000.000 — Stipends for Participants ($1,000. For up to 50 participants.)

$100,000.000 Rent for Collaboration Space and Teacher-Powered School Observation Lab

July 1, 2023 - June 30, 2024

$125,000.000 Technical Assistance Teacher- powered schools (TPS, Empower Ed)
$20,000.000 Contracted Staff (External Evaluator)

$15,000.000 Professional Developoment (Travel for site visits)

$50,000.000 — Stipends for Participants ($1,000. For up to 50 participants)

$100,000.000 Rent for Collaboration Space and Teacher-Powered School Observation Lab

July 1, 2024 - September 30, 2023

$10,000.00 Contracted Staff (External Evaluator services and final report)

$675,000.000

Appendix B

Teacher-Powered Schools National Conference
November 3-6, 2022

Sponsorship provided by the Office of the Maricopa County School Superintendent will include
airfare, hotel, conference registration, per diem, and travel to and from the airport. The budget
includes an estimate of $1740 total per participant in order to stay within the $60,000 allotted
in the grant. Information about the breakdown used is listed below. The amount of each
budget line item can vary, but please stay at or below $1740 total per participant.

Registration- $350
Airfare- $600
Hotel- $500
Airport Travel- $50
Per Diem- $240

Information needed to make arrangements can be found at

https://www.teacherpowered.org/conference/schedule

e Flights- You will see the schedule information helpful in determining travel times.
November 3 is a travel day. Please note, participants do not need to be there for
the 2-5pm jumpstart session because that content is included in the exploration
cohort. Participants are not required to participate in the 4-6pm registration. All MC
cohort participants will already have tickets reserved for the site visits. It is
encouraged that all groups make arrangements around what is most conducive to
their schedules and arrive in time to be settled and fully prepared to join the site
visits Friday morning. The last session on November 6" ends at 11:15. Airlines that
have multiple flights to/from Minneapolis include Delta, American, and United,
among others.

e Hotel- On that same schedule page you will also see the button to reserve the hotel
at a reduced rate of $139 per night.

e Conference Registration- On that same schedule page, please click the “register
today” button for conference registration. Once you click register today, you will find a
tickets button. Click that and you will see a blue link “Enter promo code.” Enter the
code MARICOPATPS and apply. You will unlock Maricopa TPS rate of $350 and this
includes the site visits which have been reserved for everyone separately.

e Travel to and from hotel- Please arrange for shared rides as much as possible.

e Per diem- The conference schedule contains information helpful in determining rate.

Please do not hesitate to reach out to Darcy Moody at darcy.moody@maricopa.gov or 602-
689-1692 with any questions.

Appendix C

General TPS Stipend Information

$500 per participant for Exploration Phase (the kickoff, and virtual meetings in Sept, Oct, Nov,
Dec)

Up to $1,000 per participant for team continuing into Design phase, not to exceed a total
amount of $5,000 for Verrado Middle School

Up to $1,000 per participant during implementation phase, not to exceed a total of $6,000 for
Verrado Middle School

Stipend Criteria

Phase 1: Exploration, July 2022 —- December 2022

To be eligible for the $500.00 stipend, participants will complete 6 of the following:

Ooococoeo

August: Kick Off and Shared Purpose (2-hour event, August 18)

August: 1 hour follow up activity to be done with your team

September: Attend Teacher-Powered 101 Part 1 (90-minute virtual meeting)

September: Attend a site visit with school team (1-hour virtual visit)

October: Attend Teacher-Powered 101 Part 2 (90-minute virtual meeting)

October: Complete the Teacher-Powered Readiness activity

November: Attend the Teacher-Powered Schools National Conference (November 4-6",
Minneapolis, MN) or attend the virtual overview

December: Attend Ready for Phase 2 (1-hour virtual meeting)

Stipend eligibility will be sent to the district upon completion. District will then pay-out the stipend (and
bill the Maricopa County School Superintendent’s Office).

Phase 2: Design, January 2023 — May 2023

Verrado Middle Schoo! will receive up to $5,000 to provide stipends of up to $1,000 per participant for
participation in the design phase and completion of activities below. Specific eligibility and amounts will
be determined by Verrado leadership based on level of participation. District will then pay-out the
stipends (and bill the Maricopa County School Superintendent’s Office).

Project deliverables for the design phase must include the following:

Co-created shared purpose

Timeline

Facilitated student, parent, and community feedback sessions
Identified evidence of growth

Communication plan

Implementation plan

Phase 3: Implementation, August 2023— May 2024

Verrado Middle School will receive up to $6,000 to provide stipends of up to $1,000 per participant for
participation in the Implementation phase and completion of activities below. Specific eligibility and
amounts will be determined by Verrado Middle School leadership based on level of participation.
District will then pay-out the stipends (and bill the Maricopa County School Superintendent’s Office).

Project deliverables for the implementation phase must include the following:

e Integration of collaborative decision-making processes

e Integration of shared leadership structures

e Revision to design plans based on feedback and outcomes