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Page 1 of 6 AGREEMENT BETWEEN MARICOPA COUNTY, AND EDISON SCHOOL OF INNOVATION 1.0 2.0 3.0 4.0 PARTIES. Edison School of Innovation School this agreement are authorized to enter into under A.R.S. §§ 11-251 and 15-185. PURPOSE. The Arizona Department of Education ESSER LEA Capacity Building Support grant provides funding for the Maricopa County Teacher Powered Schools 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. Page 2 of 6 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. 4.2 School 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 School funds and are distributed in keeping with the intent of the MCTPSN. 5.0 PAYMENT. The School 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. 6.0 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 School, 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. 7.0 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. 8.0 NOTICES. Notices required under this Agreement shall be directed to the following contract representatives: To Maricopa County: Matt Morales, Chief Deputy Maricopa County Office of the School Superintendent 4041 N. Central Ave., Suite 1200 Phoenix, Arizona 85012 To the School: Benjamin Horne Finance Director Edison School of Innovation 8340 W. Northern Ave. Glendale, Arizona 85305 Page 3 of 6 matt.morales@maricopa.gov bhorne@edisonschoolaz.org 9.0 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 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. 10.0 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. 11.0 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. 12.0 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- 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. 13.0 ISRAEL BOYCOTT. Pursuant to A.R.S. § 35-393.01, School certifies that it is not currently engaged in, and agrees for the duration of this Agreement to not engage in, a boycott of goods or services from Israel. 14.0 FORCED LABOR. Pursuant to A.R.S. § 35-394, School certifies that it does not currently, and agrees for the duration of the agreement that it will not, use (1) the forced labor of ethnic Uyghurs in the People's Republic of China, (2) any goods or services produced by the forced labor of ethnic Uyghurs in the People's Republic of China, or (3) any contractors, subcontractors or suppliers that use the forced labor or any goods or services produced by the forced labor of ethnic Uyghurs in the People's Republic of China. 15.0 INDEMNIFICATION. To the fullest extent permitted under Arizona law, each Party and Party and its Agents (a Page 4 of 6 liabilities, damages, losses, costs, or expenses (including, but not limited to, court costs, 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 pensation 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. 16.0 DISPUTE RESOLUTION. In the event a dispute under this Agreement arises between the Parties, the Parties will follow this process: 16.1 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. 16.2 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 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. 16.3 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. 16.4 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, 17.0 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. Page 5 of 6 18.0 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. 19.0 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. 20.0 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. 21.0 VENUE; CHOICE OF LAW. 21.1 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. 21.2 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. 22.0 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. 23.0 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] 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 will leave. The system has been fractured for years, and COVID-19 has broken it apart. We must act now, and we must act 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 model of 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 to come. 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: 22% of teachers hired between 2013 and 2015 were not teaching in Arizona after one year. 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: Salary Class Size Pressure from Increased Workloads 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. 78% of those stated that it was "severe" or "extreme." (It was 8% in 2018-2019) 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. When asked 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. But just 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 they see 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. Now is 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 of a 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 o School-level policy o Schedule o Determining work hours o Selecting colleagues o Choosing school leaders o Professional development o Evaluating colleagues o Setting tenure policy o Terminating/Transferring colleagues o Setting the budget o Determining compensation o Setting staff patterns o 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 o Meaningfully Involving families and communities o Honoring student voice and choice o Cultivating a collaborative culture o Embracing transparency in decision-making o Creating shared leadership structures o Reimagining and rotating leadership positions o Engaging in peer observation o Taking on a learner mindset 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: Personalizing learning for both students and teachers Increasing the sense of ownership and accountability among teachers, in areas where they have authority to make decisions 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 school districts 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. As a 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 global economy. 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 feel has 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: Phase 1: Align key stakeholders on the approach Phase 2: Recruit school teams; Prepare for the Teacher-Powered School Exploration Fellowship Phase 3: Launch and facilitate the Teacher-Powered School Exploration Fellowship; Select the Teacher-Powered School Design Fellowship Cohort (7-10 schools) Phase 4: Launch and support first Teacher-Powered School Design Fellowship Cohort Phase 5: Recruit and facilitate second cohort of Teacher-Powered School Exploration Fellowship; Select second Teacher-Powered School Design Fellowship Cohort 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 successful teacher-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 effort is necessary. We agree. We will provide all leaders who engage with the first two years of cohorts with a $1,000 stipend for their time and intellectual content. Collaborative Observational Space- The MCSS will rent collaborative space at an existing teacher- powered school for cohorts to meet, collaborate, learn, and plan all while being immersed in a 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 will require a lease. Assessing Local Needs The MCSS will leverage relationships with Maricopa County school districts, 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 what is already being done at schools. Not to 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 - $60,000.00 in salaries (.50 FTE split between two current staff) $10,000.00 in travel to schools throughout Arizona $5,000.00 in professional development and conference fees $35,000.00 initial investment in contracted services with national teacher-powered experts $1,000.00 for supplies 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: Establish Maricopa County (and any other participating counties) as Empowerment Zones. An Empowerment Zone creates empowering conditions of autonomy, accountability, sustainability, and support. -based innovation from leadership changes in the school, district, or governing board. Empowerment Zones: o are responsible for meeting ambitious goals set collaboratively with the district. o follow important district policies on matters such as enrollment. o have key design and operating autonomies enabled and ensured by a partnership agreement. o are overseen by a dedicated nonprofit board founded in partnership with and made up of local district leaders, educators, and community members. A repository of design and evaluation tools for teams 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 Establish a community of practice to share and scale successful practices. o A community of practice (CoP) is a group of people who share a common concern, a set of problems, or an interest in 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 well as web-based collaborative environments to communicate, connect and conduct community activities. 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 for the 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- 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 school years with a Teacher-Powered School and found to provide feedback and guidance for the successful development of teacher-leaders. A more detailed description of the process can be seen here. the two-year project will move from forming to storming and into norming. As mentioned earlier, MCSS conducted a comprehensive retention survey in 2018. Teacher-powered school participants will take the survey both years. Schools deemed successful during the two-year 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 II- Capacity and Readiness Experience Assessing School Culture and Climate The MCSS has a 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: Shared Vision Shared Expectations Student Centered Trust Asset Based Collective Efficacy Multiple Perspectives Community Results Oriented/High Expectations Responsiveness Actionable Feedback/Growth Opportunities Collaboration Engagement Equity Whole Child 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. ention 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: 1. Learning program 2. School-level policy 3. Schedule 4. Determining work hours 5. Choosing school leaders/roles 6. Professional development 7. Setting the budget (Partial autonomy) 8. Determining assessments (Partial autonomy) 9. Broadening assessments The school re-opened as a teacher-powered school in 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 school and is retaining 100% of teacher-leaders for the coming school year. Section III- Demonstrated LEA Interest in Services and Supports -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 had a 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 2. Cave Creek Unified 3. Cottonwood Oak-Creek Elementary 4. Edison Project 5. Gilbert Unified 6. Herberger Young Scholars Academy 7. Higley Unified 8. Kyrene Elementary 9. Laveen Elementary 10. LEAD Charter Schools 11. Litchfield Elementary 12. Littleton Elementary 13. Maricopa County Regional 14. Mesa Public Schools 15. Nadaburg Elementary 16. Peoria Unified 17. Phoenix Union 18. Queen Creek Unified 19. Scottsdale Unified 20. Tempe Elementary 21. Washington Elementary 22. Wilson Elementary 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 for teachers and retain our top 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 Flights- You will see the schedule information helpful in determining travel times. November 3rd 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 6th ends at 11:15. Airlines that have multiple flights to/from Minneapolis include Delta, American, and United, among others. Hotel- On that same schedule page you will also see the button to reserve the hotel at a reduced rate of $139 per night. Conference Registration- On that same schedule page, please click the registration. Once you click register today, you will find a 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. Travel to and from hotel- Please arrange for shared rides as much as possible. 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 totalamount of $4,000 for Edison Up to $1,000 per participant during implementation phase, not to exceed a total of $5,000 for 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: 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 4th-6th, Minneapolis, MN) or attend the virtual overview December: Attend Ready for Phase 2 (1-hour virtual meeting) Stipend eligibility will be sent to the upon completion. will then pay-out the stipend (and Phase 2: Design, January 2023 May 2023 Edison will receive up to $4,000 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 Edison leadership based on level of participation. Charter will then pay-out the stipends (and bill the 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 Edison will receive up to $5,000 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 Edison leadership based on level of participation. Charter will then pay-out the stipends Project deliverables for the implementation phase must include the following: Integration of collaborative decision-making processes Integration of shared leadership structures Implementation of identified autonomies Revision to design plans based on feedback and outcomes