GaLEADS Pilot Application 23-24

GaLEADS Pilot Application
Application Process
GaLEADS Pilot Cohort B:
- Application submissions are due August 18, 2023.
- GaLEADS pilot Districts will be announced September 1, 2023.
To apply for the GaLEADS Pilot Cohort, districts must
- Complete all parts of the application and attach clearly labeled supporting documents.
- Identify a district-level point of contact for GaLEADS Pilot application submission.
Application Eligibility:
- Applicants must be a Georgia K-12 Local Education Agency (LEA).
  - Consideration will be based on participant readiness indicators that include existing investment in teacher growth, employee engagement, and leadership development.
  - Districts will be selected to represent the various sizes, demographics, geographic locations, and unique challenges that are present in Georgia schools.
  - Priority points may be awarded to Comprehensive Support & Improvement (CSI) or Targeted Support & Improvement (TSI)
    Designation and/or Rural Designation school districts.
GaLEADS Teacher Evaluation Pilot

GaLEADS is a comprehensive educator development system that elevates the teaching profession through actionable feedback, competency based professional learning, and clear pathways for professional growth.

The Key Components of GaLEADS are:
- Targeted Teacher Performance Standards: Teachers meet Targeted Performance Standards that are personalized to teacher's level of experience. Teachers and observers collaborate following observations to debrief and discuss best practices and opportunities for growth.
- Indicators of Student Growth, Achievement, and Development: Districts customize indicators that reflect student growth and achievement in specific content areas, whole school accomplishments, and student development in non-academic areas.
- Professional Growth and Advancement: Locally developed frameworks support teacher induction, competency-based professional learning, and teacher leadership or career advancement pathways.
For more information about the GaLEADS Teacher Evaluation Pilot, contact Michele Sherman, Program Manager Educator Support Services, at michele.sherman@doe.k12.ga.us.

Pilot Participant Incentives
- Additional funding for teacher and leader pilot participants.
- Funds to develop strong practices in teacher recruitment and retention.
- Training and on-going support from GaDOE staff to develop teachers and leaders through the implementation of GaLEADS.
Read the Pilot Overview to learn more about GaLEADS.
As a GaLEADS Pilot District Participant, we agree to:

Identify participating schools and teachers.Collaborate with leaders and teachers to make decisions individualized to the unique needs of their district.Participate in GaLEADS Orientation, Leadership Sessions, Credentialing and Calibration Sessions, and other professional development opportunities.Administer all aspects of GaLEADS with selected teachers.Provide feedback through participation in the GaLEADS Advisory Group, Listening and Learning Sessions, and/or surveys to share suggestions for improvement and best practices.Appoint a GaLEADS Pilot Coordinator and assemble a GaLEADS Pilot Team.

Part I: Local Education Agency Profile
Local Education Agency Name
Provide a profile narrative of the Local Education Agency (LEA) to include:
- An overall description of the district demographics.
- Unique characteristics of the community.
- Key academic/non-academic district priorities.
- Strong practices the system has used to promote recruitment, retention, and employee engagement.
- A brief description of how participating in the GaLEADS Pilot aligns with the LEA's strategic plan and/or district improvement efforts.
- Examples of strong practices in current teacher evaluation implementation across the LEA (e.g., interrater-reliability training for evaluators, evidence-based professional development strategies, local policies and practices that promote retention of high performing educators, recognition of exemplary practices in the classroom).
LEA Profile Narrative

Part II: Employee Engagement Self-Assessment
Use the scale below to provide a rating for each element based on LEA policies, practices, and/or systems that have been established to recruit, retain, and recognize effective educators.

Not Yet Addressed: LEA has not begun to address this element.

Planning: LEA is researching and developing policies and/or practices to address this element. LEA has some evidence of planning (agendas, meeting notes, etc.).

Implementing: LEA is piloting policies, practices, and/or systems to address this element. LEA has some evidence of planning and limited evidence of implementation.

Operational: LEA has implemented policies, practices, and/or systems relating to this element in some but not all schools. LEA has appropriate evidence of planning and implementation.

Scaled: LEA has established policies, practices, and/or systems relating to this element of the R3 Plan in all schools. LEA has ample evidence of planning and full implementation.
Teacher Recruitment, Retention, and Recognition Policies, Practices, and Systems
The LEA has current policies, practices, and/or systems in place to recruit teachers who are likely to have a positive impact on students and schools.
The LEA has current policies, practices, and/or systems in place to retain teachers who have positive impact on students and schools.
The LEA has current policies, practices, and/or systems in place to recognize teachers who have made a positive impact on students and schools.
The LEA has current policies, practices, and/or systems in place to communicate career pathways for professional advancement.
Please provide up to 3 labeled attachments as evidence to support your ratings. Examples include, but are not limited to, artifacts that reflect targeted recruitment strategies, LEA teacher retention report, and/or artifacts that reflect employee engagement initiatives (e.g., wellness programs, financial seminars, etc.).
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Support for Novice (1st Year) and Induction (2nd and 3rd Year) Teachers
An induction program is managed by district and/or school-based administrators who establish policies, practices, and/or systems that foster a supportive environment for novice and/or induction teachers.
Trained mentors provide novice and/or teacher support throughout a structured induction program.
Novice and induction teachers receive targeted feedback and professional learning to provide support and foster growth.
Please provide up to 3 labeled attachments as evidence to support your ratings. Examples include, but are not limited to, artifacts that reflect beginning teacher orientation to the school and/or district, mentoring/induction handbooks or training, beginning teacher survey results, and/or professional learning catalog/calendar, any other initiatives to support new teachers.
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P-20, RESAs, and Community Partnerships
The LEA has current partnerships with colleges/universities to recruit teachers who are likely to have positive impact on students and schools.
The LEA has current partnership with colleges/universities to promote teacher development through professional learning and/or advanced degree programs.
The LEA has current partnerships with other organizations for the purpose of fostering efforts to recruit and retain effective teachers.
Please provide up to 3 labeled attachments as evidence for your ratings. Examples include, but are not limited to: Artifacts that reflect P-20 collaborative engagement to promote teacher recruitment and retention, artifacts that reflect collaboration between LEA and college/university to promote teacher recruitment and retention, and/or surveys administered by third-party organizations to elevate teacher engagement and retention.
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Professional Learning and Development
The LEA has current policies, practices, and/or systems in place that demonstrate an emphasis on coaching as part of educator professional growth and development.
The LEA has current policies, practices, and/or systems in place to recognize teachers who pursue continuous professional improvement (e.g., endorsements, non-required PD, etc.).
The LEA has current policies, practices, and/or systems in place to foster professional learning communities across grade levels and/or departments.
Please provide up to 3 labeled attachments as evidence for your ratings. Examples include, but are not limited to initiatives to promote coaching, continuous improvement efforts, professional learning communities, and clear pathways for professional advancement.
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Implementation of Current Teacher Evaluation System
The LEA has current policies, practices, and/or systems in place to implement the current evaluation system (TKES or local evaluation) with fidelity.
The LEA has current policies, practices, and/or systems in place to incorporate strong feedback and other evidence-based practices throughout the evaluation process to improve teacher performance.
The LEA has current policies, practices, and/or systems in place to ensure interrater reliability when observing practices for teacher evaluation.
Please provide up to 3 labeled attachments as evidence for your rating. Examples include, but are not limited to LEA administrative policies related to teacher evaluation practices, LEA-developed guidance related to teacher evaluation practices, and/or report indicating participation rates for interrater reliability training.
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Teacher Voice and Leadership
The LEA has current policies, practices, and/or systems in place to recognize teachers who have a positive impact on students, schools, and/or the community.
The LEA has current policies, practices, and/or systems in place to promote teacher leadership opportunities.
The LEA has current policies, practices, and/or systems in place that allow classroom teachers to inform administrative decision making.
Please provide up to 3 labeled attachments as evidence for your ratings. Examples include, but are not limited to, employee engagement survey results, artifacts reflecting teacher leadership opportunities available at the school/district level, and/or artifacts reflecting school leadership teams that include classroom teachers.
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Effective School Leadership
The LEA has current policies, practices, and/or systems in place to promote leadership development.
The LEA has current policies, practices, and/or systems in place that promote effective feedback for school leaders.
The LEA has current policies, practices, and/or systems in place to recruit and retain leaders who are able to meet the needs of students and staff.
Please provide up to 3 labeled attachments as evidence for your ratings. Examples include, but are not limited to, leadership induction programs, leadership evaluations with feedback, and clear pathways for leadership development.
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Part III: Application Priority Points
Select one or more categories to earn priority points.
Select one or more categories to earn priority points.

Comprehensive Support & Improvement (CSI) or Targeted Support & Improvement (TSI) DesignationRural DesignationTeacher Induction Program Certification Pilot Participant

Part IV: GaLEADS Pilot Assurances and Key LEA Participants
LEA GaLEADS Pilot Application Contact

First NameLast Name
Position Title
Email
example@example.com
Phone Number
Please enter a valid phone number.
GaLEADS Pilot Coordinator and Team
The LEA identifies a district representative to serve as the GaLEADS Pilot Coordinator for the district. The Pilot Coordinator's primary responsibility is the management of the GaLEADS pilot activities including:
- Collaborate with GaDOE Educator Support Specialist to manage pilot program requirements, ensure alignment of content and training, and coordinate professional learning sessions with teachers and leaders.
- Ensure compliance with GaLEADS and LEA policies and procedures.
- Communicate with GaDOE Educator Support Specialists, district, and school administrators to provide updates on program progress
The LEA assembles a team to assist with the implementation of the pilot. The team meets throughout the year to make decisions and attend implementation training sessions. Districts are encouraged to select a variety of stakeholders, such as teachers, school leaders, and district personnel, to serve on the GaLEADS Pilot Team.
GaLEADS Pilot Coordinator Name/Position
Email
example@example.com
Pilot Team Member 1 Name/Position
Email
example@example.com
Pilot Team Member 2 Name/Position
Email
example@example.com
Pilot Team Member 3 Name/Position
Email
example@example.com
Pilot Team Member 4 (Optional) Name/Position
Email
example@example.com
Pilot Team Member 5 (Optional) Name/Position
Email
example@example.com
Pilot Team Member 6 (Optional) Name/Position
Email
example@example.com
Superintendent Name
Superintendent Email
Superintendent Assurance
The Superintendent (or designee) certifies the application is complete and accurate and agrees to adhere to the participation expectations outlined in the application.

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GaLEADS Pilot Application

Application Process

Part I: Local Education Agency Profile

Part II: Employee Engagement Self-Assessment

Part III: Application Priority Points

Part IV: GaLEADS Pilot Assurances and Key LEA Participants

Superintendent Assurance