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QComp year-end report: 100% teacher participation and intensive K–4 REDAC training cited as time-intensive but effective
Summary
Jeff Paulin, QComp facilitator, told the board the district achieved 100% participation in QComp portfolios and that K–4 REDAC implementation delivered instructional growth but required substantial staff time; instructional coaches and site-based supports were credited with easing the workload.
Jeff Paulin, QComp facilitator for Tri-City United School District, presented a year-end QComp report to the board and said the program reached 100% teacher participation.
"A 100% participation across the board through the QComp process," Paulin said, summarizing the district’s portfolio-based teacher development system. He described QComp as "job-embedded development" that supports teachers to choose classroom strategies, develop portfolios and use peer and coach feedback.
Paulin reported strong individual coaching results and noted a dip in collaborative learning team (CLT) effectiveness that he and staff attributed to an intensive K–4 REDAC implementation this year. "We saw a dip in the collaborative learning team effectiveness," Paulin said, "we contributed that to actually the REDAC this year, that divided our program... those people who were in the REDAC were collaborating with each other, but they weren't collaborating with the whole."
Board members asked about the workload and sustainability of the REDAC implementation. Paulin and other district staff acknowledged the training was time-consuming but said participants reported professional growth. Paulin said participants "were overwhelmed in the amount of time that they had to put into that training. But everybody who walked out of it said they grew."
District staff described mitigating steps: training building instructional coaches to serve as facilitators, providing time for implementation in classrooms, offering paid professional development time to complete the required hours, pre-preparing instructional materials and having coaches work alongside teachers. Those steps, staff said, reduced some burdens though teachers still reported feeling stretched because additional state testing and intervention mandates came alongside REDAC.
Paulin closed by recommending continued support for site-based coach training, targeted CLT time that includes science-of-reading practitioners, and incremental adjustments to portfolio and site coaching schedules.
The board heard the report and had no formal action on the item; staff said they will continue to refine supports for teachers as the district phases REDAC and other initiatives.
