• Texas Tech University Instructional Leadership Team

    TTU has partnered with TEA to lead several components of the Teacher Incentive Allotment (TIA).  They utilize best practices, TEA Effective Schools Frameworks, TTESS, Instructional Coaching, unpack TEKS, and are competency-based driven. The instructional leadership academies are designed to work with the campus instructional leaders to dig deep into instruction skills that grow educators and impact student outcomes. Charter/Credit Recovery/Alternative Schools Instructional Leadership Academy Cohort begins on September 9, 2020.


    • Audience: Project RISE teachers that are interested in pursuing a Masters of Education in Teacher Leadership 
    • Start: January 2020 for Cohort III; this cohort will be the last cohort that Project RISE will fund.
    • Funding: Project RISE will pay full tuition for teachers that are accepted into the program. Project RISE only pays for tuition, students will be responsible to pay for books and parking permit if needed. You will not have to apply for financial aid or further assistance since Project RISE pays for the tuition. 
    • Program Partnership: Since we have a partnership agreement with UTRGV, they have tailored this program specifically for Project RISE teachers. 
    • Program Structure: This is a 30-hour Hybrid program so it will require face-to-face classes and online coursework. Classes are usually held on Saturdays during the school year. Professors make the decision as to what days and times the classes will be held. 


    • UTRGV-GRE information: Veronica Ramirez veronica.ramirez@utrgv.edu . You will only need to take the GRE if you do not meet the 3.0 GPA requirement. Please contact me if you have additional questions about the program.
    •  Project RISE: Rose Michelle Zuniga, M.Ed.  | Ph: (956)984-6184   |   rozuniga@esc1.net
    • Attachments: 
      1. Teacher Leadership Program Flyer (Overview)                

    9/11/2019 MZ


    From February 3, 2020, to March 15, 2020 Project RISE instructional coaches and master teachers from across all 15 Project RISE partnering districts collaborated for an online Book Study. The book was How to Differentiate Instruction in Academically Diverse Classrooms by Carol Ann Tomlinson. Teacher leaders earned continuing professional education credit and engaged in an online discussion forum through Region One's Canvas platform https://esc1.instructure.com

     Chapters 1-2 eBook http://www.ascd.org/ASCD/pdf/siteASCD/publications/books/HowtoDifferentiateInstructioninAcademicallyDiverseClassrooms-3rdEd.pdf


    On November 2, 2019, Project RISE partnered with educators across the region for the Effective Educators Leading Success: A Region One ESC Conference.  Administrators & teachers had the opportunity to hear from this keynote speaker, Manny Scott. Along with this uplifting Power of One message, participants came to hear from educators across the Rio Grande Valley on topics from the Region One Effective Educator Strands:

    • Learning Goals & Assessment for Learning
    • Pedagogy & Differentiated Instruction
    • Student Engagement
    • Learning Environment
    • Instructional & Transformational Leadership
    • Coaching & Student Learning Objectives

    Thank you to the following Districts for partnering with us in this conference. https://effectiveeducatorsleadingsu2019.sched.com

    • Brownsville ISD
    • Donna ISD
    • Harlingen CISD
    • IDEA Public Schools
    • Jim Hogg County ISD
    • La Joya ISD
    • McAllen ISD
    • Mission CISD
    • Monte Alto ISD
    • Point Isabel ISD
    • Progresso ISD
    • PSJA ISD
    • Rio Hondo ISD
    • Valley View ISD
    • Vanguard Academy Charter School
    • Weslaco ISD

     Video Introduction 


    On October 18, 2019, Project RISE partnered with Region One ESC districts to gather Superintendents, Assistant Superintendents, HR Directors, CFOs, Curriculum Directors, and Principals to share best practices. Participants learned how districts from across the nation have successfully implemented Human Capital initiatives, Performance Pay, and educator evaluation systems (including student growth measures) to guide regional work on the implementation of HB3

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