Douglas County Schools Colorado

Transcription

1 Douglas County Schools Colorado A Strategic Approach to Teacher Compensation & Appraisal 1 Performance Pay is a comprehensive system that aligns teacher appraisal and compensation with the school district s strategic goals. 2 1

2 Positive relationship between the district and the teachers Leadership and stability on Board of Education and in central office Union leadership is collaborative, flexible, and believes in taking risks A tremendous sense of TRUST 3 Diverse committee ( ) Completely separate from negotiations Very, very slow At times deliberate Sometimes unplanned Often surprising 4 2

3 Align Teacher Compensation and Appraisal with the District s Strategic Goals by: supporting the district s mission and core values attracting, retaining and motivating the highest qualified teachers while competing in the employment market rewarding growth, development and skill and knowledge acquisition providing a degree of predictability and stability ensuring teacher involvement in the development, evaluation and reward process 5 Evaluation Credit Professional Base Pay Outstanding Teacher Must apply and provide evidence Proficient Evaluation Evidence of proficiency in the classroom Knowledge Advanced Coursework and degrees Skills Acquired, applied and demonstrated skills that support the goals of the school district Master Teacher Total General Compensation + Responsibility Pay (District & Site-based) Unsatisfactory Evaluation Teachers with an unsatisfactory evalua-- tion will not be eligible for any salary increases Group Incentive = Total Teacher Salary 6 3

4 Unsatisfactory Unsatisfactory in any single criterion No evaluation credit or salary increase Remediation program Proficient Classroom performance Evaluation criteria based on job description Must be satisfactory in all criteria Increase in base salary Outstanding Must be proficient Application process Additional criteria Proficient salary increase plus bonus 7 Four Program Options: Type A - District Developed Criteria Type B - Standards Based Instruction Type C - National Board Applicants Type D - Student Achievement Growth Decision by Principal* *Type D decision is not currently being made by principals 8 4

5 National Board Standards Major Areas of Emphasis: Assessment & Instruction Content & Pedagogy Collaboration & Partnership 9 Standards Based Instruction Major Areas of Emphasis: Adjustment of Instruction Feedback on Student Progress Professional Collaboration Role of Assessments Student Ownership and Understanding Timing of Assessments 10 5

6 National Board Certification Candidates may use the same portfolio as for National Board certification - with minor modifications 11 Student Achievement Growth Goals are Tied to: District Strategic Plan Feeder System Objectives Building Objectives Content Standards 12 6

7 Skills must be: Newly acquired, applied and demonstrated Supportive of district s strategic plan District/Teacher-selected Taught by highly skilled teachers Measured by authentic assessment 13 Student Growth National Board or Twice Outstanding Two additional Leadership/Expertise Recognition Creativity/Innovation 14 7

8 PREVIOUSLY Special assignment pay Secondary school activities Elementary school activities NEW CONCEPT Site-based responsibility pay - governed by the site District responsibility pay Examples: Beyond the scope of the typical job description Committee work Curriculum work Ongoing commitments Positively impacts/affects students Mentor role for colleagues Draws upon professional skills and knowledge Additional responsibility during the school day 15 Work supported: PPIC - the umbrella group Group Incentive Board Outstanding Teacher Health Insurance Committee Skill Blocks Development Transfer Committee Evaluation Committee Professional Development 21st Century Partnership DETERMINING FACTORS Number of meetings Time of meetings Difficulty of tasks Time required outside meetings 16 8

9 Purpose: Reward teachers for outstanding student performance -Tied to measurable gains in student achievement Enhance collegiality Encourage positive school and community relations 17 Process: Establish group Determine goal Determine measurement ( pre & post) Define activities, responsibilities & timeline Submit plan for approval Work the plan Submit report & results 18 9

10 Sample Goals: Reading &writing skills 90% of Goals Mathematics proficiency Conflict management/problem-solving skills Computer/technology skills Individual learning plans Content-specific vocabulary Most are tied to building accountability plans 19 General Salary $39,000 Evaluation* (SG)* $ 1,188 Knowledge** $ 1,000 Outstanding Teacher (SG) $ 1,250 Master Teacher (SG) $ 2,500 Group Incentive (SG) $ 437 Skill Block*** (CD) $ 425 Site Responsibility*** $ 225 District Responsibility*** $ 500 SG - Student Growth CD - Classroom Demonstration $46,525 General Pay Incentive Bonuses Average $

11 Douglas County Schools Colorado A Strategic Approach to Teacher Appraisal 21 The Teacher Evaluation Pendulum Focusing on Teacher Behavior Alone Input Output Focusing on Achievement Alone?? A Balance 22 11

12 Achievement Growth K 12 Aug. May Achievement refers to what a student knows at a place in time Growth refers to what a student has learned during a particular period of time Teachers must feel they have a large causative effect on the results of whatever measurement is being used. 23 Student Growth Teacher Appraisal Teacher Compensation 24 12

13 Each site will have an action plan that is linked to the strategic directions of student achievement growth and effective use of resources. Individual appraisals will include the use of data aligned with the strategic directions of student achievement growth and the building actions plans. 25 Measurable increases in student performance as demonstrated on standardized tests & other district assessments (We must be very cautious with these results) Teachers are more able to qualify and quantify what they do Increased collaboration and focus on goals and student performance measures Entire system has increased knowledge of developing and using data 26 13

14 Greater buy-in by all constituencies because of increased input Observed increases in teacher skill level and changes in teacher behavior Greater focus on all aspects of teacher evaluation Program choice has increased the feeling of professionalism among teachers Enhanced public image and support 27 Communication systems Ambiguity tolerance until bugs worked out Time and attention - lots of both!!!!! Implementation committee Payroll system modifications Ability to deal quickly with unforeseen issues Training Trust 28 14

15 Additional funding required to launch program Cannot reward by taking away Some increases applied to base Some payments made in bonus format - easier to fund and to budget Do not set quotas!!! Prediction difficult until track record set Basic salaries must remain competitive in market 29 Ellen Bartlett, Assistant Superintendent, Human Resources (303) Fax: (303) ellen_bartlett@ceo.cudenver.edu Rob Weil, President Douglas County Federation of Teachers (303) DCFT@aol.com 30 15