The Minneapolis Professional Pay Plan

Transcription

1 The Minneapolis Professional Pay Plan Operated through the The Minneapolis Public Schools Teacher Academy 1

2 A unique collaboration between the Minneapolis Federation of Teachers and the Minneapolis Public Schools The mission of the Minneapolis Public Schools Teacher Academy is to build, improve, and sustain teaching quality that results in the highest achievement possible for all students. 2

3 Goal 1: To directly impact student results by creating professional incentives and opportunities for advancement through the acquisition and demonstration of skills and knowledge aligned with student learning Rationale Why Change the Salary System to Professional Pay for Skill and Knowledge? 3

4 Why Change? A teacher's instructional quality is the single most important variable in student performance Teacher skill and knowledge acquisition becomes the most valuable improvement strategy Compensation systems can focus reform agendas New teachers work expectations reject traditional assumptions used to develop current pay schedules Paradigm shift from a time in system to a standards-based system based on completion of professional responsibilities and expectations Politicians are trying to overhaul the traditional salary steps and lanes schedules Leverage district reform initiatives with District Improvement Agenda Improvement Agenda Supports Reform of the District's Staff Development System Restructures the trainer's role and responsibilities to support and assess participant's demonstration of knowledge and skills in their classrooms Shift decisions on the content of teachers' training from predominately college professors to a more balanced approach that maximizes external research aligned and integrated with internal approaches of MPS & its sites Requires the demonstration of new knowledge and skills gained in staff development be implemented in MPS classrooms 4

5 Improvement Agenda Supports Reform of the District's Staff Development System Set expectations for critical site instructional responsibilities and leadership roles Accelerates team learning in a standards based education system Urgency of MPS staff to successfully learn and deliver high curriculum standards Focus district's proficiency on a few core instructional practices Rapid implementation of research based practices and curriculum requires teams of teachers to focus their professional development time Aligns MPS Working Climate with Changing Teachers' Attitudes New teachers want greater advancement in their profession based on their individual work, not time on job. Shift from time on job compensation to pay for greater proficiency Aligns teacher's commitment to doing the job well with district's staff development system focused on providing successful teaching models and providing professional support 5

6 Demonstrate MPS Commitment and Respect for Teachers Development District commits to positive, professional, supportive work site culture Respect shown to Minneapolis teachers based on their high level of skills and knowledge Compensation that moves Minneapolis Public Schools to be comparable to or above the highest metro districts and other comparable progressive districts across the country Enhance Staff Commitment & Stability in MPS & Sites High social costs for parents and staffs when they have to rebuild relationships when staff leaves after a 1 or 2 year assignment District burdened with high training costs when skilled teachers leave the district and new unskilled teachers replace them Unique skill sets and experiences required of teachers in urban multicultural settings Core competencies of an urban, multicultural district can be determined and evaluated. Responds to State Legislatures, Governor and Education Reformers' Interests 6

7 Responds to State Legislative and Education Reformers Interests Creates a strategy for seeking new funds and stabilizing current state funding sources Addresses the urgency to develop a model sought by the legislature to reform compensation that avoids the mistakes of past attempts that used: Competitive behaviors that selected only a few teachers as the best A single student test score to measure effectiveness of teaching and engagement of student Evaluation systems that were inconsistent and inequitable across multicultural and socio-economic settings Assessment systems of instruction that lacked validity Leverages State Funding of Teacher Professional Development Accesses state funding grant for transition dollars to new compensation model The Vision The MPS Teacher Academy Results-based Incentives District Improvement Agenda Performance Awards Quality Performance Awards Capacity Building Awards Achievement of Tenure Process Professional Skill Set Development Process Certificate Reimbursements Continuous Improvement Compensation College credits and degrees National certification MPS U credits Extended Professional Responsibility compensation 7

8 DIA Performance Awards Annual District Improvement Agenda Performance Awards for making progress on District goals. As the District gets better, Professional Pay Plan members earn bonuses. Began last school year (2002/03) Quality Performance Awards The QPA for meeting or exceeding Site Improvement Plan goals based on multiple Quality Performance Indicators. 8

9 Professional Skill Set Training District designed professional development Focused on data analysis and action research to improve student achievement Option of participating in three skill sets a year Stipends of up to $500 for teachers meeting requirements Certification Reimbursement Professional Pay Plan members could receive reimbursements for some of the costs of getting a second license in a high-need area and using it in a Minneapolis classroom If they get a second masters or other degree on the way, so much the better. 9

10 College credits, degrees and certifications College credits earn $1,000 salary increases for 10 quarter credits. (maximum allowed - $6,000) Masters degree earns $6,000 salary increase over a BA. ($4,000 worth of college credits, and $2,000 for the degree) College credits, degrees and certifications Second masters or ed. specialist to $12,000 salary increase over a BA. ($6,000 worth of college credits and $2,000 for first masters and $4,000 for second degree) Doctorate earns $14,000 salary increase over a BA. ($6,000 worth of college credits, $2,000 for masters and $6,000 for doctoral degree) 10

11 College credits, degrees and certifications National Board Certification earns an additional $3,000 salary increases. Career earnings potential of $17,000 for credits, degrees and certificates. The Minneapolis Public Schools University Earning MPS-U credits forms the heart of the Minneapolis Professional Pay Plan 11

12 MPS-U Three MPS-Units earn $1,000 salary increases, using System Job-embedded and on-going by design. 1) Professional development activity focused on meeting the needs of MPS students. 2) Demonstration of implementation of the strategies learned in the teacher s practice, e.g. mentor, peer coach, video, etc. 3) Reflective/results analysis of the impact on student learning and collegial sharing, e.g. study groups, action research, demonstration lessons. Teachers may take up to two a year MPS-U Up to $27,000 in salary advancements through MPS-U Replaces annual increments Not available on the traditional schedule 12

13 Responsibility Pay Responsibilities taken on by teachers beyond their instructional duties. Negotiated into contract language just as cocurricular pay and other professional roles are. Funded through Professional Pay at a per staff rate as staff development dollars are. Clear selection and responsibility guidelines. put selection in the hands of teachers make duties and performance expectations clear for all One Year Later What did we do? What are we doing? What worked? What needs work? Now What? 13

14 What did we do? Professional Pay Implementation Plan Number of Demonstration and Persons Areas Implemented School year Teacher Cost Lead Staff Establish Future Priorities Assessment Responsible Participants Reflection on application of Was not a skill set for School Four Skill Sets research concepts/strategies. Career-In- year per Dr. Johnson s Professional Skill Teaching recommendation; teachers paid Professional Pay 240 $78,590 Sets New Teacher Orientation- New Mentoring/coaching for those Mentors, TIS, through Title II at staff Steering Committee Teacher 101 assigned mentors and through MFT development rate. Establish PDP recommendation for Action Research results, pre and post assessment of knowledge E-Learning Communities online and on-site training at High /skills and objectives met based $467, 138 on use of data to improve Professional Pay School sites to support Data Improving Instruction Through (Includes instruction. Center for Applied Team, TIS, Analysis to Improve Instruction Professional Skill Set 689 Analysis of the Data non-stipend Research and Educational school teacher through SLC s. Action costs Improvement (CAREI) report leaders Research, Portfolio currently being complied by Development and SIP work Dr. Carol Freeman on Action following MPSU model Research completed. Expand this classroom Birch Jones, Sarah Implementation and reflection AFT Education, management course along with Foundations I Effective Classroom Snapp, Janet Kujat, 60 on application of research Research, and others such as ENVoY, Professional Skill Set Management $55,680 Cynthia Kelly and concepts/strategies in classroom Dissemination Responsive Classroom and Professional Pay setting. Trainers embed instruction through Team GESA and Equity Training Implementation and reflection AFT Education, Birch Jones, Sarah on application of research Research and Snapp, Janet Kujat, Professional Skill Set Managing Anti-social Behavior 41 $4,900 Same As Above concepts/strategies on classroom Dissemination Cynthia Kelly setting. Trainers ProPay Team School Year Teacher Persons Areas Implemented Cost Demonstration and Assessment Lead Staff Establish Future Priorities Participants Responsible 35 sites Jay Ritterson Quality Performance Used Quality Performance Award QPA every two years- REA and Awards Awarded Spring, 2003 received QPA $400,000 David Heistad Indicators school year Professional Pay award. QPA Committee Based on DIA Goals $1.6 million % of District K-8 grade students on track to pass This will be DIA Performance 8th grade state basic skills ProPay Professional Pay REA and reduced Report Card for District Awards increases members only Team Professional Pay equivalent to % of District students # of staff graduating after four years reduced. increases What are we doing? Professional Pay Implementation Plan Areas to Implement MPS-U School year ENVoY Training-Nonverbal communication techniques to reduce classroom management issues developed by Michael Grinder Projected Cost to Teacher Professional Participants Pay All eligible ProPay members (210 for Fall) $1,000 per participant (salary increment) Demonstration and Assessment System In classroom coaching, action research focused on change in negative behaviors and increased instruction time, Establish Future Priorities Train more MPS teachers as trainers and coaches. Repeat if possible winter/spring Michael Grinder ENVoY trainingsummer 2004 (funded through Safe Schools, Healthy Students Grant) Implementation Needs More MPS ENVoY trainers and coaches recruited and trained. Memorandum of Agreement to teachers contract to implement MPS-U model. Persons Responsible Nancy Burns, ENVoY trainer and consultant, ProPay team, Sarah Snapp, Birch Hones, Cynthia Kelly Timeline Fall, MPS-U Work in areas of reading and math with Learning Partnership. Summer Institutes and follow-up sessions with additional work with ProPay members for videotaped, coaching and action research instruction and support. ProPay members K-8, 6-8 who participated in summer institutes and decide to follow MPS-U System $1,000 per participant (salary increment) System includes video coaching, action research aligned with PDP and focused on teacher practice and student results. Train additional K-8, 6-8, 9-12 teachers in reading and math areas. Memorandum of Agreement to teachers contract to implement MPS-U model. Literacy and math teams, Professional Pay Team, Kerry felt, Char Myers Summer Institutes 2003 and through out school year. Continuing PD program. MPS-U E-Learning Communities- Improving Instruction Through Analysis of the Data-Online, on -site learning High School SLC s $1,000 per participant (salary increment) System Action Research and portfolio development (on-line learning). Waiting for decision regarding sites. Memorandum of Agreement to teachers contract to implement MPS-U model High School Area Office, Kerry Felt, ProPay Team Professional Pay Team, Sage Brush Company MPS-U MPS-U Further development of courses to support the Citywide Discipline Policy Addressing the needs of TOSA s (special education, regular ed. and others under teacher contract-i.e. nurses, etc. All eligible ProPay members Special groups $1,000 per participant (salary increment) $1,000 per participant (salary increment) System System Develop coursework based on site, student and teacher needs. Responsive classroom, Restorative Justice, Equity training, etc. Meet with each group. Memorandum of Agreement to teachers contract to implement MPS-U model Memorandum of Agreement to teachers contract to implement MPS-U model Birch Jones, Kerry Felt, Cynthia Kelly, Sarah Snapp, ProPay team, mentors and others Professional Pay Team Fall/winter Responsibility Pay Demonstration Teachers in math and literacy as identified with Learning Partnership ProPay members Establish criteria for selection and assessment process Contract Language Learning Partnership, Literary and math team, ProPay team,

15 What are we doing? (cont.) MPSU System ENVoY Staff Development Objective Strategy Indicators (measurements) Timeline Lead Staff Costs # of Participant s Results To increase instructional time by improving classroom management through nonverbal communication techniques. ProPay teachers will participate in ENVoY training offered through the Professional Pay Plan Department, and actively engage in the MPSU System S(Instruction, Implementation, Reflection 1. Instruction 2. Implementatio n 3. Reflection Teachers: Participate in all Envoy Trainings Teachers Observed using skills in classroom Videotaping Pre/post surveying of use and impact. Coaching cycles on observation data. Teachers: Action Research projects that are focused on student results will show impact assessed against a rubric. Provide coaching and analysis while viewing videotape with team. Positive interactions with the teacher will increase Students: Increased time on task Increased participation in class and lessons Fewer student referrals and suspensions Decreased length of transition times for students Students enjoy being in their classroom Students want to come to school every day and do (increase in attendance) October and November, 2003 November 2003 April 2004: Follow- Up Coaching: November 2003 June 2004: Independent implementation in classrooms by teachers April May, 2003: Assessment of implementation through Action Research Results: Nancy Burns, Envoy Training ProPay Team, Action Research Pre- Training Nancy Burns ProPayTeam In-School Coaches ProPayTeam In-School Coaches Teams $5400 for consultant (Non Pro-Pay Funds: Birch Jones through Office of Student Engagement) $1000 for training coaches $6000 for coaching consultants $6510 for books $4500 for reading and scoring of Action Research by Carol Freeman (CAREI) Totals: $5400: Total from other departments. 18,010: Total ProPay Funds $1000 career change on salary or one time payment/ participant (TBD) 210 Teachers in teams of 3 to 4 for capacity building Teachers: Improved communication and classroom management. Increase in positive actions with students. As per survey results: growth and change in teacher behavior and increase in student engagement and learning. Teachers respond positively on survey after 6 months of use. Students: Increase in student engagement. Increase in student learning as identified through a variety of assessments. Goal 3: Measure teacher growth and impact on student growth through a variety of results-based professional and student assessments. 15

16 Action Research Rubric: Envoy Professional Pay Created October 10, 2003 Component Focus of Plan Researchable Question Action/or Implementation of Intervention Data Used- to determine intervention and effect of intervention) Analysis and Interpretatio n of Data Reflection and Next Steps Reporting of Results Plan appears vague or arbitrary in selection of problem studied. Question is vague and/or not clearly aligned with focus of plan. The action is not related to researchable question. Little if any evidence of pre and/or post data. Some reference to how data was used to determine intervention and to measure success of intervention Does not adequately relate findings or reflect on their significance. Sections of Action Research Report are not clearly aligned or logically presented. Plan demonstrates reasonable process to identify needs, describes classroom context, and identifies issues from observations and other sources. Question is clearly stated, logical, and aligned with focus of plan. Logically connects action to researchable question to identified need and focus of plan. General summary of data collection process. Includes analysis of pre and post assessments to interpret effect of intervention(s) on desired outcome(s). There is a logical relationship between the question, the data and the findings. Clearly reports findings and reflects on their implication for practice. Examines next steps or new interventions that will be used in future. All steps of the Action Research Report are brought together in coherent and academically accepted form. Plan clearly documents several sources (described under 2) used to identify need, issues relate to current needs. Plan provides extensive rationale with documentation to explain need. Arguments for selecting issue show implications for teaching and learning. Focus question is supplemented Question is insightful that could with guiding questions to help potentially result in effective with steps for data collection and instruction that will be relevant to has important implications for other classroom researchers and student learning. teachers. Clearly documents additional research and sources used in choosing an action that reasonably supports the researchable question. Description of steps taken to ensure adequate and accurate Pre- and Post Data collection to answer question. Graphs and charts are shown. Evidence provides assurance that the findings are well supported by data. Reflects collaboration in collecting, analyzing and understanding the findings and their significance. Examines next steps or new interventions that will be used in future. The Action Research Report is written in a style that is of value to other classroom teachers. Extensively documents additional research and sources used in choosing an action and provides step by-step process for implementation that will answer researchable question. Strong connections are made between the research question and the adequacy, accuracy and amount of data collected. Graphs and charts are easy to read. Analysis explains why the interpretation selected was chosen over other possibilities. Reflects a) collaboration and inquiry developing effective instruction for particular groups of students and b) a process for sharing lessons learned with colleagues within larger school community. The Action Research Report is written in a style that supports scholarship and may merit academic review. NOTE: You must receive an average of 3 or 4 on the rubric. The report rubric is designed so that ALL COMPONENTS of the professional development used in EnVOY MPS-U Course Requirements (the 12 hours of training (which includes the rationale and strategies, pre-intervention data, intervention selected from EnVOY strategies), the implementation of the plan (peer coaching, expert coaching, data collection and group meetings to process information) and results of intervention-future plans) are included in the final report. What Worked? 1, 700 educators joined the Professional Pay Plan Educators who might not normally participate in professional development have been interested in attending. A Professional Pay Steering Committee was formed to support the implementation of the plan through discussion, idea sharing, reflection. This group meets once a month prior to a monthly meeting with the interim superintendent. Supports the District Improvement Agenda (literacy, math, diversity classroom/behavior management, and attendance). 16

17 What Worked? (cont.) Quality professional development aligned with the National Staff Development Council Standards. a. Action Research with focus on instruction and to share best practice strategies to support student learning. b. Professional learning communities formed to analyze data in a collaborate, safe environment. Report on first professional skill set by an external evaluator from the University of Minnesota (CAREI Institute What Needs Work? Contract language to support the Professional Pay Plan in going forward to get funding from the state. Support from the district both ideologically and monetarily Adequate staffing to support professional development and clerical needs (HR, Payroll) Building capacity to meet the needs of all of the Professional Pay Plan members More collaboration in working with district/site staff developers including coordination district-wide. Clear communication about the multi-dimensions of the plan to teachers, administrators, legislators, and the public. 17

18 What Needs Work? (cont.) Assessment tools and training for measuring change in teacher practice as a result of professional development and effects on student achievement. Measures of quality professional development offerings and their affects on teacher practice and student achievement Setting and holding to high expectations for instructors and participants Guidelines for submitting proposals for future MPS-U courses Now What? Contract language is being written Report to the state Reapplication for more funding from state Plan for professional development to support Learning Partnership literacy and math participants Meet with various groups to design additional courses through MPSU System Work on various communication vehicles to clarify plan to members and others. Training on action research assessment tool for interrater- reliability. 18

19 Reach Us Ronna Locketz Jay Ritterson Linda Trevorrow Lynn Nordgren Minneapolis Public Schools Teacher Academy Teacher and Instructional Services 2225 East Lake Street Minneapolis, MN Fax: visit 19