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PART I Historical Perspective and Current State Where have we been and what have we learned?

Differentiated Compensation. PART I Historical Perspective and Current State Where have we been and what have we learned?. December 15, 2009. Differentiated Pay: a goal of Board of Education since late 1980s 1993-94 Design Team developed plan 1994-95 Differentiated Pay Plan implemented

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PART I Historical Perspective and Current State Where have we been and what have we learned?

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  1. Differentiated Compensation PART I Historical Perspective and Current State Where have we been and what have we learned? December 15, 2009

  2. Differentiated Pay: a goal of Board of Education since late 1980s 1993-94 Design Team developed plan 1994-95 Differentiated Pay Plan implemented Original Funding Mechanism State rescission was less than expected Fiscal calendar change from Jan.-Dec. to July-June History of Differentiated Pay in Douglas County

  3. The Development Process 1993-1994 • Diverse thirty member committee (majority were teachers) • Meetings held weekly from July 1993 through May 1994 • Relied on third-party facilitators and use of breakout teams for draft work • Process was slow and deliberate • Agendas guided work, but discussions were often unplanned and spontaneous • Process kept completely separate from negotiations

  4. Original Plan Objectives • Support the district’s mission and core values • Attract, retain, and motivate the highest qualified teachers while competing in the employment market • Reward growth, development and skill and knowledge acquisition • Provide a degree of predictability and stability • Ensure teacher involvement in the development, evaluation, and reward process

  5. Teacher Compensation Plan Overview Outstanding Teacher A one-year designation based on NBPTS criteria and a teacher developed portfolio. Proficient Evaluation Teachers receive an evaluation credit, increases to base salary, knowledge level adjustments, and are eligible to participate in all bonus incentive components. Master Teacher A five-year designation linked to student growth, leadership, professional recognition, and community partnership criteria. Bonus Incentive Components Responsibility Pay Compensates teachers for nontraditional service at both site and district levels. Skill Blocks Staff development delivered, teacher applied and demonstrated skills that support district goals. Group Incentive Group based plans focused on varied aspects of student growth. Professional Base Pay (Evaluation Credits + Knowledge Level Advancements) Unsatisfactory Evaluation Teachers do not receive an evaluation credit and are ineligible for a base salary increase or access to bonus incentive components the following year. Total Annual Teacher Compensation

  6. 2008-09 Differentiated Pay Participation and Cost ParticipantsCostPer Participant • Group Incentive 2024 (58%) $929,338 $459 • Outstanding Teacher 661 (19%) $465,413 $704 • Master Teacher 13 (.3%) $32,500 $2500 • National Board Certified 24 (.6%) $60,000 $2500 • Skills Blocks 1586 (45%) $461,900 $291 • District Responsibility Pay 58 (1.6%) $38,555 $665 • Site Responsibility Pay 1414 (40%) $255,999 $181

  7. Outstanding Teacher Four Portfolio Options: • Type “A” – Teacher Practice Based • Type “B” - Standards Based Instruction • Type “C” – National Board Professional Teacher Standards • Type “D” - Student Growth Based Eligibility Requirements: • Minimum four years total teaching experience • One year service in Douglas County • Satisfactory evaluation in previous year • Bonus incentive value of $1250 (initial distribution)

  8. Outstanding Teacher - Type ATeacher Centered Portfolio Structure • Resume, Context, Teaching Philosophy • Portfolio Artifacts and Narratives • Assessment & Instruction • Content & Pedagogy • Collaboration & Partnership • Reflections on peer & parent surveys • Summative evaluation • Self assessment and plan for professional growth

  9. Standards Based Portfolio - Type B Criteria • Focused on standards-based instruction • Measures student progress in mastering standards • Utilizes five configuration maps (rubrics) concerning: • adjustment of instruction • feedback on student progress • professional collaboration about student learning • role and timing of assessment • student ownership and understanding of learning

  10. Portfolio Type “C’ National Board Candidates • Candidates may use the portfolio they will submit for National Board Certification • Replaces standard Type A format • Modified with an index to direct administrator to appropriate artifacts for performance criteria • Includes client and peer surveys • Reflective writings on survey data and professional growth plans

  11. Portfolio - Type D Student Growth • The teacher must demonstrate the systematic collection and use of student data to guide instruction • Teacher must demonstrate significant student growth as measured by state, district, and/or teacher generated assessments • All data must be for a period of no less than one full academic year • Elementary teachers must present data for reading, writing or mathematics (two of three) • Secondary teachers must present data for their subject area standards in the area for their primary teaching assignment

  12. Portfolio - Type D Student Growth (cont.) • The Type D Portfolio must include: • Student baseline, benchmarking, and terminal assessment data • Written reflection of how the growth is a direct result of the teacher’s instructional practice and use of data • Documentation of a “reflective conference” with the teacher’s evaluator validating the teacher’s practice

  13. NBCT to MT Eligible upon National Board certification NB certification honored for five years Incentive bonus value of $2500 per year for five years ($12,500) At end of five years, must access MT component There are currently 24 National Board certified teachers Master Teacher DesignationHistory Two Participation Options DCSD Master Teacher • Eligibility requirement of six years in Douglas County • Designated MT for five years • Bonus value of $2500 per year for five years ($12,500) • Resubmission of a Master Teacher portfolio with a minimum of three years of student data • There are currently 13 designated Master Teachers

  14. Master Teacher • Required demonstration of Master Teacher performance • Student Growth (Minimum of two years of data ) • Academic growth beyond normal expectations • Measured using district, building, teacher-designed or other reliable assessments • Directly linked to teacher’s instructional practice • Required Documentation • Abridged data must include pre and post-testing for each year and student group • Meet a “reasonable person” standard of clarity • Recommended use of graphs and/or charts to illustrate student growth • A maximum five page narrative directly linking student growth to instructional practice and explaining how data is used to direct instruction

  15. Master Teacher • Optional Performance Criteria (Teacher selects two of three) • Leadership • sustained leadership activity impacting a school’s or the District’s instructional program • sustained leadership activity outside of the District that contributes to educational, institutional, and/or systemic improvement • Recognition and Awards • professional recognition through awards with strong teaching criteria from a reputable state or national organization • Creativity and Innovation • may include demonstration of highly creative instructional practices that positively impact student growth • may include documentation of a pattern of outstanding work in building school community relations, extraordinary community service and or school business partnerships

  16. Outstanding Teacher Participation rates have remained relatively constant Teachers consistently select the Type A option over all others Second most expensive component of the differentiated pay plan Participation Rates 2008-09 Participants: 661 Dollars Spent: $465,413 Master Teacher/NBCT Fewer teachers receiving bonus Without common assessment system across the district, hard to gauge student growth. Participation Rates 2008-09 Participants: 13 MT 24 NBCT Dollars Spent: $32,500 $60,000 Outstanding Teacher - Insights Participation Data

  17. Outstanding and Master Teacher - Insights Student Assessment Data • Two samplings of student data have been completed; • Slightly higher CSAP ratings for MTs/OTs; • Slightly higher proficiency rates of Special Education students in MT/OT classrooms; • Small sampling of teachers and students; • No statistically significant differences in data.

  18. Skill Blocks History 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 • Funded @ $160 per FTE

  19. 2009-2010 Direction Restructuring Skills Block components Applied and demonstrated Expand program capacity Increase course offerings Increase teacher access Increase on-line opportunities More consistent alignment with organizational development goals and quality procedures Development of assessment tools to gauge impact on student learning Current State of Skill Blocks

  20. PREVIOUSLY Special assignment pay Secondary school activities Elementary school activities CURRENT Site-based responsibility pay - governed by the site Compensates for services not covered by traditional activities stipends Funded @ 5.75 per student 2008-09 Participation 1414 participants = $255,999 Examples Beyond the scope of the typical job description Committee work Curriculum work Ongoing commitments Mentor role for colleagues Draws upon professional skills and knowledge Additional responsibility during the school day Site Responsibility PayHistory

  21. Work supported: PPIC - the umbrella group Group Incentive Board Crisis Team Health Insurance Committee Grading Task Force Multi-Cultural Alliance Evaluation Committee Program development 21st Century Partnership Funded @ $30 per FTE 2008-09 Participation and Cost 58 participants = $38,555 DETERMINING FACTORS Number of meetings Time of meetings Difficulty of tasks Time required outside meetings District Responsibility PayHistory

  22. Group IncentiveHistory PURPOSES: • Reward teachers for outstanding student performance -Tied to measurable gains in student achievement • Enhance collaboration • Encourage positive school and community relations

  23. Group Incentive History PROCESS: • Establish group and determine SMART goal • Define activities, determine measurements, and timelines • Submit plan to GIB for approval • Submit report & results at year’s end • Peer Review of Plans • Funded @ $325 per FTE

  24. Group Incentive Proposals • Goals • Related to district goals and school accountability and improvement plans • Target above average increases in student growth • Impact the entire school community • Directly benefits students

  25. Critical Thinking Responsible Citizenship Closing the Achievement Gap Reading & Writing skills Mathematics proficiency Mentorships for at-risk students 21st Century Skills Student Wellness Leadership Plans are tied to school improvement plans Group Incentive Focus Areas

  26. SAMPLES: 2009-2010 GIP GOALS • By the end of the 2009-2010 school year, 60% (4 per participating GIP member) of the targeted non-proficient readers at Iron Horse Elementary will become proficient readers as measured by DRA 2. • By April 2010, 70% of students at Sagewood MS will demonstrate one or more year's growth in ideas/content, organization, and word choice in writing as measured by the language arts teachers' assessment of the students’ writing using common grade levels prompts and a common rubric.

  27. Alignment to School Improvement Plans and School Accreditation Alignment to DCSD Ends Continue to monitor impact on student growth Consider increasing flexibility of group definitions and design Can be accessed by all teachers 2008-09 Participation and Cost 2024 participants = $929,338 Group Incentive Insights

  28. An Example of Differentiated Pay Compensation (actual) • General Salary $48,192 • Satisfactory Evaluation (step) $ 1,153 • Knowledge Level Advancement $ 1,116 (14/16 graduate credit increments) • Outstanding Teacher $ 1,250 • Group Incentive $ 425 • Skill Block $ 350 • Site Responsibility $ 225 • District Responsibility $ 750 Professional Base Pay Incentive Bonuses $53,461

  29. Overall Differentiated Pay Plan:Insights • A process and not an event; • Evaluated and improved annually; • Kept separate from the negotiation’s process; • Requires adaptability to job expectations and student outcomes across varied content areas; • Requires funding stability and long-term financial commitment; • Requires effective and regular internal and external communication.

  30. Additional funding required to launch initial programs; Cannot reward by reducing base; Base salaries must remain competitive in market; Increases applied to base become long-term obligations; Non-annuitized bonus structures provide for easier budgeting and funding; Do not set quotas; Do set standards; Incentives available to all licensed staff. Overall Differentiated Pay:Budgeting/Funding – Insights

  31. 2009-10 DCSD Base Salary and Differentiated Pay Components • Base Pay $173,451,682 (w/ satisfactory eval. credit) • Longevity $2,000,000 • Knowledge Level Advancement $1,200,000 • Performance Pay • GIP $1,062,750 • Site Responsibility $298,741 • District Responsibility $81,750 • Master Teacher $52,500 • National Board $72,500 • Outstanding $744,700 • Skills Blocks $523,200 • Elem. Co-Curricular $211,715 • Dept. Head $544,719

  32. NEXT STEPS January 2010: • Part II with Board of Education • A National Perspective: What can we learn and what factors might impact the next generation of differentiated pay in DCSD • Part III with Board of Education • A Framework and Timeline

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