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PAY FOR PERFORMANCE

PAY FOR PERFORMANCE. National Teacher Incentive Fund (TIF) Summit Washington, DC May 29, 2009. PAY. DIFFERENTIAL PAY. PAY for PERFORMANCE. What is wrong with the current system?. Traditional pay systems do not reward educators for results.

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PAY FOR PERFORMANCE

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  1. PAY FOR PERFORMANCE National Teacher Incentive Fund (TIF) Summit Washington, DC May 29, 2009

  2. PAY Confidential

  3. DIFFERENTIAL • PAY Confidential

  4. PAY forPERFORMANCE Confidential

  5. What is wrong with the current system? • Traditional pay systems do not reward educators for results. • Traditional compensation programs that pay extra for degrees, credits and professional development do not necessarily result in improvements in student achievement. • Providing compensation based only on tenure restricts the ability of districts to use compensation to attract and retain talent. Confidential

  6. How can pay for performance help? • Pay for performance can be an important lever in improving teacher effectiveness. • Linking educator pay to student performance can attract, motivate, reward and retain the most effective teachers. • By rewarding and retaining the most effective teachers, we can accelerate the improvement in student achievement even more. Confidential

  7. Are teachers really motivated by M O N E Y? • “Compensation” and recognition for a job well done comes in many forms, and not all of them are green. • Compensation policies impact employee behaviors, practices and expectations, and have a direct connection to the norms and culture of those organizations. • A new generation of teachers are interested in tying a portion of their compensation to quantifiable results. • P4P has the potential to transform the K-12 education labor market. • A number of pioneering school systems and teacher unions are leading the way – and their teachers are embracing pay for results in significant numbers. Confidential

  8. The P4P Evolution Confidential

  9. A Transformative TIF Application Imagine an educator compensation and evaluation system that: • Did not give salary increases based on years in the system. • Did not give salary increases for credits or degrees. • Offered a significantly higher compensation scale for educators who are rated the most effective on value-added student-level academic performance measures. • Used data from the performance pay and evaluation system to target PD and support for those educators needing improvement in specific areas of skill and knowledge. • Regularly and successfully counseled out the most ineffective performers if they fall into the lowest performance category for two years in a row. Confidential

  10. Program Design Elements to Consider • Who participates? • Should the performance awards be at the school or classroom level? • How large should bonuses be? • What percentage of the workforce should receive bonuses? • How to differentiate pay for hard to staff subjects and schools? • How to incorporate a new educator evaluation system? • How to incorporate changes to the step and lane system? Confidential

  11. Critical Program Design Elements Confidential

  12. Critical Program Design Elements Confidential

  13. Critical Program Design Elements Confidential

  14. Critical Program Design Elements Confidential

  15. Sample No Step/ No Lane System Confidential

  16. DISCUSSION Confidential

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