Battle of the Bands : Competency and Compensation Bands at Holy Child CAIS/NYSAIS Business Affairs Conference May 2005

1. Battle of the Bands: Competency and Compensation Bands at Holy Child CAIS/NYSAIS Business Affairs Conference May 2005

2. Session Agenda • Inspiration • Composition • Performance • Audience Reaction • Next Gig

3. Today’s Independent School Snapshot Attractors: • Environments • School Cultures • Ability to innovate Rewards: • Personal Growth & Satisfaction • Great Relationships Clearly NOT money in either category!

4. Voluntary Turnover Drivers $$ MoNEY In most cases!

5. Today’s Building Blocks $$ Performance Evaluation Competency Development Assessment Competency Models

6. The Work Begins • Committee convened to address compensation • First meeting February 2003 • Charter: • Reward performance • Provide effective compensation • Provide flexibility • Establish equity

7. Original Rollout Plan Survey Done Focus Groups Comp Models Built Devel Plan Process Comp Process Mar 2003 Fall 2003 Jan 2004 Feb 2004 Mar 2005

8. Staff/Faculty Survey Full Staff Meetings Competency Models Moving from Subjective to Objective Focus Groups Work Teams

9. Early Learnings • “Pay for Performance” is a tough concept for educators • Performance feedback is very informal, if it exists • Objective metrics are difficult to define • Assessment requires high level of trust and credibility

10. Competency Models • Specific to Admin, Staff and Faculty groups • All built around 4 major areas: • Adherence to Mission of School • Professional Competence • Community Involvement • Leadership • Each competency is defined by activities or behaviors • Each model has 3 or more competency levels

11. Sample Admin Model Band One: All Administrators in their first year at Holy Child with guidance from mentors. BA or BS required. Band Two: Professionally competent administrators working independently with guidance from supervisors as appropriate. Band Three: Administrators who exhibit focus and expanded leadership at Holy Child. MS or equivalent. Band Four: Administrators who are respected as Masters in their area of expertise. MS or equivalent professional experience required.

12. Sample Faculty Band Band II Professionally competent faculty working independently with the guidance of mentors and supervisors as needed. Qualities • demonstrates positive relationships with students, colleagues and school characterized by mutual respect and discretion; this may also include the writing of letter of recommendation to schools, colleges, summer programs, NHS, community service programs, and student employment • demonstrates an understanding of developmental and learning differences among students • exhibits classroom confidence and sound teaching methods including innovative use of technology, appropriate and articulate assessment of students, and interdisciplinary lesson planning • actively participates in school life, including but not limited to chaperoning, attending or leading retreats, attending concerts, plays and athletic events, moderating clubs and student publications, etc. • willing to take on responsibilities outside the classroom curriculum, such as coaching, mentoring, yearbook moderating, play direction, etc. • embraces the role of advisor: active, self-aware and self monitoring in identifying and solving student, curricular and school issues • pursues professional enrichment/development to enhance teaching and advising; shares results with colleagues • actively participates in professional committees at Holy Child • demonstrates flexibility, innovation and creativity • working toward an advanced degree or other professional certification

13. Development Planning Process • Competency model would be basis for discussion on career desires and development • Assessment tool to help determine competency development plan • Funding available for development plans • Competency level would ultimately determine compensation opportunity

14. Accelerated Evolution • Competency model reviewed and accepted by full teams • Development planning accepted • Proposed competency leveling process met with resistance • Teams desired more specific calibration and assessment • Teams developed evaluations to be used for development and annual increase recommendations

15. Pre-Pilot Project Milestones Survey Done Focus Groups Comp Models Built Devel Plan Process Evals Wanted Eval Tool Design Pilot Agreed Upon Mar 2003 Fall 2003 Jan 2004 Feb 2004 Mar 2004 Spring2004 June 2004

16. Evaluation/Self Assessment Assessment Scale Needs improvement Within expectations Above expectations Excels in area Further skill development is needed On target with demonstration Development is completed, unless fundamental to role success Acknowledged leader in this area

17. Sample Performance Evaluation Professional Competence 1) Demonstrates knowledge of subject matter(s); communicates content effectively. Needs improvement Within expectations Above expectations Excels in this area Comments:       2) Motivates students effectively. Needs improvement Within expectations Above expectations Excels in this area Comments:       3) Manages the classroom appropriately; creates a respectful, caring, student-centered atmosphere. Needs improvement Within expectations Above expectations Excels in this area Comments:       4) Exhibits creativity, i.e., using various and innovative approaches to teaching content. Needs improvement Within expectations Above expectations Excels in this area Comments:

18. Theory to Reality Timeline Pilot Agreed Upon ProcessWork-shop Evals and Discuss Bands Assign Comp Dec’ns Post Pilot Survey Devel Plan Exec June 2004 Sept 2004 Fall 2004 Jan 2005 Feb 2005 Apr 2005 Ongoing

19. Pilot Process • Staff did self-assessment independent of supervisor • Heads of Division executed assessment discussions • Summary of discussion with development plan highlights provided to staff by Head • Staff member responsible for drafting development plan • Band assignments and compensation determined jointly by Heads of Division and Head of School based on assessments

20. Post Pilot Survey Results • Assessments were a huge hit • Band assignments were received well • Perceived lack of focus on development plans • Compensation decisions generated significant controversy

21. Good Checks and Balances • Strong audit throughout process

22. Compensation Structure • Band Salary Ranges ($ in 1000s)

23. Feedback on Equity • Strong need for articulated rubrics and guidelines to maintain fairness and credibility of process • Imperative to communicate decision making guidelines and processes • Do as much as possible to eliminate or dispel perceptions of favoritism

24. Compensation Reality • Rating Distribution by band • Average Increase by rating by band

25. Actual Salary to Band Range

26. Faculty Band 2 Analysis

27. Managing Expectations • Associating dollars with bands too early in process • Communication, communication • Band mechanics • Placement meanings • Compensation parameters • Defining equity

28. Items under Consideration • More than 4 bands • Weighting the competency categories • Better exploration of development opportunities • Enforced skill building prior to process rollout

29. Next Gig • Share feedback and analysis with community • Re-examine the evaluation tools • Develop behavioral anchors (rubric) for the competency definitions • Continue affirmation of value of growth and development • Develop a standard process for compensation decisions • Communicate, communicate

30. More Info Eileen Robin, School of the Holy Child 914-967-5622 x220 Donna Millett, Development Dynamics 914-262-2030 Questions??? Feel free to contact either: