Performance Pay in Arizona

1. Performance Pay in Arizona Marana Unified School District Tucson, Arizona

2. Marana Unified School District • Located in south central Arizona • 16 miles northwest of downtown Tucson • 550 square miles (rural and urban) • More than 12,200 students • 15 Schools & 2 Alternative Programs • 5 Title One Schools • 5 A+ Schools • 3 National Blue Ribbon Schools

3. The Beginning: Spring 2001 • MEA and Administration met and agreed on a process for developing policy • Design Team was established • 1 teacher from each school • 1 administrator from each level • Elected Chairperson • District provided clerk for group The meetings began!

4. Definition of Teacher District Administration defined “teacher” based on the Attorney General’s opinion published on June 21, 2001: “The teacher compensation increases through CSF are not limited to traditional classroom teachers. Certificated teachers, certified teachers, and others employed to provide instruction to students on matters related to the school’s educational mission are eligible for the increases in compensation.”

5. The Process used for PBP Policy Development • All day training for team members • Provided same information for all • Developed common vocabulary • Clarified our roles and responsibilities • Established climate within the team • Built consensus on guiding principles

6. Guiding Principles • The plan should be one part of a total District effort to improve instruction and enhance student achievement throughout the District.

7. Pupil Progression Plan Curriculum Management Team Performance Pay Student Achievement Staff Development Report Card Teacher Evaluation

8. Guiding Principles, continued • The policy should encourage cooperation and collaboration among teachers at each school and throughout the District. • All eligible teachers should have the opportunity to qualify for performance pay, even if the area or level they teach is not the specific area targeted for improvement. • The policy should establish guidelines, but allow for some flexibility for each school to select a goal that is appropriate for their learning community.

9. Guiding Principles, cont. • All certificated employees at a site should be involved in selecting goals for the site. • Every effort should be made to develop a District PBP Policy that allows the money available to go to teachers who are eligible to receive performance pay, keeping the costs required for administration and implementation to a minimum.

10. Knowledge/Skills 3-5 years to develop Individual performance Requires a year to qualify Extensive teacher evaluation Bonus payment or regular salary Group/Site-Based 3-6 months to develop Group performance Building/Site plan Student assessment Bonus payment No pre-qualification Performance-Based Pay Plan Structures

11. What is performance-based pay? Performance-based pay is a type of contingency pay arrangement in which an employee can earn additional compensation for attainment of a specified goal or goals. The goals are clearly stated and developed with input by those affected. The goals can be individual, group, school site, or district level. Attorney General’s Opinion, 2/15/01: “…school district governing boards were given the sole authority to determine the factors upon which Classroom Site Fund teacher performance increases could be based.”

12. Performance-Based Pay Bridge Plan Policy For 2001-2002

13. Payment of Performance-Based Compensation2001-2002 • Two payouts: • Mid-year: December or January • Near end of school year

14. Site-based Performance Pay Plans 2002-2003 • Review all available student achievement data. • Select one area that coincides with Arizona Academic Standards for improvement. • Develop a Performance Pay Plan that: • Includes timelines, tasks to be completed, and identifies group responsible for task completion • Involves all teachers school-wide • Has been approved by a majority of teachers at the site

15. Site-based Performance Pay Plans, cont. • Submit Plan to PBP Design Team for approval • Implement Plan • Submit Summary and Evaluation of Site Plan to the Design Team no later than May 1

16. 2002 AIMS Reading ScoresBy Grade Levels

17. 2002 AIMS Writing Scores

18. 2002 AIMS Math Scores

19. Payment of Performance Pay2002-2003 • One lump sum payment in May or June to all eligible teachers • Equal amount for each full-time, fully eligible teacher, as defined by the Attorney General • Amount prorated based on time employed under a teaching contract

20. Eligibility Issues • Teachers must participate in the development and implementation of the Performance Pay Plan and provide instruction on a regular basis to receive the maximum amount of performance pay allocated per teacher. • Teachers with Emergency Certificates areeligible for PBP. • Substitute Teachers are not eligible for PBP.

21. More Eligibility Issues • Performance Pay is prorated proportionate to the amount of time employed under a teaching contract for teachers who work less than full-time. • Teachers on loan outside the District and teachers on full-time release from their teaching assignment are not eligible for PBP. • Teachers who are in Component 3 or Component 4 of the Teacher Evaluation System for any portion of the year are not eligible for any PBP for the entire year.

22. Even More Eligibility Issues • Teachers must work a minimum of 45 teacher report days or fulfill the terms of their teaching contract to be eligible for performance pay. • Performance pay will be prorated for absences unrelated to professional responsibilities in excess of 20 days per year. (Certain exclusions apply.)

23. Performance Pay Design Team • Each full-sized school elects a representative for a three-year term. • Staggered schedule has been developed for rotation of elections with five schools electing their representative each year. • Representatives may be elected to consecutive terms. • Representatives receive a stipend of $2000 per year. • Chairperson is also a school representative and receives an additional $2000 per year.

24. Advantages of MUSD’s Policy • Designed and managed by teachers, in cooperation with other stakeholders • Contributes to a positive school climate and a culture of working together to enhance student achievement • All teachers are involved and eligible for performance pay • Minimal cost required for management of the program---the money goes to teachers, as intended

25. Disadvantages Of MUSD’s Policy • Same dollar amount for all full-time, fully eligible teachers • DAPs need major revisions---do not evaluate the same performance objectives from one year to the next • AIMS continues to evolve

26. Current Endeavors • This year we are: • Addressing additional eligibility issues • Revising payout timelines • Developing provisions for schools labeled “underperforming” or “failing” • Developing ongoing Policy instead of Phase III • Continuing efforts to communicate complexities of performance pay to all constituents

27. Concerns • Changes in composition of MUSD’s Governing Board • Legislative interference • Possible decrease in money available for Classroom Site Fund as a result of the economy and “overpayment” of CSF amounts to school districts in the first two years • ESEA and AZ LEARNS methods of evaluating schools are not currently congruent, thus sending mixed messages to stakeholders.

28. When dealing with teacher compensation paradigms . . . . . shifts happen!