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“Teachers do make a difference…” - Jere Brophy, 1979

“Teachers do make a difference…” - Jere Brophy, 1979. A system that is indifferent to the performance of its employees and rewards them alike regardless of effort or effectiveness is based on an assumption that what those employees do really isn’t very important or difficult.

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“Teachers do make a difference…” - Jere Brophy, 1979

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  1. “Teachers do make a difference…”- Jere Brophy, 1979

  2. A system that is indifferent to the performance of its employees and rewards them alike regardless of effort or effectiveness is based on an assumption that what those employees do really isn’t very important or difficult.

  3. The Student Performance Improvement Program:An Approach to Alternative Compensation A Joint Project of St. Francis Independent School District #15 and Education Minnesota St. Francis

  4. ISD #15 Teacher Academy Program Overview Page 6 Page 6

  5. Page 7

  6. Independent School District #15Minnesota Basic Standard Test Results1998 - 2007 No test given in 1998 or 1999 2006 2007 BST in reading and math ends in 2006 92.7%95.1% 91.9% 95.9% Page 8

  7. Independent School District #15 BST Mathematics Results - 2005 Comparisonto Bordering Districts Page 8 Reported as percent passing test in 8th grade.

  8. Independent School District #15 BST Reading Results - 2005 Comparisonto Bordering Districts Page 9 Reported as percent passing test in 8th grade.

  9. Independent School District #15BST Writing Results - 2007 Comparison (10th Grade)to Bordering Districts Page 9 Reported as percent passing test in 10th grade.

  10. Key Understandings • Beginning teacher salary increased by 20% • Teacher advancement based on attainment of positive annual reviews • Teacher reviews completed by a team that includes the teacher, two peers, and an administrator (Performance Review Team) • Each annual review based on • 4 observations • Teacher-generated evidence of improved student performance • Salary increases: • Annual cost-of-living increases as negotiated • Performance increases come after each three years of positive annual reviews • Completion of mentor training & attaining a Master’s degree • Career ladder provides leadership roles for 20% of staff with stipends and expedited movement through schedule Page 10

  11. Page 11

  12. Annual Review Processfor Individual Teachers Performance Review Team (PRT) Assigned Spring/Summer PRT Reviews Work / Reports Results (PRT Meets) (Spring) Formal Observations / Evidence of Student Growth (November - May) Annual Program Developed (PRT Meets) (Summer/Fall) Professional Growth (Summer/school year) Page 12

  13. Salary Schedule (2008-09) Extended Responsibility Stipends Range - $4,162 to $10,404 Page 13

  14. Teacher Career Paths Emerging Professional Teacher 6 annual reviews at proficient level (minimum) Professional Teacher Mentor Teacher Teachers eligible after 7 annual reviews Approved Master’s Degree Program Completed Career Classroom Performance Teachers eligible with 10 annual reviews, 7 of which are “established” Career Ladder in Teacher Leadership Teachers eligible with 7 annual reviews, 4 of which are “established” Page 14

  15. University of Minnesota Center for Applied Research and Educational Improvement StudyAugust 2007 - June 2008,Presented to the School Board August 11, 2008 Pages 15 -17

  16. U of M CAREI StudyWhat Attracts New Teachers to St. Francis?* 33% - Teacher Support System 32% - Improved Salary Schedule 24% - Early hiring decision 11% - Other *Survey given to new teachers hired in 2006 & 2007. Page 15

  17. U of M CAREI StudyIs St. Francis attracting more applicants for teaching jobs?* 70% - Agree St. Francis is attracting more applicants 18% strongly agree 51% agree *Survey given to administrators and teacher-leaders. Page 15

  18. U of M CAREI StudyIs St. Francis attracting better applicants for teaching jobs?* 75% - Agree St. Francis is attracting better applicants 18% strongly agree 57% agree *Survey given to administrators and teacher-leaders. Page 15

  19. U of M CAREI StudyAre new teachers more interested in staying in St. Francis?* 88% - Agree new teachers more interested in staying in St. Francis 43% strongly agree 45% agree *Survey given to administrators and teacher-leaders. Page 15

  20. U of M CAREI StudySupport for the Q Comp system* 88.9% - Highly support system 79% - Believe salary advancement should be connected to student achievement gains 82% - Believe system will result in greater achievement gains for students *Survey given to all teachers. Page 16

  21. U of M CAREI StudySummary & Conclusions Substantial and positive effects on Professional development Culture of the district Evaluation system Benefits from support at all levels including the School Board, superintendent, teachers’ union, school administrators, and teachers Student Performance Improvement Program is and will remain the professional development model for the district. Page 16

  22. U of M CAREI StudySummary & Conclusions Most significant change - explicit link between professional development and positive, observable changes in work settings Professional staff members challenged to set goals personal based in research on best practices Pages 16 & 17

  23. U of M CAREI StudySummary & Conclusions Teachers must demonstrate proficiency in attaining goals through observations by peers and administrators during the four classroom visits Link between professional development and professional behavior provides catalyst for permanent and positive change Pages 16 & 17

  24. U of M CAREI StudySummary & Conclusions Improved professional development - Increased reflective practice Teacher growth objectives observed & assessed Increased understanding of various roles (teacher, social worker, educational assistant, administrator) Process is clear, not overly rigid or prescriptive Pages 16 & 17

  25. U of M CAREI StudySummary & Conclusions Transformed professional culture of the district Common language for district staff Increased opportunities for collaboration Increased risk-taking with new instructional techniques & strategies Increased value of observations for both observer and teacher observed Important factor in attracting and retaining high quality staff Pages 16 & 17

  26. U of M CAREI StudySummary & Conclusions Strengthened the evaluation process Observation process provides for teachers to develop new skills work on challenges adjust behaviors in a timely manner Extended teacher duties increases leadership capacities of young teachers Become “catalysts for continued momentum and change” Student performance in both reading & math improved Pages 16 & 17

  27. By 2008, St. Francis students, grades 5-9, were scoring one full year (or more) above the national average in math. NATIONAL AVERAGE Page 18

  28. NATIONAL AVERAGE Pages 19

  29. NATIONAL AVERAGE

  30. NATIONAL AVERAGE

  31. If well constructed, the most significant changes that result from implementing high-stakes evaluation of teachers are not so much what good teachers do in their classrooms but in the way school systems function – the environment in which those good teachers find themselves now thriving.

  32. “Teachers do make a difference…”- Jere Brophy, 1979

  33. St. Francis, Minnesota A public school district with 6,000 students and 400 teachers on the northern edge of the Minneapolis-St. Paul metropolitan area. Contact: Randall Keillor Program Coordinator St. Francis High School 3325 Bridge Street St. Francis Minnesota 55070 rankei@stfrancis.k12.mn.us 763-213-1516

  34. “What teachers know and can do makes the crucial difference in what children learn. Teaching is the most important element of successful learning.”National Commission on Teaching & America’s Future, 1996

  35. District Curriculum/Program Structure Non-Traditional Teachers Represent 1/3 of Teaching Staff

  36. Age of Teaching Staff, 2004-2005 100 90 80 75 70 61 60 60 50 50 36 40 33 29 30 20 8 8 10 0 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60+

  37. Age of Teaching Staff, 2006-2007 100 90 80 72 69 70 61 60 50 48 50 46 37 40 30 15 20 10 10 0 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60+

  38. “Those of us responsible for public education must never defend or try to perpetuate a school to which we would not send our own children.”Sandra Feldman,President, American Federation of Teachers, 1997-2004

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