Julia Koppich Alternative Teacher Compensation Presentation


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Julia Koppich speaks at the Alternative Teacher Compensation Seminar on September 22nd in Menlo Park. In Fall 2009, the U.S. Department of Education will begin accepting applications for the Teacher Incentive Fund (TIF), a $200 million grant program to fund school districts' performance-based teacher compensation systems. Even in the face of the unprecedented budget crises battering our state, the availability of TIF funds opens up a unique opportunity to think creatively about how teachers are paid in California schools. Therefore, Policy Analysis for California Education (PACE) and Full Circle Fund organized a follow up to the March 2009 Conferences, to support a conversation among school districts and local teachers unions about new models of teacher compensation.

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Julia Koppich Alternative Teacher Compensation Presentation

  1. 1. Julia E. Koppich J. Koppich & Associates Seminar— PACE/FCF Seminar—September 2009
  2. 2. New models of teacher pay Some of the things to consider as you prepare your proposals and implement your plans
  3. 3. Federally funded program begun in 2006 Funded at $99m annually through 2009 In 2010 budget, could be funded as high as $446m Competitive grant process for states and districts Program goals: 1) improve student achievement by improving principal and teacher effectiveness, and 2) increase the number of effective teachers in hard-to-staff schools RFP to be released soon
  4. 4. Nationwide program funded by participating districts Launched in 1999 by Milken Foundation; now part of National Institute for Excellence in Education Organized around 4 elements: 1. Multiple career paths (career teacher, master and mentor teachers) 2. Ongoing professional growth 3. Accountability through evaluation 4. Performance-based compensation
  5. 5. State program begun in 2006 Funded as line item in state budget Districts that choose to participate receive $260/student To be considered for funding, plan must include: 1. Teacher career ladder 2. Job-embedded professional development 3. Standards-based evaluation system 4. Performance pay 5. New alternative salary schedule
  6. 6. 3 state programs begun in 2006 All 3 programs target low-performing schools Designed to create school capacity to improve instruction and reward teachers who increase student learning Programs funded by the state State also provides extensive technical assistance for districts interested in participating
  7. 7. District level program begun in 2004 Cooperative effort of Denver Public Schools and Denver Classroom Teachers Association Designed to link teacher pay to district mission and attract/retain high quality teachers in DPS Teachers paid on the basis of:1) knowledge and skills; 2) teaching in hard-to-staff school and subjects; 3) good evaluations;4)improved student scores on Colorado’s standardized test
  8. 8. Depending on option, payments range from $400/year-$2,500/year All ProComp payments pensionable Teachers hired after 1/06 must be in ProComp Program funded by voter-approved local property tax Money set aside in trust jointly administered by district and union
  9. 9. District level plan Cooperative effort of Toledo Public Schools and Toledo Federation of Teachers Goals to align teacher compensation with with more effective teaching, improved student achievement, and increased retention of teachers 3 tier plan: Tiers 1 and 2 funded by district; Tier 3 by TIF: 1. TRACS A (Tier 1) based on teacher professional development and improving student achievement; worth 5% above base pay
  10. 10. 2. TRACS B (Tier 3) for groups of teachers who meet or exceed pre-established achievement goals as measured by scores on Ohio’s standardized test; worth 10% above base pay 3. TRACS C (Tier 3) has built-in career ladder: a) Career Teacher; b) Accomplished Teacher; c) Distinguished Teacher (must agree to teach in low- performing school for at least 3 years) All TRACS C levels have different kinds of responsibilities; TRACS C is worth 15% above base pay
  11. 11. District level program begun in 2007 Cooperative agreement between the NYC DOE and the United Federation of Teachers Participating schools must be designated “high need” and have approval of 55% of school faculty $3,000 per teacher group performance awards to schools that show growth on NY’s standardized test Money distributed by school-based Compensation Committee: 2 teachers, the principal, 1 principal designee
  12. 12. Began in 2002; now part of Q Comp Cooperative effort between the Minneapolis Public Schools and Minneapolis Federation of Teachers Plan focuses heavily on professional development Money earned for implementing professional development plans linked to improving student achievement; earning NBC; maintaining professional portfolio for review; acquiring specialization in area of district need; taking on new professional responsibilities
  13. 13. District level program begun in 2007 Cooperative effort of MCPS and MCEA Designed to provide “stages” in a teacher’s career: 1. Induction—novice teachers—in PAR program 2. Skillful Teaching—tenured teachers who demonstrate effectiveness in classroom 3. Lead teachers—competitive process for new responsibilities; receive bonuses Paid for through district funds
  14. 14. District level program funded by parcel tax (2008) Cooperative effort of the SFUSD and the UESF Program will: 1) raise beginning teachers’ salaries to nearly $50,000 per year; 2) raise all teachers salaries by $4,000-$6,000; 3) provide teachers in hard-to-staff schools ($2,000) and subjects ($1,000);4)give one-time bonus of $2,500 and $3,000 after 4th and 8th years to stem attrition; 5) add 50 master teachers for $2,500 a year; 6) increase the number of PAR coaches; 7) give 20 schools that make the most progress a block grant of $30,000
  15. 15. District K&S Hard-to- Responsi Student Hard-to- staff bility learning Denver Yes Yes Yes Minneap. Yes Yes Minn. Yes Yes Yes Yes MC Yes NYC Yes SF Yes Yes TAP Yes Yes Yes Texas Yes Yes Yes Toledo Yes Yes Yes Yes
  16. 16. Any new teacher pay plan will be controversial There is no single or “right” way to structure teacher compensation Selecting appropriate salary incentives depends on: 1. Determining what you want to accomplish 2. Deciding on the best means to accomplish your aims
  17. 17. 1. Reward teaching practices that lead to increased student learning—Knowledge and skills 2. Attract and retain teachers in high-need schools and subjects or grades—Market incentives 3. Improve student achievement 4. Create new teacher career structures— Responsibility pay
  18. 18. Assemble a representative compensation committee Who should be on it? 1. Superintendent 2. Teacher union/association representatives 3. Principal(s) 4. Central office personnel ??? 5. School board member ??? 6. Community/business representatives ???
  19. 19. Agree on what the plan should accomplish Assess your (the district’s) organizational capacity Decide if the plan is mandatory or voluntary Design a communication plan Determine a timeline for the work Develop a working knowledge of other pay plans and experiences with new forms of pay
  20. 20. Based on objective criteria Understandable Rewards are attainable Feasible (capacity) Affordable Sustainable
  21. 21. Regularly “take the temperature” of teachers and others (survey? focus groups?) Develop a feedback loop so you can make mid- course corrections Develop an evaluation plan up front 1. Formative evaluation for first 2-3 years of program 2. Summative evaluation after 3-5 years
  22. 22. Be clear about the purpose(s) of the new pay plan Involve teachers at the outset Include multiple options for teachers to earn incentive pay There’s no such thing as too much planning Integrate the pay program with the district’s overall education improvement plan Communicate frequently, in multiple formats, and to multiple audiences
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