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Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
Teacher compensation
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Teacher compensation

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  • 1. Teacher Compensation Georgia’s RTTT Application
  • 2. Background/History/Assumptions <ul><li>Pay </li></ul><ul><ul><li>From “Room and Board” to “Step and Bump” </li></ul></ul><ul><ul><li>Problems with Master Teacher and NBCT </li></ul></ul>
  • 3. Teacher Compensation Source: NCES Digest of Education Statistics Table 78: Estimated average annual salary of teachers in public elementary and secondary schools: Selected years, 1959-60 through 2008-09
  • 4. Teacher Salaries Compared to Teacher Effectiveness
  • 5. Issues <ul><li>The traditional salary schedule is inequitable and inefficient </li></ul><ul><ul><li>It funnels fewer state resources into higher-needs schools </li></ul></ul><ul><ul><li>It rewards characteristics that have little relation to improved teacher performance </li></ul></ul><ul><li>LA Times report = policymakers worst nightmare </li></ul>
  • 6. Solutions to Changing Pay <ul><li>Training </li></ul><ul><ul><li>National Board certification </li></ul></ul><ul><ul><li>Additional coursework or degrees </li></ul></ul><ul><li>Positionality </li></ul><ul><ul><li>Hard to hire positions </li></ul></ul><ul><ul><li>Hard to staff schools </li></ul></ul><ul><li>Accountability </li></ul><ul><ul><li>Evaluations </li></ul></ul><ul><ul><li>Value added </li></ul></ul>
  • 7. Solutions to Changing pay Problem <ul><li>Teacher motivation is not directly correlated to pay </li></ul><ul><ul><li>Mixed findings regarding national markers of quality </li></ul></ul><ul><ul><li>Position bonuses marginally effective </li></ul></ul><ul><ul><ul><li>Nashville – performance bonuses not effective </li></ul></ul></ul><ul><ul><ul><ul><li>Value added methods critiqued for reliability issues </li></ul></ul></ul></ul>
  • 8. Georgia RTTT <ul><li>Georgia ranked 4 out of 12 states in points allocated in the teacher compensation section – D(2)(iv) </li></ul><ul><ul><li>Instead of layering bonus pay on top of traditional salary structures, Georgia proposes to reconceptualize the teacher pay scale </li></ul></ul><ul><li>New roles for teachers </li></ul><ul><li>Pay for performance </li></ul><ul><li>Explicit recognition of achievement gaps </li></ul><ul><li>Leaders evaluated on same bases as teachers – student learning </li></ul>
  • 9. Proposed Teacher Evaluation Teachers Qualitative, rubric-based evaluation Value-added score Student achievement gap reduction Other quantitative measures Core 30% 50% 10% 10% Non-core 60% 0% 0% 40%
  • 10. Georgia’s Proposed Compensation Plan     Ineffective Effective- chooses to remain at Career Teacher Level Effective-chooses to advance to Master Teacher Level Highly Effective- chooses to remain at Career Teacher Level Highly Effective- chooses to advance to Master Teacher Level BA Starting Salary $33,424 $33,424 $33,424 $33,424 $33,424 Individual performance bonus (1)   $8,000 $8,000 $12,000 $12,000 Student achievement gap reduction bonus (2)   $5,000 $5,000 $5,000 $5,000 Value of steps by Yr. 5   $3,100 $3,100 $3,100 $3,100 Potential Salary at Yr.5 N/A (3) $49,524 $49,524 $53,524 $53,524 Salary increase with Master Teacher Promotion (4)   $- $8,000 $- $8,000 Additional Steps by Yr. 10   $4,584 $4,584 $4,584 $4,584 Potential Salary at Yr. 10   $54,108 $62,108 $58,108 $66,108 Additional Steps by Yr. 20   $6,547 $6,547 $6,547 $6,547 Potential Salary at Yr. 20   $60,656 $64,656 $64,656 $72,656 Incremental Pay- Steps   $14,232 $14,232 $14,232 $14,232 Incremental Pay- Bonuses   $13,000 $21,000 $17,000 $25,000 Steps as % of Incremental Pay   52% 40% 46% 36% Bonuses as % of Incremental Pay   48% 60% 54% 64% Performance-based portion as % of Total Comp.   45% 51% 38% 54%
  • 11. Going forward in Georgia <ul><li>Embrace politics </li></ul><ul><ul><li>Protect the process from changes in executive leadership </li></ul></ul><ul><ul><li>Protect the process from legislative cherry-picking </li></ul></ul><ul><li>Lead time </li></ul><ul><ul><li>Cost out and fund new models </li></ul></ul><ul><ul><li>Rigorously field test qualitative and quantitative methods of evaluation </li></ul></ul><ul><ul><li>Create a transparent pilot and evaluation process </li></ul></ul><ul><li>Better tests </li></ul><ul><ul><li>Current versions of Georgia tests are not vertically aligned and lack other psychometric properties desirable for value-added assessments </li></ul></ul>
  • 12. Conclusion <ul><li>While much of RTTT is prescriptive, there are numerous examples of compensation differentiation across states </li></ul><ul><li>Georgia has an opportunity to take a lead role in re-conceptualizing the profession </li></ul><ul><li>Georgia should invest in the time and resources necessary to make this transition a good one </li></ul>

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