This document discusses different factors that could affect a teacher's earnings, including years of experience, advanced degrees earned, loyalty to a single district, and taking on side work. It then examines various elements that could be included in an alternative pay model for teachers, such as tying pay increases to gains in teacher knowledge/skills and student achievement, providing additional compensation for hard-to-staff positions or additional responsibilities like mentoring. Key considerations in designing such a program include defining evaluation criteria and processes, determining appropriate measures and frequencies for assessing student growth, addressing issues of attribution for results, and ensuring proper training and oversight.

1. Jeff Camp

2. AltComp

3. Hand over your lupines!

4. Teaching is a
Rewarding Profession

5. What Will Affect Her Earnings?

6. What Will Affect Her Earnings?
• Stay in teaching for many years
(years)
• Invest in getting an advanced
degree (degrees)
• Work for one district (loyalty)
• Work on the side

7. What is pay for?
Why do some jobs
pay more than others?
In principle, when should
one person be paid more
than another?

9. Insights
Pay should be fair.
Differentiated pay can
support a strategy.
Be careful.

10. Private Sector Example
Look, then Leap

11. Private Sector Example
Not
Bill Gates

12. Elements of Pay
Salary
Individual Bonus
Group Awards
Stock Participation

13. Schematic pay model
Leader
Promotion Proven contributor,
key role
Raise Less responsibility

14. Schematic pay model
Code
Design
Test
Support

15. Pay Supports Evaluation Cycle
Employee
Writes Self-
Evaluation,
Draft Goals Manager adds Meet. Discuss. Raises,
comments to Clarify goals. bonuses,
employee’s Revise if promotions,
Peers, others self-evaluation, needed. corrective
provide written revises goals as support, other
input needed. Managers set actions
“review scores”
with guidance
from HR dep’t.

16. Guard Rails
• Human Resources expertise
• Training, especially for managers
• Budgets, audits
• Feedback, communication… TRUST

17. Complexity? Whoa, there.

18. Questions?

19. AltComp
in Schools

20. Program Design
Tie pay increases to Pay teachers for
Teacher Gains
Knowledge in Student
and Skills Achievement
Direct funds to Direct funds to
Position Additional Pay
Incentives For Added
(“Hard to Staff” schools
and subjects) Responsibilities
(mentors, coaches,
evaluators)

21. Knowledge and Skills

22. Knowledge and Skills
• When does a teacher advance a “step?”
– Automatic?
– Satisfactory review?
• Change the meaning of columns?
– Only qualifying degrees/institutions?
– Ability to teach targeted subjects?
– Completion of targeted professional
development?

23. Knowledge and Skills
• How will Knowledge and Skills be assessed?
– Who will review whom?
– How often and on what rubric?)

24. Pay for Position

25. Pay for Position
• What are “hard-to-staff” schools?
• What are “hard-to-staff” subjects?
• Who decides? On what basis? Does this
standard change?
• What if a teacher in a higher-
compensated position is ineffective?

26. Pay for Position
• What are “hard-to-staff” schools?
• What are “hard-to-staff” subjects?
• Who decides? On what basis? Does this
standard change?
• What if a teacher in a higher-
compensated position is ineffective?

27. Pay for Position

28. Pay for Added Work
and Additional Responsibility

29. Pay for Added Work
and Additional Responsibility
• Will there be a compensated career path for
teacher leadership?
– Master, mentor, evaluator? Administrator?
• Is it “side” work or part of the career ladder?
• Base pay or bonus?
– What if they leave the leadership position?

30. Pay for Results

31. Pay for GROWTH

32. Pay for GROWTH
• Which results count?
– Only what you can test?
– Other criteria?
Measured in what way?
How frequently?
– What are the most useful ways to measure growth
in learning?

33. Pay for GROWTH
• Will you
determine top and
bottom performers
and give them formative
feedback? How?
• Absolute “grade” or on a
curve (e.g. 20-70-10)?

34. Pay for GROWTH
• Who gets “credit” for learning growth?
– Which faculty drive each student’s advancement?
– Are there multi-year effects?
– Who decides?
• What could cause those results to vary from
one year to the next? Should there be an
adjustment process?

35. Program Design

36. Program Design
• All schools or some schools?
• Just for teachers?
• All teachers or some teachers?
• Opt-in, opt-out, or all-in?
• Group goals or individual goals?
• Using what funding source?
• What happens to surplus funds?

37. Program Design
• What system calculates pay?
• How are issues identified and addressed?
• How are leaders trained?
• How are participants trained?
• How will you ensure critical systems will work?
• How will you evaluate and adjust?

38. No Magic

39. Taking the
Plunge