Compensation Redesign Board of Education Presentation February 6, 2014
Introduction MOU has guided work of a diverse Jeffco team Team was supported by: Nationally recognized teacher compensation experts from the University of Wisconsin APA to model the potential costs for the proposed plan Tonight: What the research says T eam’s proposal Your questions 2
Compensation details With support from compensation researchers from the University of Wisconsin, two-day team work session explored: Functions of Compensation Research on compensation design Experience Education Performance and student results Teacher leader roles Research on what it takes to implement a new compensation system
Does pay matter? Pay is one of many ways we signal to employees about what is important to the organization. All pay structures have incentives embedded in them. Pay is not a blunt instrument and it does not take large amounts of pay to create an effective incentive. Pay by itself is not a strong reform strategy. Alignment with other changes and strategic initiatives is critical.
Pay Fits into a Broader Context of Activities Compensation is just one way we impact effective instruction and student achievement…. Effective Compensation Teachers Focused, targeted, data- based goals Evaluations and growth- Students producing m feedback Professional Support and Development Time
Well-Designed Compensation System Should…. Attract and retain employees Promote skills, competencies, and knowledge development Motivate particular types of performance Shape organizational culture Reinforce and define organizational structure
Research on Design: Experience Research: Strong, positive relationship in first 3 to 5 years of teaching but levels off beyond 7 years. Research suggests front-loading increased pay for experience in the early years. Team’s Proposal: Competitive starting salary at $40K. Base pay increases for first seven years in Jeffco, assuming an effective evaluation. Experience steps are smaller percentage.
Research on Design: Education Research: Some indication that degrees in math for secondary teachers relate to improved student math achievement. Some indication that teacher coursework in subject area and pedagogy is related to student achievement. Team’s Proposal: T wo educational lanes rather than current five. No pay differential for credits without a degree; no pay differential for PhD. Focused, vetted degreed programs adding to base pay: To meet strategic business needs of district. To improve instruction in areas where it has a demonstrated result.
Research on Design: Performance and Student Achievement Research: When there are clear goals and a clear line of sight from effort to performance to positive outcomes, pay motivates performance. T o date, experimental design studies of pay for performance have not shown clear evidence of improving student achievement. Our own research in strategic compensation project is incomplete and inconclusive. And national research on TIF indicates a need for more experimentation. Team’s Proposal: Given the lack of conclusive evidence, it is premature to plan for individual performance pay.
Additional Thinking: Career Pathways Team members recognize value of: T eacher leadership and teacher leader roles on increasing building effectiveness and student outcomes. Providing career pathways for teacher workforce. District considerations for succession planning is important; teacher workforce is biggest pipeline for skilled employees moving into other jobs. Team’s Proposal: Multiple career pathways so teachers can stay in the classroom but expand influence on student achievement. Possible role for ‘career lattice’ that recognizes different instructional roles, and considers paying on these roles and/or expanded work years.
Putting it all together: Base salary recommendation Initial salary is increased… Attractive to college graduates considering alternative careers. Competitive in Denver market place for teacher talent. Incorporates induction pay. A B C D E F G H BA 40,000 41,200 42,436 43,709 45,020 46,371 47,762 49,195 MA 46,000 47,380 48,801 50,265 51,773 53,327 54,926 56,574 BA% - 3% 3% 3% 3% 3% 3% 3% MA% - 3% 3% 3% 3% 3% 3% 3% 11
Putting it all together: Training Pathways at the Core • A training pathway is a collection of courses developing teacher skills – linked to improved student achievement – OR District instructional needs, such as concurrent enrollment Professional Development & Accomplishments Knowledge & Skills Path 1 Training 1; Training 2 Path 2 Training 1; Training 2; Training 3 Path 3 Training 1; Training 2; Training 3; Training 4 Path 4 Training 1; Training 2; Training 3; Training 4 12
Training Pathways: Elementary Literacy Path Professional Development In- Non-Classroom Classroom Roles Roles Training 1: Unpacking the Reading CALI Unpacking the Writing CALI Reading Instruction to Make a Difference, Level 1 Making the Writing Workshop Work Informal Assessments, Running Records and Miscue Analysis Reading Instruction to Make a Difference Level 2 Training 2: Instructional Instructional Coach Reading Instruction to Make a Difference, Level 3 Leader Master T eacher Developing Word Knowledge through Word Study T eam Lead Content Specialist Non-Fiction Writing Mentor T eacher Peer Evaluator Power of Mentor T ext GT Resource T eacher Power of Persuasion Writing Implementing Higher Order Thinking Skills Supporting Gifted Readers 13
Training Pathways and Compensation Completion of a rigorous, Jeffco-approved pathway increases base pay. Training pathways can lead to specific roles such as instructional leader, and increased compensation. Some pathways prepare for a different non-classroom based role and additional compensation. All skill paths are linked to District priorities and student achievement. 14
Cost Modeling: Key Concepts at District Level The new system will cost Jeffco more in terms of overall compensation during all five years modeled. Initial increases in costs are for the leap in base salary, but in out years, the majority of costs are in pathways to incent teachers to continue developing their skills. 15
Cost Modeling: Assumptions Costing represents classroom teachers only although all licensed personnel would participate. All new teachers and rehired teachers would be on the new system. Assumes current teachers who have a base salary less than new system would choose to move to the new system. Makes assumptions on how many teachers are in specific roles based on the type of pathway and projected school needs. 16
Cost Modeling: Classroom Teachers Proposed system will cost more in each of the five years modeled. All in Millions Year 1 Year 2 Year 3 Year 4 Year 5 2014-15 2015-16 2016-17 2017-18 2018-19 Current System $281.8 $285.3 $288.3 $291.2 $293.6 Proposed System $289.6 $292.9 $296.5 $300.8 $303.3 Difference $ 7.8 $ 7.6 $ 8.2 $ 9.6 $ 9.7 *Represents classroom teachers only so is understated. 17
Cost Modeling: Increased costs broken out All in Millions Year 1 Year 2 Year 3 Year 4 Year 5 2014-15 2015-16 2016-17 2017-18 2018-19 Increased Costs $ 7.8* $ 7.6 $ 8.2 $ 9.6 $ 9.7 Base Pay $ 7.3 $ 5.5 $ 3.3 $ .8 $ ( 1.9) Costs of $ .5 $ 2.1 $ 4.9 $ 8.8 $ 11.6 Paths *Represents classroom teachers only so is understated. 18
Cost Modeling Continued: We value our employees and first available funds will be committed to compensation increases for existing employees who gave up compensation in 2010. All in Millions Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19 Admin Costs $ 1.7 $ 1.7 $ 1.7 $ 1.7 $ 1.7 $ 1.7 Salary Commitment $ 19.9 $ 16.2 $ 16.3 $ 16.4 $ 16.4 T o Employees Increased Costs with proposed teacher $ 7.8* $ 7.6 $ 8.2 $ 9.6 $ 9.7 compensation T otal $ 29.4 $ 25.5 $ 26.2 $ 27.7 $ 27.8 *Represents classroom teachers only so is understated. 19
Cost Modeling: Key Concepts for Newly Hired Teachers Degree Experience Path Increase in Earnings over First 10 Growth Current System: Years 20 Year Career BA New Teacher Slow $ 27,402 $ 75,829 Moderate $ 84,871 $ 87,473 Fast $ 158,019 $ 104,613 MA New Teacher Slow $ 21,468 $ 81,152 Moderate $ 79,306 $ 93,164 Fast $ 159,726 $ 117,576 BA Five Years Moderate $ 12,315 $ 35,468 Fast $ 58,002 $ 53,434 MA Five Years Moderate $ -18,502 $ 9,884 Fast $ 27,589 $ 28,254 20
Alignment BOE Values with Proposal Attract and retain effective $40K starting salary ensure teachers getting results for we are competitive in Denver students. market and attractive to new Compete in the marketplace. teachers. Teacher skill development is Create a fair and accessible at the heart of the new system that values teachers. system. Develop a transparent Link between skills, training, approach. District needs and pay are Develop a reliable, stable transparent and encourages system with career paths. career paths 21
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