January 5, 2012 January 5, 2012
Update and discussion on multiple different district initiatives: ◦ Strategic and Sustainable Change Task Force, JCEA/District JCEA/District ◦ Performance Pay Research ◦ Strategic Compensation Grant ◦ Use of time in a classroom and in a building to maximize instruction and student achievement
Consistently working to impact student achievement Focused on ensuring…. ◦ An effective educator in every classroom and A ff ti d t i l d position ◦ An effective administrator in every building We We want want to to implement implement research esearch- We We want want to to implement implement research research based best practices that achieve based best practices that achieve results results results results. .
Strategic and Sustainable Change Task Force h d th had three primary components: i t ◦ SB 191 implementation ◦ Collaborative decision making and professionalism g p ◦ Compensation Taskforce was charged with thinking deeply about our business so as to positively impact about our business so as to positively impact student achievement. Strategic change takes time…..groundbreaking conversations will yield changes over time.
RIF Article (Article 39) rewritten for Spring 2012 2012. Three other articles have minor changes: ◦ Temporary contracts (Article 40) Temporary contracts (Article 40) ◦ Job sharing (Article 41) ◦ Job protection (Article 46) 2012 spring transfer season designed as a 2012 spring transfer season designed as a first step toward mutual consent: ◦ Actively engage teachers who are transferred ◦ Give schools selection decisions, by incorporating hiring fairs in the process
Next steps Next steps: ◦ Sub group of District and JCEA will continue to work on 191 implementation details. Priority Hiring Pool Priority Hiring Pool Definition of hiring season ◦ Information will be communicated throughout Jeffco about mutual consent and the implications Jeffco about mutual consent and the implications for schools and teachers. ◦ Pilot work will continue with CDE around administrator evaluation and student data link.
Charge from the MOU ◦ Identify and discuss successful, replicable and varied models for collaboration ◦ Consider professional development tools that Consider professional development tools that support collaboration ◦ Discuss mechanisms for holding teachers and principals accountable for a collaborative work principals accountable for a collaborative work environment ◦ Discuss ideas for a more flexible and adaptable professional work environment
Identified the values that form the foundation for effective collaboration. Identified obstacles to effective collaboration. Reviewed Principles of Organizational Respect R i d P i i l f O i i l R that are incorporated into the Teacher bargaining agreement in Montgomery County bargaining agreement in Montgomery County Maryland.
Identified successful models for collaboration in the District that can be replicated. ◦ The Leadership Advisory Team (LAT) that is in the current Negotiated Agreement current Negotiated Agreement ◦ Cabinet model of collaboration at Powderhorn ◦ Leadership team approach at Sierra Elementary ◦ Multiple approaches (LAT, Department Chair, Leadership Team) at Conifer ◦ Success in Sight and Adaptive Schools Success S g t a d dapt e Sc oo s
Discussed possible structures for holding administrators and teachers accountable for a administrators and teachers accountable for a shared commitment to collaboration Identified the State’s Draft Rubric for Principal and Assistant Principal Evaluations as a powerful tool for accountability Under the District’s current teacher evaluation, Under the District s current teacher evaluation, active collaboration is required for an effective evaluation Other mechanisms of accountability include Other mechanisms of accountability include collaborative models of problem solving and the traditional formal grievance process.
The adopted structure for collaboration is not as important as the commitment to a collaborative culture. important as the commitment to a collaborative culture. Structure doesn’t guarantee collaboration – a mutual commitment to a collaborative structure does. Alternative and multiple structures of collaboration are encouraged. d Accountability for a collaborative culture can be achieved through training, evaluation and traditional grievance processes grievance processes. The existing language in the Negotiated Agreement regarding LATs and the old CDM model should be replaced with language that will give both flexibility and accountability for shared leadership and collaboration. bili f h d l d hi d ll b i
Current limitations of the budget and financial resources are an impediment to extended time with students. Participation in the Extended Learning Time Participation in the Extended Learning Time Conference on November 5 Commitment to Use of Time Study Commitment to Use of Time Study
Salary schedules provide salary placement based on: based on: ◦ Years of experience ◦ Level of education Goal of salary schedules are generally transparency, equal pay for equal work, perceived fairness perceived fairness. Many districts and states are looking at alternative approaches to compensation. alternative approaches to compensation. We want to implement researc We want to implement research-based best -based best practices that achiev practices that achieve results. results.
Ed Wiley, Ph.D.
15 Center for Educator Compensation Reform
Colorado Springs (CSSD11) TAP TIF Cohort 1 & 2 TIF Cohort 1 & 2 TIF Cohort 3 Denver Teacher ProComp Non ‐ TIF Den er Principal ProComp Denver Principal ProComp Douglas County Performance Pay Program y g Eagle County TAP Fort Lupton TIF Harrison (HSD2) R.E.A.L. Jeffco Strategic Compensation 16 Center for Educator Compensation Reform
Broadly conceived, "incentive pay" is payment on basis of anything beyond experience and education/credentials. For example: For example: ▶ Student achievement status and/or growth (specific to teachers, teacher teams, or schools) ▶ Successful performance evaluation ▶ Rubric-based teaching/leadership evaluations ▶ Setting and/or meeting student performance objectives ▶ Working in traditionally hard to staff schools/positions/subjects ▶ Completion of specialized professional development ▶ Participation in school performance initiatives Participation in school performance initiatives ▶ Career ladders ▶ Retention bonuses 17
▶ Two pathways for incentive-based reform ▶ Two pathways for incentive based reform o "Productivity" Effects • Incentives will motivate teachers to improve effectiveness o "Composition" Effects Composition Effects o o Incentives will change composition of teacher workforce by better: Attracting highly-qualified teachers • Retaining higher-performing teachers • Attriting lower performing teachers Attriting lower-performing teachers • ▶ Two roadblocks in incentive-based reform o “Signaling effort” - teachers will inordinately focus on test scores to detriment of “productive effort” spent fostering other scores to detriment of “productive effort” spent fostering other valuable (less-easily-measured) learning (e.g., critical thinking) o Incentives drive competition rather than collaboration 18
Student achievement Overall district achievement has improved over the last decade (though not Overall district achievement has improved over the last decade (though not ◦ necessarily due to ProComp) Achievement of teachers new to the district has improved over the last ◦ decade Greater starting achievement and achievement growth over first three years Greater starting achievement and achievement growth over first three years ◦ ◦ Achievement of veteran teachers initially favors ProComp ◦ In first few years, ProComp veteran teachers outperform non-ProComp • veteran teachers Achievement differences tighten in years 2-3 h d ff h In years 4-5 achievement differences favor non-ProComp teachers Some evidence that teachers who do not receive "Exceeds Expectations" ◦ incentive in one year do in fact change their practice in subsequent year Retention of high-quality teachers Hard-to-serve bonus associated with small increases in retention ◦ Majority of teachers report monetary amount ($2400 in 2011-12) not great ◦ enough incentive to work in hard-to-serve schools 19
Strategic Compensation: Researching What Works Researching What Works Action Effective Effective D Deeper Instructional I t ti l Research Educators Leadership Teams: ‐‐ Master Teachers Team Plan Time ‐‐ Mentor Teachers Mentor Teachers Student S d ‐‐ Support teachers Achievement ‐‐ Collaborating with peers to plan Achievement Goals Evaluating Educators ‐‐ School Goals, UIP ‐‐ Team Goals ‐‐ Every Teacher Evaluated ‐‐ Pay Linked to Goals P Li k d G l ‐‐ Peer Evaluators ‐‐ Pay linked to evaluation We want to implement research ‐ based i l h b d best practices that achieve results.
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