An Introduction to the APEX Strategic Compensation System · APEX Strategic Compensation System The...
Transcript of An Introduction to the APEX Strategic Compensation System · APEX Strategic Compensation System The...
An Introduction to the APEX Strategic Compensation System
Incenting and Rewarding the Inputs and Outcomes that Support
Greater Student Achievement and Growth
As part of the Knox County Schools’ (KCS) five-year strategic plan, Building on Strength: Excellence for All Children, we are investing
in our greatest asset:
Our People.
A compensation structure “for teachers and school leaders that will incent and reward the types of inputs and outcomes that are most closely aligned with student academic growth.”
- KCS RttT Scope of Work
“The Knox County Schools will investigate competitive compensation and incentives for achieving student academic excellence.”
- KCS Strategic Plan (Goal II, Objective II)
Inspired by Our Strategic Plan
Focus on the student to ensure they excel academically and are prepared for life beyond the classroom
Recruit, select, induct, develop, support, promote, compensate and retain effective educators
Engage parents and community in a meaningful way to support student learning
Build the infrastructure to enable & support student learning and district goals
Ensure that all adults are focused on achieving results for children (accountability) to meet our ambitious goal…
Excellence for All Children
Strategic Goals to Propel Us
KCS received more than $10 million in federal grant funding to use in the design and implementation of the APEX (Advance • Perform • EXcel) strategic compensation system through: Race to the Top
Innovation Acceleration Fund
Teacher Incentive Fund (“TIF”)
History
APEX System Design Team
KCS implemented a collaborative and broad-based design process supported by a team of professionals, including: Teachers and Principals
The Knox County Education Association
Curriculum & instruction supervisors and directors
Human resources, assessment and finance representatives
The Knoxville Chamber Partnership
Parents and community stakeholders
Stakeholder Engagement
To engage stakeholders from across the district in the design process, collect critical feedback and ensure district-wide communication and understanding, KCS: Hosted 12 focus group sessions that included 80 teachers,
administrators and stakeholders
Coordinated 16 teacher-focused meetings across the district
Compiled a teacher survey (with 72 percent participation)
Developed a new Intranet site for staff members to share feedback (with more than 6,200 visits in four months)
Garnered public input at two community meetings held at Fulton and Karns High Schools
Each student is challenged academically and graduates
fully prepared for postsecondary learning
opportunities, a rewarding career, a meaningful role
in the American democracy, and an enlightened,
fulfilling life.
Teachers have the necessary support and resources in the
classroom so that they can do the important job with which they have been entrusted.
Every student achieves his or her fullest potential.
Excellence for All ChildrenThe Knox County Schools will be a system where all students achieve
at high levels and every school is a school of distinction.
Objective 1Student Success
Objective 3Teacher Leadership
Objective 4High-Needs Schools
We maintain universally high standards and expectations, ensuring that every student has access to outstanding
classroom instruction.
We focus on the professional growth and continuous
improvement of the instructional skills of our existing teacher force.
.
We expand and formalize teacher leadership roles in every school across
our district.
We encourage effective teachers and strong school
leaders to apply their skills to our greatest challenges.
Model teachers have more instructional leadership
opportunities, leveraging one of the greatest untapped
resources in education – the expertise within our
teacher force.
We work aggressively to match our best and most experienced instructional
talent with our highest-needs schools and children.
An effective educator is in front of every classroom
every day.
Teacher leaders impact instruction beyond their individual classrooms,
broadening student success.
Achievement gaps defined by race, income, geography,
language and/or special needs are eliminated.
AS A RESULT…
Objective 2Effective Instruction
THEREFORE…
AS A RESULT…
THEREFORE…
AS A RESULT…
THEREFORE…
AS A RESULT…
THEREFORE…
Our Theory of Action
APEX Strategic Compensation System
The APEX system incents and rewards the inputs and outcomes that support greater student academic achievement and growth.
It is part of KCS’ comprehensive improvement efforts to establish a district in which all students achieve at high levels and every school is a school of distinction.
APEX promotes four major objectives, all integral to the success of our strategic plan:1. Student success2. Effective instruction3. Teacher leadership4. High-needs schools
All four objectives reflect KCS’ belief that our strategic compensation system: Should be aligned with our most important instructional
goals, and
Must continue to focus on increased student learning through effective classroom teaching
Support our efforts to attract, select, grow, recruit, reward, and retain the most effective educators.
Strategic Compensation Objectives
TN-CRED Partnership
Tennessee’s Consortium on Research, Evaluation, and Development is responsible for carrying out a detailed, focused program of research as part of Tennessee’s First to the Top legislation including: Evaluation of teacher and principal evaluation systems Implementation and effect of the Achievement School District Educator compensation reform and innovation Examination of work force trends including career pathways of
educators and the distribution of high-performers Examination of STEM professional development and other STEM
network initiatives Examination of the quality, flexibility, and interconnectedness of
Tennessee’s educational data systems
Research Objectives
What is the nature of the strategic compensation system designed and implemented by each LEA?
What are the LEA’s experiences related to the development and implementation of a strategic compensation system?
What is the actual financial impact on educators’ compensation?
How do the strategic compensation systems influence the attitudes and professional practices of educators?
What is the impact of the strategic compensation systems on teacher turnover and student achievement gains?
How do the design features of strategic compensation systems influence outcomes for educators and students?
Strategic Compensation Overview
Performance Compensation
B. School Excellence Award
Monetary award to school. Awarded to highest-rated schools at
each level (elementary, middle, high). All schools are eligible, including TAP
schools.
C. Coaching and Other Support Resources
Lead or Master/Mentor Teacher (TAP) to support instruction at all schools.
Instructional coaches and other resources to enable site-based
professional development.
School-wide growth and/or % of students achieving expected growth
in each subject area. Must also achieve AYP to earn award.
Resources allocated based upon number of certified staff in school and
student data highlighting need for additional targeted support.
School Award Potential use for equipment,
professional development, or other tools for instructional support.
Instructional Support To improve working conditions and
enable on-site professional development for teachers.
D. Lead Teacher
Classroom teacher who provides instructional support and coaching to
his/her peers via classroom observations within the formal TEAM
evaluation process.
Selected through school-based application process. Key qualifications
include demonstrated teaching effectiveness and leadership abilities.
Must obtain TAP Observer Certification.
Formal Leadership Role200-day contract with supplement;4-day TEAM observer training, with
additional $100 per day stipend.
E. TAP System
Adopted as comprehensive school reform model in 18 high needs schools.
Includes: teacher collaboration, teacher leadership, instructional rubric
and performance compensation.
Schools selected for implementation based on designation as a
high needs school. Teachers approved adoption by vote of at least 75%.
Comprehensive ReformIncludes performance pay determined by
individual and/or school-wide growth (50%) and skills, knowledge and
responsibilities (50%). Teachers and administrators eligible for bonuses.
School Excellence
Award$5,000
$10,000
AdministratorPerformance
Incentive$1,500$2,000
Lead Teacher$2,000$2,500
Teacher Performance
Incentive$1,500$2,000
Objective 4High-Needs Schools
A. Teacher Performance IncentiveAvailable for teachers and administrators and addresses all 4 objectives.
Objective 1Student Success
Objective 2Effective Instruction
Objective 3Teacher Leadership
Com
pone
nts
Crit
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Stru
ctur
eC
ompe
nsat
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Five Core Components
To achieve our district’s objectives, the APEX system includes five core components that align with our most important goals:A. Teacher and administrator performance incentives
B. School excellence awards to recognize school-wide growth
C. Coaching and other support resources to help teachers learn and grow
D. Teacher Leadership Exemplified by Lead Teacher Role
E. TAP®- The System for Teacher and Student Advancement - for 18 high-needs schools
Teacher and Administrator Performance Incentives
Provides additional compensation for teachers who deliver high-quality instruction, achieve positive academic outcomes for their students and are instructional leaders
Recognizes principals and assistant principals who provide high-quality leadership and support for teachers
Incents consistent, effective instruction/leadership in high-needs schools (teachers and administrators) and Adequate Yearly Progress benchmarks (administrators)
Teacher and Administrator Performance Incentives
Offers more than one way to achieve demonstrated excellence
Awards range from $2,000 for exemplary performance and $1,500 for model performance
Annual payout each year the educator meets the criteria
Majority of incentive based on the educator’s performance as part of the new TEAM(Tennessee Educator Acceleration Model) framework
Administrator Performance Incentive
Objective 1Student Success
Objective 3Instructional Leadership
Objective 1 & 2Effective Instruction and
Student Success
Objective 4High-Needs Schools
35%
Annual Measurable ObjectiveNCLB accountability standard based on progress towards student proficiency for all students and applicable sub-groups.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Annual Measurable Objective (AMO)(20)
Maximum = 20
At Expectations (40)
% Free/Reduced Lunch and Years of Continuous Service at
SchoolRecognition of school
administrators maintaining stable, effective leadership in High-needs schools.
Add index across all metrics to determine administrator award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation(Quantitative-50%) (Qualitative-50%) (35% TVAAS® +
15% Other Student Achievement)
(50% TILS Rubric, Survey, Teacher
Evaluation Quality)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Adm
inis
trat
or
Perf
orm
ance
Ince
ntiv
e
Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%) (35% TVAAS® +
15% Other Student Achievement)
(50% TAP Rubric and Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
Score Range
Overall Effectiveness
Rating
APEXRatingIndex
<200 Significantly Below
0
200 - 274.99 Below 0275 - 349.99 At
Expectations40
350 - 424.99 Above 55425 - 500 Significantly
Above70
TEAM Summative Rating – 70%
Teacher Leadership Rubric – 20%
Not Observed 0
Supporter 5
Planner 10
Promoter 15
Sustainer 20
Professional Development Workshop Facilitator
Team Leader Department Chair PLC Leader AND Department or Grade Level Chair
Student Activity Sponsor (only uncompensated roles, includes sponsors of multiple activities)
SLC Leader Grade Level Chair Mentor AND PLC Leader or PD Facilitator
Chair/Officer of non-academic committee/taskforce
Building Level Technology Coach
Professional Development Leader
Mentor AND Department or Grade Level Chair
Member of academic committee/taskforce
Professional Learning Community Leader
Quality Teaching Institute Leader
Department or Grade Level Chair AND Leadership or Data Team
Extended Learning Program Tutor
Chair/Officer of academic committee/taskforce (SACS, TSIPP, etc.)
Mentor Teacher Department or Grade Level Chair AND PD Facilitator
SES Tutor Data Team Member Lead Teacher Lead Mentor (of other Mentor Teachers)
Parent-Teacher Association Board Representative
Leadership Team Member BLTC AND PD Leader
Combinations of Planner and Supporter roles
Other combinations of Promoter and Planner roles
High Needs School – 10%
53 or more years of
service
5
Less than 3 years of service
10
3 or more years of service
SCENARIO 1Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%)
(35% TVAAS® + 15% Other Student
Achievement)
(50% TAP Rubric and Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
SCENARIO 1Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%)
(35% TVAAS® + 15% Other Student
Achievement)
(50% TAP Rubric and Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
SCENARIO 1Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%)
(35% TVAAS® + 15% Other Student
Achievement)
(50% TAP Rubric and Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
SCENARIO 2Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%) (35% TVAAS® +
15% Other Student Achievement)
(50% TAP Rubric and Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
SCENARIO 2Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%) (35% TVAAS® +
15% Other Student Achievement)
(50% TAP Rubric and Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
SCENARIO 2Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%) (35% TVAAS® +
15% Other Student Achievement)
(50% TAP Rubric and Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
SCENARIO 3Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%) (35% TVAAS® +
15% Other Student Achievement)
(50% TAP Rubric and
Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
SCENARIO 3Teacher Performance Incentive
Objective 1Student Success
Objective 2Effective
Instruction
Objective 3Teacher Leadership
Objective 4High-Needs Schools
35%
Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional
duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Above Expectations (55)
Significantly Above Expectations (70)
Maximum = 70
Planner (10)
Promoter (15)
Sustainer(20)
Maximum = 20
At Expectations (40)
Supporter(5)
% Free/Reduced Lunch and Years of Continuous
Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Add index across all metrics to determine teacher award.
75%+ FRL and at least 3 years
(10)
75%+ FRL and less than 3 years
(5)
Exemplary PerformanceModel Performance
≥ 80≥ 65 $1,500
$2,000
(Maximum = 100) Award (Maximum = $2,000)
Maximum = 10
Summative EvaluationBased on TEAM evaluation framework.
Student Growth + Observation (Quantitative-50%) (Qualitative-50%) (35% TVAAS® +
15% Other Student Achievement)
(50% TAP Rubric and
Professionalism)
50%+ FRL and at least 3 years
(5)
Met
ric
35% 20% 10%
Perf
orm
ance
Lev
el
(Inde
x)
Teac
her
Perf
orm
ance
Ince
ntiv
e
Teacher and Administrator Performance Incentive Eligibility
As defined by TEAM framework, certified employees who directly interface with students and/or provide instruction will be eligible to earn Teacher and Administrator Performance Incentives Teachers, principals, assistant principals,
school counselors, librarians, academic interventionists, school social workers and other school-based personnel
Instructional Assistants potentially included in 2012-13 plan with additional accountability
School Excellence Awards to Reward School-Wide Growth
Recognizes and reinforces collaboration, Professional Learning Communities and the impactof teamwork
Awards based on school-wide growth and/or percent of students achieving expected growth in each subject area
Schools must also achieve Annual Measurable Objective (AMO) to receive award
School Excellence Awards to Reward School-Wide Growth
Awards of $5,000 or $10,000 will be granted to the highest-rated schools at each level: Five elementary schools
Three middle schools
Three high schools
Award monies will support educational-improvement efforts, such as purchasing instructional equipment and/or providing professional development
All schools eligible, including TAP® schools
Coaching and Other Support Resources to Help Teachers Learn and Grow
KCS is implementing a robust support structure built on a foundation of teacher leadership. Leveraging teacher leadership roles, including Master,
Mentor, and Lead Teachers, to make the TEAM framework and TAP system meaningful, developmental and tightly connected to KCS’ instructional-improvement efforts
Providing instructional coaches and support resources to enable site-based professional development
Allocating resources based on number of certified staff in school and student data highlighting need for additional, targeted support
Teacher Leadership Exemplified by Lead Teacher Role
Introducing new formal teacher leadership role—“Lead Teacher”—to provide career opportunities outside of administration across district Core competencies include demonstrated teaching effectiveness
and leadership abilities. Lead Teachers will earn a supplement to their base salary,
complete TEAM evaluation training and receive a training stipend.
Additional compensation for these duties is $2,000 or $2,500 annually.
Informal teacher leadership also recognized in teacher performance incentive Supporter, planner, promoter, or sustainer designation Designation earned based on well-defined rubric
Teacher Leadership Rubric Overview
Sustainer Exemplary teacher leader Sustains multiple key leadership roles within the school
community and beyond Help shape and direct the professional growth of peers and
broadly impact student growth
Promoter Model teacher leader Promotes and delivers high-quality, time intensive support to
school community and beyond Primarily focused on student growth, as well as professional
development and growth
Teacher Leadership Rubric Overview(cont’d) Planner Established teacher leader Plans PLC , SLC, and other leadership activities to support
student growth and some professional development within a school
May be leading a specific committee to help achieve school objectives
Supporter Emerging teacher leader who primarily supports student life and
work culture in a school Limited responsibilities in areas of professional growth and
development
Teacher Leadership Rubric Guidelines Approved Roles Only roles defined in rubric are recognized as Teacher
Leadership in the strategic compensation system Teachers must serve in these roles for the entire school year to
be awarded recognition, except where noted in minimum expectations for role
Satisfactory Performance Recognition only rewarded for satisfactory performance, based
on minimum expectations defined for each role Principals and relevant supervisors and/or directors will evaluate
and confirm satisfactory performance Simply holding a leadership title does not automatically result in
awarding performance level
The TAP® System for 18 High-Needs Schools
TAP® (The System for Teacher and Student Advancement ) is a proven school reform and educational-improvement model consistent with APEX system objectives: Instructionally Focused Accountability
Multiple Career Paths (Teacher Leadership)
On-site Applied Professional Development
Performance Compensation
Performance incentive based on skills, knowledge, responsibilities and student growth Potentially larger awards
University of TennesseeTEAM Research Questions Evaluation Process Questions: How do faculty (evaluators and teachers) view their
preparation for the TAP and TEAM evaluation processes? How do faculty view the strengths and weaknesses of the
TAP and TEAM evaluation processes? How do TAP and TEAM observers differ in evaluation of
teachers?
Evaluation Results Questions: What types of information do TAP and TEAM evaluations
provide to teachers to improve instruction? How do these evaluations effect teachers’ instruction? Do these evaluations improve student achievement?
Summative Rating Scale
Score Range Overall Effectiveness
Rating
<200 1200 - 274.99 2275 - 349.99 3350 - 424.99 4
425 - 500 5
Teacher Effectiveness Rating
TEAM Components
A positive step in preserving a clear focus on instructional quality and student learning every day in every classroom.
Knox County Schools teacher evaluation statisticsthrough first semester: Nearly 7,000 TEAM observations and over 4,000 TAP
observations completed during first semester• Includes all three domains – planning, environment, instruction –
and over 500 school support services personnel observations
On-track to meet observation requirements, currently at 48% completion rate across the district
Almost 80% of TEAM observations announced – majority of spring semester observations will be unannounced
Differentiating performance – scores across all 5 levels
KCS Observation Data
A positive step in preserving a clear focus on instructional quality and student learning every day in every classroom.
Knox County Schools TEAM observation results through first semester:
KCS Observation Data
A positive step in preserving a clear focus on instructional quality and student learning every day in every classroom.
Significantly Below
Expectations
Below Expectations
At Expectations
Above Expectations
Significantly Above
Expectations
1 2 3 4 51.00 – 1.99 2.00 – 2.74 2.75 – 3.49 3.50 – 4.24 4.25 – 5.00
Planning 3079 0.3% 10.4% 30.7% 32.2% 26.5%Environment 640 0.3% 5.0% 16.9% 39.2% 38.6%Instruction 3259 0.8% 8.5% 39.7% 39.5% 11.5%Overall (Weighted Average) 6978 0.7% 8.9% 36.6% 37.6% 16.2%Research Projection 5-10% 10-25% 40-50% 10-25% 5-10%
Domain Number of Observations
Knox County Schools TEAM observation resultsthrough first semester:
KCS Observation Data
0.7%
8.9%
36.6% 37.6%
16.2%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
1 2 3 4 5
Knox County Schools
Distribution of TEAM Evaluation ScoresOverall (Weighted Avg.) through January 12, 2012
Knox County Schools TAP observation results through first semester:
* TAP schools observe all three domains during each classroom visit.
KCS Observation Data
A positive step in preserving a clear focus on instructional quality and student learning every day in every classroom.
Significantly Below
Expectations
Below Expectations
At Expectations
Above Expectations
Significantly Above
Expectations
1 2 3 4 51.00 – 1.99 2.00 – 2.74 2.75 – 3.49 3.50 – 4.24 4.25 – 5.00
Planning 1380 2.0% 27.0% 52.0% 18.0% 2.0%Environment 1380 2.0% 8.0% 33.0% 41.0% 17.0%Instruction 1380 3.0% 26.0% 56.0% 16.0% 0.0%Overall (Weighted Average) 4140 2.0% 22.0% 50.0% 21.0% 4.0%Research Projection 5-10% 10-25% 40-50% 10-25% 5-10%
Domain Number of Observations
Knox County Schools TAP observation resultsthrough first semester:
KCS Observation Data
2.0%
22.0%
50.0%
21.0%
4.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
1 2 3 4 5
Knox County Schools
Distribution of TAP Evaluation ScoresOverall (Weighted Avg.) through January 12, 2012
Early Data Indications…2011-2012
Retention Rate of New Teachers 86% retention rate of teachers new to our district
Retirement Rate 149 versus 164 in 2010-2011
Mentors for Student Teachers and Interns Recruitment of Mentors – 1,151 trained mentors
Student teachers/interns – 328 versus 315 in 2010-2011
Fall 2011 TN-CRED Strategic Compensation Survey Overall district response rate = 47.4%
Results compiled/distributed this spring
Cautiously Optimistic…
Instruction is being impacted – for the better… Teachers and administrators have developed a common
language AND
The rubric is a powerful tool for planning in a more deliberate manner BUT…
Developing a performance culture isn’t easy…
Data needs are great and resources are strained… The proof is in the pudding – when the check is in the mail…
Building momentum towards our ambitious goal…
Excellence for All Children
KCS is making bold steps to drive student success and meaningfully invest in our
greatest resource:
Our People.
We encourage you to visit our website at www.APEX.knoxschools.org
to learn more about the APEX strategic compensation system .