Differentiating Compensation:Differentiating Compensation:Educators Outside Tested SubjectsEducators Outside Tested Subjects

& The New Support Structure& The New Support Structure

Akron OH: May 6, 2011

Claire Robertson-KraftAssociate Director, Operation Public Education

University of Pennsylvania

OPE’s goal: Attract and retain OPE’s goal: Attract and retain high quality educatorshigh quality educators

To attract new educators of the highest quality and retain the best of our current teacher corps:

We must tie rewards and consequences in K-12 to our new goals

We must provide teachers with the opportunity to move up a career ladder to higher pay and status

We must transform the daily experience to be more stimulating

Key Elements of Reform EffortKey Elements of Reform Effort

Multiple measures. Develop a new system of evaluation based on multiple measures

Alignment. Align compensation and career advancement with evaluation.

Quality assurance. Ensure that only competent educators remain in classrooms.

Full inclusion. Include all educators in the new system. Professional growth. Transform the daily experience to

be more stimulating and provide teachers with opportunities for professional growth.

FULL INCLUSIONFULL INCLUSION

VA scores available District Employees Yes No

Administrators x Teachers Grades 3 through 8 (in tested subjects) x Grades 9 through 12 (with end-of-course exams) x Grades K - 2 x Non-core academic Art x Foreign Languages x Music x Physical Education x Vocational Education Specialists Guidance Counselors x Librarians x Nurses x Social Workers

District employees for which value-added can District employees for which value-added can be used as one of the measures in evaluationbe used as one of the measures in evaluation

x

x

Educators Outside of Tested Educators Outside of Tested SubjectsSubjects

Equity vs. Equality

Options for Including Educators Options for Including Educators Outside of Tested SubjectsOutside of Tested Subjects

Partial Inclusion Include K–2, noncore, and specialists in awards for

attendance, retention, and professional development; Include them in individual performance awards but to a

lesser degree; Group Awards Include them in group awards only; Full Inclusion Include them completely in all aspects of the program.

Essential Questions Essential Questions for Full Inclusionfor Full Inclusion

How do we measure student learning in a valid and reliable way?

How do we ensure equity and rigor in the process?

How do we differentiate between ineffective, effective, and highly effective instructional practice?

Setting Growth ObjectivesSetting Growth Objectives

Population: Who will be included in the objective?

Student Expectations: What are students expected to achieve?

Assessment: How will student learning be measured?

Expected Growth: What is the baseline? How much student growth would be expected?

Stretch Growth: What would qualify as exceptional growth? Differentiate highly effective from effective student growth?

Differentiating PerformanceDifferentiating PerformanceUsing Denver’s Student Growth ObjectivesUsing Denver’s Student Growth Objectives

Vary quantity or quality/rigor of goalsChallenges include setting standards and

expectations, creating assessments, and deciding on appropriate populations

RecommendationsRecommendations

1. Use multiple measures of performance

2. Develop thorough communication and training programs for the system

3. Seek proper buy-in and collaboration from all stakeholders

THE NEW SUPPORT STRUCTURETHE NEW SUPPORT STRUCTURE

Principles of Support StructurePrinciples of Support Structure

Driven by data (Integrated Assessment, Value-added Training)

Job-embedded (Mentoring, Professional Learning Communities)

Aligned with evaluation systems (Peer Assistance and Review, Strategic Review)

Teacher-led (Professional Unionism)

Integrated AssessmentIntegrated Assessment

High-quality summative exams Frequent formative assessment Use of assessment data to drive instruction and

engage students in the learning process

Margie Jorgensen, Ted Hershberg, Claire Robertson-Kraft

Value-Added TrainingValue-Added Training

Understand the metricLearn how it can be used for school

improvement, accountability and differentiated compensation

Develop mechanisms to make it part of routine instructional practiceJim Mahoney, Mike Thomas & Battelle for Kids

Mentors and CoachesMentors and Coaches

Multi-year mentoring for new teachers and coaching for all teachers– Rigorous mentor/coach selection and training– Sanctioned time for mentor/coach-teacher interaction– Intensive and specific guidance for teaching practice– Involvement of all stakeholders

Ellen Moir and Patricia Martin, NTC

Learning Communities Learning Communities to improve the quality of instructionto improve the quality of instruction

End the isolation of teachersTeachers meet frequently and at regular

intervals Use value-added and formative assessment

data to guide discussionsCreate appropriate changes in the school

calendar to support these efforts

Professional Development ReviewProfessional Development Review

To determine new net costs for professional development– Evaluate current investment levels– Understand the target and purpose of

activities– Redeploy spending per new model

Karen Miles, Regis Shields & Education Resources Strategies

Professional UnionismProfessional Unionism

Expands the industrial model as the classroom – rather than solely the bargaining table – becomes the venue where teachers determine their career trajectory

Collective bargaining remains in place, but in

compensation it sets the level of the starting salary, increases beyond minimums required at each rung of the career ladder, and the size or nature of a bonus and/or additional salary for hard-to-serve and hard-to-staff positions

““A Grand Bargain”A Grand Bargain”In return for accountability, In return for accountability,

teachers win an expanded roleteachers win an expanded role

Peer review Key part in the remediation of their struggling

colleagues Equal say in major issues that affect their

classrooms: professional development, curriculum or assessments not mandated by the state