Transcript Excellence for All Children

How the Pieces Fit
Teacher Town Hall Meeting
Thursday, August 25, 2011
Excellence for All Children
A Remarkable Time for
Public Education in Tennessee
 Change and Reform
 Radically higher academic standards
 New performance evaluation system
 Strategic compensation
 Key changes in state education policy
• Tenure Restructuring
• Collaborative Conferencing
Alignment and Coherence
 The good news:
 These changes are intended to enhance instruction and
student learning
 These changes are aligned with the work we have been
doing for the past several years
 These changes build upon the work that we have been
doing (Strategic Plan, Standards, PLCs, Marzano, TAP, etc.)
 These changes are largely things that we wanted
(and in some cases asked for!)
Alignment and Coherence
 The good news:
 These changes are not just random, unrelated
mandates imposed upon us
 Many of these initiatives were contemplated in
our Strategic Plan, Excellence for All Children.
 Our Strategic Plan coupled with Tennessee's
reform efforts and Race to the Top have created a
compelling and coherent education landscape
conducive to student academic success.
Alignment and Coherence
 Common Themes in Reform Efforts & our Strategic Plan:

High standards and expectations

Instructional effectiveness

Focus on student academic outcomes

Instructional leadership and teacher collaboration

Accountability

Removing barriers and constraints to success

Human capital development

Use of research and data to inform decisions
Where we have been…
 Developed comprehensive Strategic Plan – Excellence for All Children
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

Focus on the Student
Effective Educators
Engaged Parents and Community
Infrastructure to Support Learning
 Embraced and implemented more rigorous Tennessee
standards for student learning
 Provided instructional support through teacher leadership
 Established and refined viable PLCs in our schools
 Focused pedagogical improvement efforts around
Marzano’s research-based instructional strategies
Where we are going…
 New Teacher Evaluation System
 Tennessee Educator Acceleration Model - TEAM
 Every Teacher, Every Year
 Two Complementary Components:
Teacher Evaluation
• Student Academic Growth / Achievement
• Observation of Instructional Practice
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Observation tool is essentially the TAP rubric
Marzano’s Strategies Reflected in the Rubric
Implementation Leverages Teacher Leadership
Developmental, not Punitive
A positive step in preserving a clear focus on instructional
quality and student learning every day in every classroom.
 Multiple measures for evaluating performance.
TEAM – Summative Evaluation Rati
 The three components (50% observation, 35%
student growth, 15% student achievement) will be
combined into a single rating on a 5-category scale.
Solid, Effective
Teaching
1
2
3
4
5
Significantly
Below
Expectations
Below
Expectations
At
Expectations
Above
Expectations
Significantly
Above
Expectations
 TN Dept. of Education to provide guidance on how
component score ranges relate to 5-category scale.
Where we are going…
 Advance. Perform. EXcel. - APEX!
 Designed over a 12-month period
with multiple opportunities for
stakeholder input and feedback
 Reflects increased expectations
for students and staff
 Aligned to Strategic Plan goals
 Relies heavily on Tennessee’s
Performance Evaluation System –
TEAM
Teacher Evaluation
Strategic Compensation
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.
2.
3.
4.
Student success
Effective instruction
Teacher leadership
High-needs schools
Our Theory of Action
Objective 1
Student Success
Objective 2
Effective Instruction
Objective 3
Teacher Leadership
Objective 4
High-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.
THEREFORE…
THEREFORE…
.
THEREFORE…
THEREFORE…
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.
AS A RESULT…
AS A RESULT…
Every student achieves his
or her fullest potential.
An effective educator is in
front of every classroom
every day.
Model teachers have more
instructional leadership
opportunities, leveraging one
of the greatest untapped
resources in education – the
expertise within our
teacher force.
AS A RESULT…
Teacher leaders impact
instruction beyond their
individual classrooms,
broadening student
success.
We work aggressively to
match our best and most
experienced instructional
talent with our highest-needs
schools and children.
AS A RESULT…
Achievement gaps defined
by race, income, geography,
language and/or special
needs are eliminated.
Excellence for All Children
The Knox County Schools will be a system where all students achieve
at high levels and every school is a school of distinction.
Strategic Objectives
 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
Strategic Compensation Overview
Objective 1
Student Success
Objective 2
Effective Instruction
Objective 3
Teacher Leadership
Objective 4
High-Needs Schools
Compensation
Structure
Criteria
Components
A. Teacher Performance Incentive
Available for teachers and administrators and addresses all 4 objectives.
B. School Excellence
Award
C. Coaching and Other
Support Resources
D. Lead Teacher
E. TAP System
Monetary award to school.
Awarded to highest-rated schools at
each level (elementary, middle, high).
All schools are eligible, including TAP
schools.
Lead or Master/Mentor Teacher (TAP)
to support instruction at all schools.
Instructional coaches and other
resources to enable site-based
professional development.
Classroom teacher who provides
instructional support and coaching to
his/her peers via classroom
observations within the formal TEAM
evaluation process.
Adopted as comprehensive school
reform model in 18 high needs schools.
Includes: teacher collaboration,
teacher leadership, instructional rubric
and performance compensation.
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.
Selected through school-based
application process. Key qualifications
include demonstrated teaching
effectiveness and leadership abilities.
Must obtain TAP Observer Certification.
Schools selected for implementation
based on designation as a
high needs school. Teachers approved
adoption by vote of at least 75%.
School Award
Instructional Support
Formal Leadership Role
Potential use for equipment,
professional development, or other tools
for instructional support.
To improve working conditions and
enable on-site professional
development for teachers.
200-day contract with supplement;
4-day TEAM observer training, with
additional $100 per day stipend.
Comprehensive Reform
School
Excellence
Award
$5,000
$10,000
Teacher
Performance
Incentive
$1,500
$2,000
Performance
Compensation
Lead
Teacher
$2,000
$2,500
Includes performance pay determined by
individual and/or school-wide growth
(50%) and skills, knowledge and
responsibilities (50%). Teachers and
administrators eligible for bonuses.
Administrator
Performance
Incentive
$1,500
$2,000
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
Teacher Performance Incentive
35%
Objective 2
Effective
Instruction
Metric
Objective 1
Student Success
Summative Evaluation
Based on TEAM evaluation framework.
Student Growth +
Observation
(Quantitative-50%)
(Qualitative-50%)
(35% TVAAS® +
15% Other Student
Achievement)
20%
35%
(50% TAP Rubric and
Professionalism)
Objective 3
Teacher Leadership
Objective 4
High-Needs Schools
Responsibilities and Contributions
Measured by quality and impact.
Value and priority for additional
duties that support learning (student
growth), instructional practice
(professional development) and/or
whole-child development.
% Free/Reduced Lunch and
Years of Continuous
Service at School
Recognition of effective teaching
in high-needs schools, with an
emphasis on teacher stability.
Teacher
Performance
Incentive
Performance Level
(Index)
Maximum = 70
50%+ FRL and at least
3 years
(5)
Planner
(10)
Above Expectations
(55)
Maximum = 10
Maximum = 20
Supporter
(5)
At Expectations
(40)
10%
75%+ FRL and less
than 3 years
(5)
Promoter
(15)
Significantly Above Expectations
(70)
75%+ FRL and
at least 3 years
(10)
Sustainer
(20)
Add index across all metrics to determine teacher award.
(Maximum = 100)
Award (Maximum = $2,000)
Model Performance
≥ 65
$1,500
Exemplary Performance
≥ 80
$2,000
Administrator Performance Incentive
35%
Objective 3
Instructional
Leadership
Metric
Objective 1
Student Success
35%
Summative Evaluation
Based on TEAM evaluation framework.
Student Growth +
Observation
(Quantitative-50%)
(Qualitative-50%)
(35% TVAAS® +
15% Other Student
Achievement)
(50% TILS Rubric,
Survey, Teacher
Evaluation Quality)
Administrator
Performance
Incentive
Performance Level
(Index)
Maximum = 70
Objective 1 & 2
Effective Instruction and
Student Success
20%
Adequate Yearly Progress
NCLB accountability standard based on
progress towards student proficiency for
all students and applicable sub-groups.
10%
Objective 4
High-Needs Schools
% Free/Reduced Lunch and
Years of Continuous Service at
School
Recognition of school
administrators maintaining stable,
effective leadership in
High-needs schools.
Maximum = 10
Maximum = 20
50%+ FRL and at least
3 years
(5)
At Expectations
(40)
75%+ FRL and less
than 3 years
(5)
Above Expectations
(55)
Significantly Above Expectations
(70)
75%+ FRL and
at least 3 years
(10)
Adequate Yearly Progress (AYP)
(20)
Add index across all metrics to determine administrator award.
(Maximum = 100)
Award (Maximum = $2,000)
Model Performance
≥ 65
$1,500
Exemplary Performance
≥ 80
$2,000
School Excellence Awards to
Reward School-Wide Growth
 Recognizes and reinforces collaboration, Professional
Learning Communities and the impact
of teamwork
 Awards based on school-wide growth and/or
percent of students achieving expected growth
in each subject area
 Schools must also achieve Adequate Yearly Progress
(AYP) 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
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:
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


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
Where we are going…
 Higher Academic Standards
 Moved to much higher standards
in Tennessee two years ago
Teacher Evaluation
Strategic Compensation
 Moving to full implementation of
Common Core over the next several years
(Grades K-2 this year)
 Similar to new academic standards
for Tennessee, but some important differences
 Provides for the knowledge, skills, and
competencies our students need to be successful
and globally competitive
Higher
Standards
Where we are going…
 Changes in State Education Policy
 Tenure Restructuring
• Teachers eligible for tenure after 5
years, not 3 years.
• Must score in top two categories on
evaluation system in two consecutive
years to be eligible for tenure.
• Once tenured, teachers who score in
lowest two categories in consecutive
years can revert to probationary status.
• Teachers with tenure as of July 1, 2011
will largely not be affected by these
changes.
Teacher Evaluation
Strategic Compensation
State Policy
Higher
Standards
Where we are going…
 Changes in State Education Policy
 Collaborative Conferencing
• Professional Educators Collaborative
Conferencing Act (PECCA) replaces the
traditional collective bargaining process
• KCEA MOA ended on June 30, 2011
• Creates new avenue of communication
between teachers and school districts
• Broadens opportunity for teacher voice
to be represented by multiple
organizations in the collaborative
conferencing dialogue
Teacher Evaluation
Strategic Compensation
State Policy
Higher
Standards
Simple Advice
 Teach the Children.
 Do the job you love with passion
and enthusiasm
 Keep Learning.
 Collaborate to deeply
understand effective instruction
and work to continuously
enhance your craft
Teacher Evaluation
Strategic Compensation
State Policy
Higher
Standards
How the pieces fit...
The changes in our profession:
Align with the work we have
doing for the past few years
Teacher Evaluation
Build upon the foundation we
have put in place
been
Strategic Compensation
State Policy
Connect to the everyday work
effective instruction
Support our very ambitious goal of …
Excellence for All Children
Higher
Standards
of
How the pieces fit...
The changes in our profession:
Align with the work we have
doing for the past few years
been
Build upon the foundation we
have put in place
Connect to the everyday work
effective instruction
Support our very ambitious goal of …
Excellence for All Children
of
TEAM and APEX 2011-2012 Timeline
 September 2011: District professional development for TEAM
instructional rubric. (Teacher U/ERO)
 October 2011: Formal observation cycle begins.
 October 2011: APEX professional development sessions at
locations across the district. (Teacher U/ERO)
 April 2012: Public discussion of potential updates to the plan
for 2012-2013 (e.g. instructional assistants).
 May 2012: Formal observation cycle complete. Evaluation
conferences with teachers and principals.
 Summer 2012: TEAM summative evaluation reports. APEX
award estimates for 2011-2012 school year released to staff.
 August – September 2012: APEX related inquiry/appeal
submission and review period.
 November 2012: APEX award payout period.
Discussion and Questions