Transcript Performance Pay in Arizona
Performance Pay in Arizona
Marana Unified School District Tucson, Arizona
Marana Unified School District
Located in south central Arizona 16 miles northwest of downtown Tucson 550 square miles (rural and urban) More than 12,200 students 15 Schools & 2 Alternative Programs 5 Title One Schools 5 A+ Schools 3 National Blue Ribbon Schools
The Beginning: Spring 2001
MEA and Administration met and agreed on a process for developing policy Design Team was established 1 teacher from each school 1 administrator from each level Elected Chairperson District provided clerk for group The meetings began!
Definition of Teacher
District Administration defined “teacher” based on the Attorney General’s opinion published on June 21, 2001: “The teacher compensation increases through CSF are not limited to traditional classroom teachers. Certificated teachers, certified teachers, and others employed to provide instruction to students on matters related to the school’s educational mission are eligible for the increases in compensation.”
The Process used for PBP Policy Development
All day training for team members Provided same information for all Developed common vocabulary Clarified our roles and responsibilities Established climate within the team Built consensus on guiding principles
Guiding Principles
The plan should be one part of a total District effort to improve instruction and enhance student achievement throughout the District.
Student Achievement
Guiding Principles, continued
The policy should encourage cooperation and collaboration among teachers at each school and throughout the District.
All eligible teachers should have the opportunity to qualify for performance pay, even if the area or level they teach is not the specific area targeted for improvement.
The policy should establish guidelines, but allow for some flexibility for each school to select a goal that is appropriate for their learning community.
Guiding Principles, cont.
All certificated employees at a site should be involved in selecting goals for the site.
Every effort should be made to develop a District PBP Policy that allows the money available to go to teachers who are eligible to receive performance pay, keeping the costs required for administration and implementation to a minimum.
Performance-Based Pay Plan Structures
Knowledge/Skills 3-5 years to develop Individual performance Requires a year to qualify Extensive teacher evaluation Bonus payment or regular salary Group/Site-Based 3-6 months to develop Group performance Building/Site plan Student assessment Bonus payment No pre-qualification
What is performance based pay?
Performance-based pay is a type of contingency pay arrangement in which an employee can earn additional compensation for attainment of a specified goal or goals. The goals are clearly stated and developed with input by those affected. The goals can be individual, group, school site, or district level.
Attorney General’s Opinion, 2/15/01: “…school district governing boards were given the sole authority to determine the factors upon which Classroom Site Fund teacher performance increases could be based.”
Performance-Based Pay Bridge Plan Policy
For 2001-2002
Payment of Performance Based Compensation 2001-2002
Two payouts: Mid-year: December or January Near end of school year
Site-based Performance Pay Plans 2002-2003
Review all available student achievement data.
Select one area that coincides with Arizona Academic Standards for improvement.
Develop a Performance Pay Plan that: Includes timelines, tasks to be completed, and identifies group responsible for task completion Involves all teachers school-wide Has been approved by a majority of teachers at the site
Site-based Performance Pay Plans, cont.
Submit Plan to PBP Design Team for approval Implement Plan Submit Summary and Evaluation of Site Plan to the Design Team no later than May 1
2002 AIMS Reading Scores By Grade Levels 100 80 60 40 20 0 3rd 5th 8th 10th Marana Arizona
2002 AIMS Writing Scores 100 80 60 40 20 0 3rd 5th 8th 10th Marana Arizona
2002 AIMS Math Scores 100 80 60 40 20 0 3rd 5th 8th 10th Marana Arizona
Payment of Performance Pay 2002-2003
One lump sum payment in May or June to all eligible teachers Equal amount for each full-time, fully eligible teacher, as defined by the Attorney General Amount prorated based on time employed under a teaching contract
Eligibility Issues
Teachers must participate in the development and implementation of the Performance Pay Plan
and
provide instruction on a regular basis to receive the maximum amount of performance pay allocated per teacher.
Teachers with Emergency Certificates
are
eligible for PBP.
Substitute Teachers are
not
eligible for PBP.
More Eligibility Issues
Performance Pay is prorated proportionate to the amount of time employed under a teaching contract for teachers who work less than full-time.
Teachers on loan outside the District and teachers on full-time release from their teaching assignment are
not
eligible for PBP.
Teachers who are in Component 3 Component 4 or of the Teacher Evaluation System for any portion of the year are
not
eligible for any PBP for the entire year.
Even More Eligibility Issues
Teachers must work a minimum of 45 teacher report days or fulfill the terms of their teaching contract to be eligible for performance pay.
Performance pay will be prorated for absences unrelated to professional responsibilities in excess of 20 days per year. (Certain exclusions apply.)
Performance Pay Design Team
Each full-sized school elects a representative for a three-year term.
Staggered schedule has been developed for rotation of elections with five schools electing their representative each year.
Representatives may consecutive terms.
be elected to Representatives receive a stipend of $2000 per year.
Chairperson is also a school representative and receives an additional $2000 per year.
Advantages of MUSD’s Policy
Designed and managed by teachers, in cooperation with other stakeholders Contributes to a positive school climate and a culture of working together to enhance student achievement All teachers are involved and eligible for performance pay Minimal cost required for management of the program---the money goes to teachers, as intended
Disadvantages Of MUSD’s Policy
Same dollar amount for all full-time, fully eligible teachers DAPs need major revisions---do not evaluate the same performance objectives from one year to the next AIMS continues to evolve
Current Endeavors
This year we are: Addressing additional eligibility issues Revising payout timelines Developing provisions for schools labeled “underperforming” or “failing” Developing ongoing Policy instead of Phase III Continuing efforts to communicate complexities of performance pay to all constituents
Concerns
Changes in composition of MUSD’s Governing Board Legislative interference Possible decrease in money available for Classroom Site Fund as a result of the economy and “overpayment” of CSF amounts to school districts in the first two years ESEA and AZ LEARNS methods of evaluating schools are not currently congruent, thus sending mixed messages to stakeholders.