Transcript Charlotte-Mecklenburg's Benchmark Goals Program

New Directions in Teacher Evaluation
and Teacher Compensation
Second Annual CPRE National Conference
Chicago, Illinois
November 29-30, 2001
Sponsored in part by the Carnegie Corporation
and Atlantic Philanthropic Services
Based on:
Paying Teachers for What They Know and Do
by Allan Odden and Carolyn Kelley
Corwin Press, 2002, Second Edition
CPRE Research & State/Local Policy Changes
Further information, research and cases:
www.wcer.wisc.edu/cpre
Eras coming to an end
 The
era of the traditional single salary
schedule
 The
era of the traditional once-every-otheryear observe-the-teacher approach to teacher
evaluation
Examples of Pay Structure Changes
 Initiatives
to raise teacher salary levels
 Incentives for National Board Certification
 Pay for knowledge and skills
 Higher salaries for teachers in shortage areas
 Incentives for teachers in high poverty or low
performing schools
 School-based performance bonuses
More Examples of Pay Structure
Changes …
 Signing
bonuses
 Moving expenses and housing supplements
 Retirement benefits and district rehire
possibilities
 Shift to pay for knowledge and skills
recommended by NCTAF report
 Milken Family TAP program
 Some merit pay but few & they tend not to last
Evaluation Changes
 Ability
to conduct sound, valid and reliable
performance evaluations:
–
–
–
–
–
National Board for Professional Teaching Standards
INTASC – Council of Chief State School Officers
Connecticut portfolio evaluations
PRAXIS III -- ETS
Framework for Teaching developed by Charlotte
Danielson
Shift to Performance-Based
Teacher Licensure
 Two
stage licensure procedure:
– An initial license, which increasingly requires a test of
content knowledge
– Performance assessment to beginning teacher
standards within first four years of teaching for
professional or standard license
» PRAXIS III in Ohio
» Connecticut “portfolio” based system
» State created performance assessments in North Carolina and
Kentucky
» INTASC in Illinois, Wisconsin, Iowa, Indiana, and several
other states in development
Shift to performance-based
teacher evaluation in districts
 Shift
to performance-based teacher evaluation in
districts all over Illinois, Wisconsin, Iowa and
Minnesota and Connecticut – many using some
version of Danielson’s Framework for Teaching
 Iowa will require statewide
 Connecticut moving its INTASC teacher licensure
assessment into local evaluation systems so
teachers will be evaluated to five different levels of
classroom performance – aligns local evaluation
process with system used for state licensure
Comments on Pay and
Evaluation Innovations
– scope is breath taking
 Greater variety than at any time in history
 Except in a minor few instances, not merit pay
 In most cases, have union and management
support
 Are vehicles for higher pay levels but not across
the board
 Are viable examples of “performance
evaluation” and “performance pay” in education
 Extensive
 Adopted
by public school systems, charter
schools and private schools
 When done well, can contribute to a
stronger teaching profession
 As will be shown, support standards-based
education reform
 Match similar fundamental pay changes in
the private sector
 Have “staying power”
Why These Changes?
 Some
education systems just like to change
and innovate – but that does not produce
lasting change
 Most
are making these changes for strategic
reasons
Strategic Understanding of Evaluation
& Compensation Changes
 As
strategies to accomplish the goals of standardsbased education reform -- greater student learning
– Prime factor linked to improved learning is better
instruction
– So change evaluation and professional development
systems to reinforce continued acquisition and
deployment of standards-based instructional practices
– Alter pay system to provide pay increases when
teachers’ instructional practices improve to higher
standards
Standards Based Education Reform
 To
teach more (most) students to high levels
requires:
– Quality teachers
– Whose instructional expertise is first rate
– And who not only believe students can learn to
high levels but know how to instruct them so
they do
So, to accomplish all these goals ...
 A state,
its districts and the teaching profession
must identify what teachers need to know and be
able to do -- teaching standards -- to educate
students to state performance standards
 This expertise, which expands and deepens over
time, must become the vision for pre-service
preparation, new teacher induction, licensure,
ongoing development, & teacher evaluation -i.e., the education HR system must be overhauled
 Including
a new compensation system
Strategic rationales, continued
….
 As
–
–
–
–
 As
strategies to enhance teaching as a profession
Adopt clear and specific standards for teachers
Align professional development to those standards
Evaluate teachers for developing and teaching to the standards
Develops accountability for teachers to professional standards
of practice
a strategy to increase teacher salary levels
– Link pay increases to improvements in teacher performance
– Increase teacher pay levels to recruit and retain good teachers
Teacher Quality and Teacher Pay
Levels Matter
 Research
(Sanders, Dallas, Minneapolis, CPRE)
shows that low teacher quality produces declines
in student achievement in both reading and math –
60 to 30 %ile
 Same research shows high teacher quality produces
increases in student achievement – 60 to 76 %ile
 And teacher quality costs – low pay reduces
teacher quality and higher pay increases teacher
quality
Why a new evaluation system?
evaluation systems – an
observation every 2-4 years
 Traditional
–
–
–
–
–
–
–
Are procedural rather than substantive
Have low validity and reliability
Rarely help to improve instruction
Lack standards and rubrics
Have little if any impact
Require substantial work with little return
Are disliked by teachers and administrators
Performance-Based Evaluations
 Have
professional teaching standards
 Are more comprehensive and substantive, focus
on district definition of “quality instruction”
 Gather multiple forms of data over a 4-6 month
process
 Produce multiple levels of performance
 Can be part of peer & administrative review
 Can be linked to professional development
 Can be linked to salary increases
 Create professional accountability for teachers
Why teacher compensation?
 The
single salary schedule
– Provides salaries to all teachers in a fair way, but
– Is not strategically aligned with needed knowledge &
skills continuum or current education goals
» Education units and degrees at best indirectly focused on
desired teacher knowledge and skills
» Does not have a student achievement results element
– Not a good structure for salary increases or recruiting
and retaining teachers
A More Strategic
Teacher Compensation System
 Knowledge
and skills based pay
– pay increases for demonstrated improvements in
knowledge, skills and expertise needed to improve
student achievement
 School-based
performance awards
– bonuses for all faculty/staff in a school that meets
pre-set performance improvement targets
 Neither
are individual merit pay
 Salary benchmarks adequate to recruit & retain
What is Needed for Knowledge
and Skills Based Pay
 Identification
of what good teaching is, the
knowledge and skills to do it, or teaching
standards linked to student standards and
teacher career stages
 A professional development strategy to help
teachers acquire and deploy that instruction
 Assessments of knowledge and skills -- how
to assess and who should do it
 Linkage to a salary schedule
What is Needed for School-Based
Performance Awards
 Measures
of student performance
 Calculations of change in performance
 Stretch buy reachable change targets
 Enabling conditions, including KSBP
 Valued rewards – bonus levels in the $1000$3000 per teacher range
 Predictable funding
What New Practices Do We Have?
Performance bonuses based on increases in
student academic achievement:
 Vaughn
Charter School
 Cincinnati
 Colonial, PA
 Value-added assessments
Bill Sanders Keynote
Breakout sessions
 Denver
What New Practices Do We Have?
Knowledge and skills-base pay:
 Vaughn
Charter School
 Cincinnati
 Philadelphia
 Iowa
 Coventry, RI
 Douglas County, CO
 Milken TAP program
What New Practices Do We Have?
Performance-based evaluations:
 National
Board for Professional Teaching Standards
 Miami Performance Evaluation System
 Adaptation of Framework for Teaching:
Charlotte Danielson keynote
Washoe County (NV)
Vaughn Charter School
Cincinnati
Philadelphia
Maybe Iowa
Behavioral Levels of Performance
1. Beginning teacher -- entry level
2. Novice -- effective teaching and classroom management
3. Developing Professional – beginning content specific
teaching
(either #2 or #3 would be professional license/tenure)
4. Professional -- solid array of professional expertise
including mastery of content specific teaching
5. Advanced -- assessment & instructional design
A national one: National Board Certified
Two Major Approaches to
KSBP Plans
 Redesign
the entire salary schedule to
include knowledge and skills as a core
element that triggers major salary increases
 Keep
current steps and lanes structure and
add knowledge and skill elements
Full KSBP Model
Performance
Standard
National Board
Distinguished
Solid Professional
Fully Licensed
Professional
Novice
Initial Licensure
Performance Level
Board Certification, 3 steps
Extra 15-20 %
Advanced, 3 steps
$77,000-86,000
Proficient, mastery of content
specific pedagogy, 3 steps
$65,000-74,000
Developing professional,
3 steps, $52,500-62,500
Basic, 3 steps, max of 5 years
$42,500-50,000
Max of two years
$40,000
An Add-On Approach
Steps
1
2
BA
MA
MA +
Knowledge and
Skills
Developing
Professional
+ 5%
Proficient
+ 10%
Advanced
+ 15%
n
National Board
Certified
+ 20%
Salary Benchmarking Needed
approaches need salary benchmarking –
public sector and the top paying suburbs – to
identify salary levels needed – especially in urban
districts –to compete for talent in the labor market
 Both structure of teacher pay – knowledge and
skills, with a school-based performance bonus –
and level of pay must change to recruit and retain
high quality teachers
 Both
Additional Knowledge and Skills
 For
permanent pay increases:
– License in a second subject
– License in a shortage area -- mathematics, science,
technology, high poverty school
– Masters in area of license, or just content area
– Expertise for a comprehensive school design
 For
one time payments, e.g.
– computer software, district provided pd classes,
 For
leadership roles
– lead teacher, curriculum council chair, peer assessor,
school mentor/coach/instructional facilitator
Fiscal Advantage of
New Pay Systems

Popular with the public and policymakers as
vehicles to add money to the teacher salary
budget:
– Connecticut – school finance system changed to hike
teacher salary levels
– Arizona – initiative to raise taxes: $150 million
– Iowa – up to $250 million over 3-4 years
– Wisconsin – money above the QEO of 3.8%
– Cincinnati & Jefferson County (CO)– approval of
referendum levy
– States – new money for National Board incentives
– Most districts – SBPA and KSBP get new dollars
Key Strategic Characteristics
 Evaluation
and compensation structure reinforce state,
district & school education reform goals
 Advancement across categories depends on better
instruction -- increased professional expertise
 Salary capped if professional expertise does not
improve
 Aligns pre-service, evaluation and license standards,
assessments/evaluation and compensation
 Links compensation to teacher quality
Why this broader approach?
 Systemic
& focuses on improving instruction -- the key
to having all kids achieve to high standards
 Addresses huge arena between beginning teachers
(licensure) and National Board Certification
 Integrates all elements of HR system -- pre-service,
licensure, recruitment, selection, induction,
development, evaluation and compensation -- around
effective instruction
 Improves teacher evaluation -- a huge plus
 Including pay makes entire effort real and serious and
pay levels matter in recruiting talent
And …...
 This
salary structure also can help recruit
large numbers of new teachers -- it allows for
quicker movement up the salary schedule and
also offers higher salaries for the best teachers
-- so is attractive to Generation Y
 This kind of a new salary structure is an
attractive vehicle for raising overall teacher
salary levels