Transcript Document

Minneapolis Public
Schools QComp
An Overview of
Quality Compensation
In Minneapolis
Bill Gibbs
Site administrator Kenny School
Former district QComp Coordinator
Minneapolis Public Schools
Conclusion
Without a talented teacher in the
classroom, no piece of technology,
no instructional tool, no
curriculum will have a positive
impact on improving student
achievement.
TAP/MPS/MFT/MDE
= QComp
• Brought to MPS by Louise Sundin, former
Minneapolis Federation of Teachers president.
• Framework: Includes PDCs, PDPs, peer
coaching, pro pay, professional standards, and
mentors.
What is the Teacher
Advancement
Program (TAP)?
The Teacher Advancement Program (TAP) is a researchbased school improvement model designed to attract,
retain, support, and motivate teachers.
The comprehensive TAP system is built on four
elements:
1. Multiple Career Paths
2. Instructionally Focused Accountability
3. Ongoing Applied Professional Growth
4. Performance-based Compensation
Meeting Our Challenges
Through TAP
Accountability
Support
Current QComp
schools
•
• Andersen Open
• Elizabeth Hall
• Folwell
• Edison High School
• Andersen Elementary
Hmong International Academy
• Windom
• Sanford
• Nellie Stone Johnson
• Jefferson
• Cityview
• Green Central
• Loring
• Anne Sullivan
More than 600 members of the collective bargaining unit
14 of the current 58 tradition MPS schools
Multiple Career
Paths
Traditional model:
Teacher position only. All teachers essentially have the same qualifications,
responsibilities, authority and are assessed in the same way. Principals are there to
provide support, impose discipline and assess teacher effectiveness.
TAP model:
Allows for advancement while allowing the teacher to remain in the classroom
• Career Teacher*
• Instructional Coach Teacher*
• Mentor Teacher *
Each step on the career path requires increased skills and knowledge
and offers additional responsibility and compensation.
Coach and mentor teachers become part of the TAP Leadership
Team.
* See attached job descriptions.
InstructionallyFocused
Accountability
Traditional Accountability Models:
Use evaluation standards that are often unclear or inadequate. Teacher
evaluations are usually infrequent and provide little follow-up help and
then only for problems, never for growth. Rarely are rewards linked to how
well a teacher does on the evaluations.
TAP Instructionally-Focused Accountability Model:
Uses clear comprehensive teaching standards that all teachers are trained to
meet. Ongoing classroom support and coaching is provided to all teachers for
improvement, not just for remediation. Good evaluations are rewarded
financially.
TAP evaluations ensure that all teachers have the opportunity to grow and
become better instructors so that their students will achieve more.
TAP Teaching Performance
Standards: Skills, Knowledge &
Responsibilities
Planning Instruction
Instructional Plans
Student Work
Assessment
Learning Environment
Managing Student Behavior
Expectations
Environment
Respectful Culture
Responsibilities
Staff Development
Instructional Supervision
School Responsibilities
Reflecting on Teaching
Implementing Instruction
Standards and Objectives
Motivating Students
Presenting Instructional Content
Lesson Structure and Pacing
Learning Activities and Materials
Questioning
Academic Feedback
Grouping Students
Teacher Content Knowledge
Teacher Knowledge of Students
Thinking
Problem Solving
Ongoing Applied
Professional Growth
Traditional Professional Growth Model:
Individual teachers go to selected training sessions and try to
implement new practices on their own.
TAP Professional Growth Model:
Provides time during the school day for teachers to help one another
to learn about and use effective teaching practices in their classrooms.
The TAP model provides the structure to effectively implement
curriculum - not an “add on”.
STEPS for Effective
Learning
Step 1
Step 2
Step 3
Step 4
Identify
problem or
need
Obtain
new teacher
learning aligned
to student need
and formatted
for classroom
application
Develop
new teacher
learning with
support in the
classroom
Apply
new teacher
learning to the
classroom
Evaluate
the impact on
student
performance
Evidenced
through
observation,
peer coaching,
and selfreflection
applied to
student work
as a formative
assessment.
Evidence includes
student assessment (post-test)
aligned with data
analysis and the
new teaching
strategies.
Evidence of need
(using pre-test)
is clear, specific,
high quality, and
measurable in
student outcomes
Address
student content
learning with links
to teacher
strategies and the
Rubric.
Using credible
Sources
Proven
application
showing student
growth
Development
through
demonstration,
modeling,
practice, teamteaching, and
peer coaching
with subsequent
analysis of
student work.
Step 5
Performance-Based
Compensation
Traditional model:
Compensation is based on years on the job and training credits/units
accumulated and ignores individual performance and effort
Teacher Advancement Program (TAP) model:
Compensation is given for taking on increased responsibility and authority
Salary augmentations for master and mentor positions. Bonus awards are
earned based on performance:
Student Achievement
Teacher performance
Additonal responsibilites
TAP salary enhancements are all over and above traditional salary schedule
Category
1
Category
II
Education, Degrees, and Certificates-Earned after 7-1-2008
1. College Credits (1 per quarter credit, 1.5 per semester credit)
1. Masters Degree
1. Ed Specialist Degree
1. Doctorate Degree
1. National Certifications
1. Autism Certificate
1. Montessori Certificate
* In addition to coursework credits earned
Professional Development– Earned after 7-1-2008
1.
1.
1.
1.
MN TAP-(based on SKR score)
ProPay 1-2-3 Course
Achievement oF Tenure (successful completion of 3 year process)
ProPay Professional Skill Set
1.
1.
1.
1.
PDP/IGP – Fall, Winter, Spring Progress Reports /Surveys
Guided PDP Team Participants
PSP or AoFT Action Plan Team Participant
National Board Certification
1.
Quality Performance Awaards
PGCs to
base
1/1.5
P
a
g
One-time e
Payments #
15*
15*
15*
15*
15*
15*
PGCs to
base
3-15
15
15
1 PGC
10 hours
5
One-Time
payment
$200
$300
$1,500
N/A
Under re-
Early
Considerations









Hiring Procedures and Job Descriptions
Augmentations
Bonus Award Pool
Contracts
Additional Days
TAP Training
School schedule/Cluster Times
Principals
District leadership
© 2006. National Institute for Excellence in Teaching. All rights reserved.
© 2006. National Institute for Excellence in
Teaching. All rights reserved.
[email protected]
[email protected]
www.talentedteachers.com