Compensation Redesign Board of Education Presentation February 6, - - PowerPoint PPT Presentation
Compensation Redesign Board of Education Presentation February 6, 2014 Introduction MOU has guided work of a diverse Jeffco team Team was supported by: Nationally recognized teacher compensation experts from the University of
Board of Education Presentation February 6, 2014
MOU has guided work of a diverse Jeffco team Team was supported by:
Nationally recognized teacher compensation experts from the
University of Wisconsin
APA to model the potential costs for the proposed plan
Tonight:
What the research says T
eam’s proposal
Your questions
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With support from compensation researchers from the
University of Wisconsin, two-day team work session explored:
Functions of Compensation Research on compensation design
Experience Education Performance and student results Teacher leader roles
Research on what it takes to implement a new compensation
system
Pay is one of many ways we signal to employees about
what is important to the organization.
All pay structures have incentives embedded in them. Pay is not a blunt instrument and it does not take large
amounts of pay to create an effective incentive.
Pay by itself is not a strong reform strategy. Alignment
with other changes and strategic initiatives is critical.
Compensation is just one way we impact effective
instruction and student achievement….
m
Students Effective Teachers Professional Development Compensation Focused, targeted, data- based goals Support and Time Evaluations and growth- producing feedback
Attract and retain employees Promote skills, competencies, and knowledge
development
Motivate particular types of performance Shape organizational culture Reinforce and define organizational structure
Research:
Strong, positive relationship in first 3 to 5 years of teaching but
levels off beyond 7 years.
Research suggests front-loading increased pay for experience in
the early years.
Team’s Proposal:
Competitive starting salary at $40K. Base pay increases for first seven years in Jeffco, assuming an
effective evaluation.
Experience steps are smaller percentage.
Research:
Some indication that degrees in math for secondary teachers
relate to improved student math achievement.
Some indication that teacher coursework in subject area and
pedagogy is related to student achievement.
Team’s Proposal:
T
wo educational lanes rather than current five.
No pay differential for credits without a degree; no pay
differential for PhD.
Focused, vetted degreed programs adding to base pay:
To meet strategic business needs of district. To improve instruction in areas where it has a demonstrated result.
Research:
When there are clear goals and a clear line of sight from effort
to performance to positive outcomes, pay motivates performance.
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have not shown clear evidence of improving student achievement.
Our own research in strategic compensation project is
incomplete and inconclusive. And national research on TIF indicates a need for more experimentation.
Team’s Proposal:
Given the lack of conclusive evidence, it is premature to plan
for individual performance pay.
Team members recognize value of:
T
eacher leadership and teacher leader roles on increasing building effectiveness and student outcomes.
Providing career pathways for teacher workforce. District considerations for succession planning is important;
teacher workforce is biggest pipeline for skilled employees moving into other jobs.
Team’s Proposal:
Multiple career pathways so teachers can stay in the classroom
but expand influence on student achievement.
Possible role for ‘career lattice’ that recognizes different
instructional roles, and considers paying on these roles and/or expanded work years.
Initial salary is increased… Attractive to college graduates considering alternative
careers.
Competitive in Denver market place for teacher talent. Incorporates induction pay.
A B C D E F G H BA 40,000 41,200 42,436 43,709 45,020 46,371 47,762 49,195 MA 46,000 47,380 48,801 50,265 51,773 53,327 54,926 56,574 BA%
3% 3% 3% 3% 3% 3% MA%
3% 3% 3% 3% 3% 3%
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Professional Development & Accomplishments Knowledge & Skills Path 1 Training 1; Training 2 Path 2 Training 1; Training 2; Training 3 Path 3 Training 1; Training 2; Training 3; Training 4 Path 4 Training 1; Training 2; Training 3; Training 4
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Professional Development In- Classroom Roles Non-Classroom Roles
Training 1: Unpacking the Reading CALI Unpacking the Writing CALI Reading Instruction to Make a Difference, Level 1 Making the Writing Workshop Work Informal Assessments, Running Records and Miscue Analysis Reading Instruction to Make a Difference Level 2 Training 2: Reading Instruction to Make a Difference, Level 3 Developing Word Knowledge through Word Study Non-Fiction Writing Power of Mentor T ext Power of Persuasion Writing Implementing Higher Order Thinking Skills Supporting Gifted Readers Instructional Leader T eam Lead Mentor T eacher Instructional Coach Master T eacher Content Specialist Peer Evaluator GT Resource T eacher
Completion of a rigorous, Jeffco-approved pathway
increases base pay.
Training pathways can lead to specific roles such as
instructional leader, and increased compensation.
Some pathways prepare for a different non-classroom
based role and additional compensation.
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The new system will cost Jeffco more in terms of overall
compensation during all five years modeled.
Initial increases in costs are for the leap in base salary, but
in out years, the majority of costs are in pathways to incent teachers to continue developing their skills.
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Costing represents classroom teachers only although all
licensed personnel would participate.
All new teachers and rehired teachers would be on the
new system.
Assumes current teachers who have a base salary less
than new system would choose to move to the new system.
Makes assumptions on how many teachers are in specific
roles based on the type of pathway and projected school needs.
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Proposed system will cost more in each of the five years
modeled.
All in Millions Year 1 2014-15 Year 2 2015-16 Year 3 2016-17 Year 4 2017-18 Year 5 2018-19 Current System $281.8 $285.3 $288.3 $291.2 $293.6 Proposed System $289.6 $292.9 $296.5 $300.8 $303.3 Difference $ 7.8 $ 7.6 $ 8.2 $ 9.6 $ 9.7
17 *Represents classroom teachers only so is understated.
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All in Millions Year 1 2014-15 Year 2 2015-16 Year 3 2016-17 Year 4 2017-18 Year 5 2018-19 Increased Costs $ 7.8* $ 7.6 $ 8.2 $ 9.6 $ 9.7 Base Pay $ 7.3 $ 5.5 $ 3.3 $ .8 $ ( 1.9) Costs of Paths $ .5 $ 2.1 $ 4.9 $ 8.8 $ 11.6
*Represents classroom teachers only so is understated.
We value our employees and first available funds will be
committed to compensation increases for existing employees who gave up compensation in 2010.
All in Millions
Year 0 2013-14 Year 1 2014-15 Year 2 2015-16 Year 3 2016-17 Year 4 2017-18 Year 5 2018-19 Admin Costs
$ 1.7 $ 1.7 $ 1.7 $ 1.7 $ 1.7 $ 1.7
Salary Commitment T
$ 19.9 $ 16.2 $ 16.3 $ 16.4 $ 16.4
Increased Costs with proposed teacher compensation
$ 7.8* $ 7.6 $ 8.2 $ 9.6 $ 9.7
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$ 29.4 $ 25.5 $ 26.2 $ 27.7 $ 27.8
19 *Represents classroom teachers only so is understated.
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Degree Experience Path Growth Increase in Earnings over Current System: 20 Year Career First 10 Years BA New Teacher Slow $ 27,402 $ 75,829 Moderate $ 84,871 $ 87,473 Fast $ 158,019 $ 104,613 MA New Teacher Slow $ 21,468 $ 81,152 Moderate $ 79,306 $ 93,164 Fast $ 159,726 $ 117,576 BA Five Years Moderate $ 12,315 $ 35,468 Fast $ 58,002 $ 53,434 MA Five Years Moderate $ -18,502 $ 9,884 Fast $ 27,589 $ 28,254
Attract and retain effective
teachers getting results for students.
Compete in the marketplace. Create a fair and accessible
system that values teachers.
Develop a transparent
approach.
Develop a reliable, stable
system with career paths.
$40K starting salary ensure
we are competitive in Denver market and attractive to new teachers.
Teacher skill development is
at the heart of the new system.
Link between skills, training,
District needs and pay are transparent and encourages career paths
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Researchers were clear on process principles to ensure
successful teacher compensation reform:
Involvement of all key parties. Broad agreements on the most valued educational results. Comprehensive evaluation system. Investments in on-going professional development. Adequate funding. No quotas. General conditions of work. Management maturity. Labor maturity. Persistence.
Next Steps:
Move from strategic design to tactical planning Develop a business plan and implementation details Conduct further modeling on budget and sustainability Communicate with JCEA members
Questions?
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