January 5, 2012 January 5, 2012 Update and discussion on multiple - - PowerPoint PPT Presentation

January 5, 2012 January 5, 2012

 Update and discussion on multiple different

district initiatives:

• Strategic and Sustainable Change Task Force,

JCEA/District JCEA/District

• Performance Pay Research
• Strategic Compensation Grant
• Use of time in a classroom and in a building to

maximize instruction and student achievement

 Consistently working to impact student

achievement

 Focused on ensuring….

A ff ti d t i l d

• An effective educator in every classroom and

position

• An effective administrator in every building

We We want want to to implement implement research esearch- We We want want to to implement implement research research based best practices that achieve based best practices that achieve results results results results. .

 Strategic and Sustainable Change Task Force

h d th i t had three primary components:

• SB 191 implementation
• Collaborative decision making and professionalism

g p

• Compensation

 Taskforce was charged with thinking deeply

about our business so as to positively impact about our business so as to positively impact student achievement.

 Strategic change takes

time…..groundbreaking conversations will yield changes over time.

 RIF Article (Article 39) rewritten for Spring

2012 2012.

 Three other articles have minor changes:

• Temporary contracts (Article 40)

Temporary contracts (Article 40)

• Job sharing (Article 41)
• Job protection (Article 46)

 2012 spring transfer season designed as a  2012 spring transfer season designed as a

first step toward mutual consent:

• Actively engage teachers who are transferred
• Give schools selection decisions, by incorporating

hiring fairs in the process

 Next steps

Next steps:

• Sub group of District and JCEA will continue to work
• n 191 implementation details.

 Priority Hiring Pool Priority Hiring Pool  Definition of hiring season

• Information will be communicated throughout

Jeffco about mutual consent and the implications Jeffco about mutual consent and the implications for schools and teachers.

• Pilot work will continue with CDE around

administrator evaluation and student data link.

 Charge from the MOU

• Identify and discuss successful, replicable and

varied models for collaboration

• Consider professional development tools that

Consider professional development tools that support collaboration

• Discuss mechanisms for holding teachers and

principals accountable for a collaborative work principals accountable for a collaborative work environment

• Discuss ideas for a more flexible and adaptable

professional work environment

 Identified the values that form the foundation

for effective collaboration.

 Identified obstacles to effective collaboration.

R i d P i i l f O i i l R

 Reviewed Principles of Organizational Respect

that are incorporated into the Teacher bargaining agreement in Montgomery County bargaining agreement in Montgomery County Maryland.

 Identified successful models for collaboration

in the District that can be replicated.

• The Leadership Advisory Team (LAT) that is in the

current Negotiated Agreement current Negotiated Agreement

• Cabinet model of collaboration at Powderhorn
• Leadership team approach at Sierra Elementary
• Multiple approaches (LAT, Department Chair,

Leadership Team) at Conifer

• Success in Sight and Adaptive Schools

Success S g t a d dapt e Sc oo s

 Discussed possible structures for holding

administrators and teachers accountable for a administrators and teachers accountable for a shared commitment to collaboration

 Identified the State’s Draft Rubric for Principal

and Assistant Principal Evaluations as a powerful tool for accountability

 Under the District’s current teacher evaluation,  Under the District s current teacher evaluation,

active collaboration is required for an effective evaluation

 Other mechanisms of accountability include  Other mechanisms of accountability include

collaborative models of problem solving and the traditional formal grievance process.

 The adopted structure for collaboration is not as

important as the commitment to a collaborative culture. important as the commitment to a collaborative culture. Structure doesn’t guarantee collaboration – a mutual commitment to a collaborative structure does.

 Alternative and multiple structures of collaboration are

d encouraged.

 Accountability for a collaborative culture can be

achieved through training, evaluation and traditional grievance processes grievance processes.

 The existing language in the Negotiated Agreement

regarding LATs and the old CDM model should be replaced with language that will give both flexibility and bili f h d l d hi d ll b i accountability for shared leadership and collaboration.

 Current limitations of the budget and

financial resources are an impediment to extended time with students.

 Participation in the Extended Learning Time  Participation in the Extended Learning Time

Conference on November 5

 Commitment to Use of Time Study  Commitment to Use of Time Study

 Salary schedules provide salary placement

based on: based on:

• Years of experience
• Level of education

 Goal of salary schedules are generally

transparency, equal pay for equal work, perceived fairness perceived fairness.

 Many districts and states are looking at

alternative approaches to compensation. alternative approaches to compensation.

We want to implement researc We want to implement research-based best

• based best

practices that achiev practices that achieve results. results.

 Ed Wiley, Ph.D.

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Center for Educator Compensation Reform

TIF Cohort 1 & 2 Colorado Springs (CSSD11) TAP TIF Cohort 3 Non‐TIF TIF Cohort 1 & 2 Denver Teacher ProComp Den er Principal ProComp Denver Principal ProComp Douglas County Performance Pay Program Eagle County TAP y g Harrison (HSD2) R.E.A.L. Fort Lupton TIF

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Jeffco Strategic Compensation

Center for Educator Compensation Reform

Broadly conceived, "incentive pay" is payment on basis of anything beyond experience and education/credentials. For example: For example:

▶ Student achievement status and/or growth (specific to

teachers, teacher teams, or schools)

▶ Successful performance evaluation ▶ Rubric-based teaching/leadership evaluations ▶ Setting and/or meeting student performance objectives ▶ Working in traditionally hard to staff

schools/positions/subjects

▶ Completion of specialized professional development

Participation in school performance initiatives

▶ Participation in school performance initiatives ▶ Career ladders ▶ Retention bonuses

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▶ Two pathways for incentive-based reform ▶ Two pathways for incentive based reform

• "Productivity" Effects
• Incentives will motivate teachers to improve effectiveness
• "Composition" Effects
• Composition Effects
• Incentives will change composition of teacher workforce by better:
• Attracting highly-qualified teachers
• Retaining higher-performing teachers

Attriting lower performing teachers

• Attriting lower-performing teachers

▶ Two roadblocks in incentive-based reform

• “Signaling effort” - teachers will inordinately focus on test

scores to detriment of “productive effort” spent fostering other scores to detriment of “productive effort” spent fostering other valuable (less-easily-measured) learning (e.g., critical thinking)

• Incentives drive competition rather than collaboration

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

Student achievement

• Overall district achievement has improved over the last decade (though not

Overall district achievement has improved over the last decade (though not necessarily due to ProComp)

• Achievement of teachers new to the district has improved over the last

decade

• Greater starting achievement and achievement growth over first three years
• Greater starting achievement and achievement growth over first three years
• Achievement of veteran teachers initially favors ProComp
• In first few years, ProComp veteran teachers outperform non-ProComp

veteran teachers h d ff h  Achievement differences tighten in years 2-3  In years 4-5 achievement differences favor non-ProComp teachers

• Some evidence that teachers who do not receive "Exceeds Expectations"

incentive in one year do in fact change their practice in subsequent year



Retention of high-quality teachers

• Hard-to-serve bonus associated with small increases in retention
• Majority of teachers report monetary amount ($2400 in 2011-12) not great

enough incentive to work in hard-to-serve schools

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Strategic Compensation: Researching What Works Researching What Works

Action

Effective D I t ti l

Research

Effective Educators

S d

Deeper Instructional Leadership Teams: ‐‐Master Teachers Mentor Teachers

Team Plan Time

Student Achievement

‐‐Mentor Teachers

‐‐Support teachers ‐‐Collaborating with peers to plan

Evaluating Educators ‐‐Every Teacher Evaluated

Achievement Goals ‐‐School Goals, UIP ‐‐Team Goals P Li k d G l

‐‐Peer Evaluators ‐‐Pay linked to evaluation

‐‐Pay Linked to Goals

i l h b d We want to implement research‐based best practices that achieve results.