Webinars on Performance-Based Compensation: Initiatives in Charter Schools
The Center for Educator Compensation Reform (CECR) conducted a series of three webinars during March related to performance-based compensation initiatives in charter schools
and charter management organizations. CECR recognizes that although several charter programs participate in the Teacher Incentive Fund (TIF), charter schools operate differently from traditional schools and school districts, creating unique performance-based
compensation experiences. Each webinar focused on a different topic related to compensation reform in charter schools.
Webinar 1: Identifying and Utilizing Supports for Developing Performance-Based Compensation Systems
The first webinar, held on March 15, 2012, highlighted resources available to charter schools to support their performance-based compensation initiatives. As charter schools
typically operate without resources available to traditional school districts, finding appropriate supports is challenging. Presenters discussed the importance of sharing resources to support program implementation. Presenters then shared ways that states
and districts implementing the TAP System, through the National Institute for Excellence in Education, share resources. Finally, presenters highlighted available CECR resources related to the topic.
Webinar 2: Identifying and Sharing Best Practices From High-Performing Charter Schools
Peggie Garcia from the National Charter School Resource Center hosted this webinar in collaboration with CECR on March 21, 2012. The webinar offered examples for sharing
best practices among charter school organizations, focusing on specific examples from the New Leaders for New Schools Effective Practice Incentive Community (EPIC) programs across the country. EPIC has designed a variety of professional development tools for
educators based on best practices from its programs in Massachusetts, Texas, and Washington, D.C.
|
For more information on EPIC, visit
http://www.newleaders.org/what-we-do/epic/.
Webinar 3: Innovation in Charter Education Performance Management Systems
On March 29, 2012, the second webinar highlighted charter school programs with aligned performance management systems. The nature of charter school management allows more
flexibility in human resources decisions, which allows for strong alignment in recruitment, hiring, linking evaluation expectations with preparation programs, and using results to inform professional development and compensation decisions. Presenters first
provided an overview of human capital management strategies, including system alignment. Next, presenters from E.L. Haynes Charter School discussed their experiences in developing a comprehensive talent management system. Finally, presenters from CECR included
examples of available online resources from
http://www.cecr.ed.gov.
|
What's New?
Hot Off the Press
Grantee Spotlight
This month’s feature article highlights the Community Training and Assistance Center: Henrico County Public Schools.
Contact Us
|
|
|
Bill Would Revamp Teacher Pay, Tenure—Daily
Comet. March 18, 2012.
http://www.dailycomet.com/ article/20120318/ARTICLES/ 120319618?p=all&tc=pgall
If passed, Senate Bill 603 in Louisiana would establish a performance-based compensation system for teachers. The law would also change teacher tenure laws. The proposed legislation empowers local education
agencies to design a new pay scale for teachers, based on evaluations of performance and student test scores, in addition to seniority and educational background. Teachers would earn tenure after earning a “highly effective” designation for five years.
Utah Legislature Passes Administrator Evaluation Bill—Deseret
News. March 6, 2012.
http://www.deseretnews.com/article/ 865551616/House-passes-administrator- evaluation-bill.html
Utah legislators passed Senate Bill 64 in early March. This bill changes the way the state evaluates and pays school administrators. The law establishes a new salary schedule in which annual evaluations
of administrator performance would make up 15 percent of salary decisions.
Bill Would Give New Teachers Chance at Leadership Pay—Times-News
Magic Valley. February 16, 2012.
http://magicvalley.com/news/local/education/
bill-would-give-new-teachers-chance-at-leadership-pay/ article_bc5ccb87-5312-5532-b26c-51fb6ac7b4b2.html
A new bill, introduced in the Idaho House of Representatives, expands the number of teachers eligible to compete for bonuses under the new state system to include teachers with fewer than three years
of experience. The bill is currently with the House Education Committee awaiting a hearing.
|
South Dakota House Panel Approves Teacher Bonus Plan—CBS
News. February 8, 2012.
http://www.cbsnews.com/8301-505244_162-57373583/ sd-lawmakers-begin-debate-on-teacher-bonus-plan/
The South Dakota House of Representatives is considering passing a law that creates a bonus program for teachers based on evaluations and student performance. The plan also would provide bonuses for teachers
in hard-to-staff subjects and schools.
Grading Our Teachers: Value-Added Formula Raises Alarm for Some—The
Commercial Appeal. February 6, 2012.
http://www.commercialappeal.com/news/ 2012/feb/06/grading-our-teachers- value-added-formula-raises/
Educators in Tennessee are wary of the new evaluation system based on teacher observations and value-added scores—in particular, value-added scores for teachers in nontested grades and subjects. Approximately
55 percent of teachers use schoolwide student growth. Although this number comprises 35 percent of the overall evaluation score, educators express concern about the use of schoolwide student growth to determine tenure and employment decisions for individual
teachers.
|
Program Goals
The specific goals of Learning Leaders are as follows:
·
Build teacher and principal capacity to increase student achievement by improving and aligning standards to ensure effective teaching.
·
Develop district capacity to implement, scale up, evaluate, and fiscally sustain a performance-based compensation system based on the measurable impact
of a combination of student achievement targets and value-added measures of student achievement.
·
Retain a community of high-performing educators to drive short-term and long-term academic achievement.
Primary Components of the Program
Educator Evaluation Through Learning Leaders.
Through a professional growth and evaluation process, teachers receive an annual summative evaluation score. This process uses multiple measures of performance based on the Professional
Qualities and Instructional Responsibilities (PQR) standards established by HCPS. PQRs are blended into the observation rubrics, designed using Charlotte Danielson's
Framework for Teaching. Measures used to determine a final summative score include collection of observational data and artifacts (e.g., lesson plans, assessments, and student assignments related
to classroom practice) as well as student achievement outcomes. For more information on the PQR stndards, visit
http://staffdev.henrico.k12.va.us/pgp2/pqr.html.
Under the Learning Leaders program, principal evaluation uses performance targets set by the individual to determine effective performance. These performance
targets should relate to a principal's main responsibilities. Principals should:
·
Use walkthrough and lesson observation rubric tools to identify teacher strengths and areas for growth.
·
Assist in developing the individual teacher growth plan and student learning contracts with clear performance targets.
·
Gather data on teacher performance and facilitate his or her reflection on practice and continual improvement in relation to student learning data.
·
Participate with the district instructional directors and curriculum and instruction specialists in quarterly classroom observations as part of the summative
performance review.
To determine their summative score, HCPS asks principals to document teacher professional development plans, walkthrough rubric data, student learning target
contracts, formal lesson observation reports, and other artifacts that support teaching and learning.
Student Achievement Targets Through Learning Leaders.
Teachers and principals also set student learning targets, called student learning contracts, which detail goals for the coming school year. To earn incentives, teachers and principals
must meet at least 50 percent of their goals in the student learning contract. When possible, targets should include value-added analysis using multiple tests, including the following:
·
Virginia Standards of Learning Assessment (end-of-course assessments for all core content areas)
·
Phonemic Awareness Literacy Screening (used for Grades K–2 to measure progress in reading)
·
Measures of Academic Progress (used in Grades 3–12 for mathematics and reading)
·
K–2 Grade Math Concept Assessment (being piloted in specific schools in HCPS)
Professional Development Under Learning Leaders.
HCPS uses teacher observation data, in conjunction with student learning data, to provide evaluative feedback and design differentiated professional growth opportunities for individual
teachers.
|
In addition, observation data on all participating teachers establish a baseline performance for each teacher that indicates how well he or she implemented the target PQR standards. HCPS places teachers
with low levels of performance on a structured growth plan as stipulated in the county’s Professional Growth and Evaluation Process Model.
Additional Incentives Under Learning Leaders.
HCPS provides teachers in mathematics, science, and special education a one-time recruitment bonus for agreeing to work in the district. In addition, HCPS provides incentives for teacher
leaders who become Learning Leaders coaches. Teachers who have high levels of expertise in using the target PQR standards and meet high levels of student achievement, based on student learning targets and value-added analysis (where eligible), are eligible
to serve as coaches.
System Incentives
The Learning Leaders program provides several opportunities for teachers and principals to receive incentives as shown in the following table.
|
Incentive Type
|
Basis for Award
|
Teacher Awards
|
Principal Awards
|
|
Performance Bonus
|
Meet at least 50 percent of professional standards and annual goals, documented through summative evaluation
|
Up to $3,000
|
Up to $4,000
|
|
Student Achievement Bonus
|
Meet at least 50 percent of student learning goals
|
Up to $5,000
|
Up to $3,000
|
|
Schoolwide Achievement
|
Meet at least 50 percent of goals for: student learning targets, attendance, discipline referrals, and stakeholder perception surveys
|
Not applicable
|
Up to $3,000
|
|
Recruitment Bonus
|
One-time signing bonus for experienced and highly qualified teachers in mathematics, science, and special education
|
$1,000
|
Not applicable
|
|
Teacher Leaders
|
Serving as a Learning Leaders coach, mentoring teachers
|
Stipend based on hourly rate
|
Not applicable
|
Recent Highlights of the Program
HCPS provides key support to the Learning Leaders program participants including the following:
·
Professional development through the Learning Leaders Academy, which trains teachers on the concepts and skills needed to implement the PQR standards
·
Specific training in data inquiry, provided by the Learning Leaders Steering Committee, designed to train teachers and principals in the use and analysis
of student achievement data. The training focuses on growth of individual students, student cohorts, school trends, and measures of teacher and principal effectiveness.
·
Communication and resource sharing
-
Learning Leaders website through HCPS, available at
http://www.henrico.k12.va.us/ LearningLeaders/LearningLeadersNews.html
-
Electronic community, created using the HCPS learning management system. This community provides an online space for Learning Leaders participants to locate resources, share successes, seek advice
from others, and post their stories.
For more information about the Community Training and Assistance Center, visit
http://www.ctacusa.com/.
|
