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Minneapolis Public Schools QComp
Minneapolis Public Schools QComp
An Overview of
Quality Compensation
In Minneapolis
Bill Gibbs
Site administrator Kenny School
Former district QComp Coordinator
Minneapolis Public Schools
ConclusionConclusion
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.
The Teacher Advancement Program (TAP) is a research-based school improvement model designed to attract, retain, support, and motivate teachers.
The Teacher Advancement Program (TAP) is a research-based school improvement model designed to attract, retain, support, and motivate teachers.
What is the Teacher Advancement
Program (TAP)?
What is the Teacher Advancement
Program (TAP)?
The comprehensive TAP system is built on four elements:
1. Multiple Career Paths 2. Instructionally Focused Accountability3. Ongoing Applied Professional Growth4. Performance-based Compensation
The comprehensive TAP system is built on four elements:
1. Multiple Career Paths 2. Instructionally Focused Accountability3. Ongoing Applied Professional Growth4. Performance-based Compensation
Meeting Our Challenges Through TAP
Meeting Our Challenges Through TAP
AccountabilityAccountability SupportSupport
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 unit14 of the current 58 tradition MPS schools
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.
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.
Multiple Career Paths
Multiple Career Paths
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.
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.
Instructionally-Focused
Accountability
Instructionally-Focused
AccountabilityTraditional 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.
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 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
TAP Teaching Performance Standards: Skills, Knowledge & Responsibilities
Planning InstructionInstructional Plans
Student WorkAssessment
Learning EnvironmentManaging Student Behavior
ExpectationsEnvironment
Respectful Culture
ResponsibilitiesStaff Development
Instructional SupervisionSchool ResponsibilitiesReflecting on Teaching
Planning InstructionInstructional Plans
Student WorkAssessment
Learning EnvironmentManaging Student Behavior
ExpectationsEnvironment
Respectful Culture
ResponsibilitiesStaff Development
Instructional SupervisionSchool ResponsibilitiesReflecting on Teaching
Implementing InstructionStandards and Objectives
Motivating StudentsPresenting Instructional Content
Lesson Structure and PacingLearning Activities and Materials
QuestioningAcademic FeedbackGrouping Students
Teacher Content KnowledgeTeacher Knowledge of Students
ThinkingProblem Solving
Implementing InstructionStandards and Objectives
Motivating StudentsPresenting Instructional Content
Lesson Structure and PacingLearning Activities and Materials
QuestioningAcademic FeedbackGrouping Students
Teacher Content KnowledgeTeacher Knowledge of Students
ThinkingProblem Solving
Traditional Professional Growth Model: Individual teachers go to selected training sessions and try to implement new practices on their own.
Traditional Professional Growth Model: Individual teachers go to selected training sessions and try to implement new practices on their own.
Ongoing Applied Professional GrowthOngoing Applied Professional Growth
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”.
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
STEPS for Effective Learning
Evidence of need (using pre-test) is clear, specific,high quality, and
measurable instudent outcomes
Evidence of need (using pre-test) is clear, specific,high quality, and
measurable instudent outcomes Using credible
Sources
Proven application
showing studentgrowth
Using credibleSources
Proven application
showing studentgrowth
Step 1Step 1 Step 2Step 2 Step 4Step 4 Step 5Step 5
Address student content
learning with links to teacher
strategies and the Rubric.
Address student content
learning with links to teacher
strategies and the Rubric.
Step 3Step 3Identify
problem or need
Identifyproblem or
need
Obtain new teacher
learning aligned to student need and formatted for classroom
application
Obtain new teacher
learning aligned to student need and formatted for classroom
application
Developnew teacher learning with support in the
classroom
Developnew teacher learning with support in the
classroom
Development through
demonstration,modeling,
practice, team- teaching, and peer coaching
with subsequent analysis of
student work.
Development through
demonstration,modeling,
practice, team- teaching, and peer coaching
with subsequent analysis of
student work.
Applynew teacher
learning to the classroom
Applynew teacher
learning to the classroom
Evaluate the impact on
student performance
Evaluate the impact on
student performance
Evidenced through
observation,peer coaching,
and self- reflectionapplied to
student work as a formative assessment.
Evidenced through
observation,peer coaching,
and self- reflectionapplied to
student work as a formative assessment.
Evidence includesstudent assess- ment (post-test)aligned with data analysis and the
new teaching strategies.
Evidence includesstudent assess- ment (post-test)aligned with data analysis and the
new teaching strategies.
Traditional model: Compensation is based on years on the job and training credits/units accumulated and ignores individual performance and effort
Traditional model: Compensation is based on years on the job and training credits/units accumulated and ignores individual performance and effort
Performance-Based CompensationPerformance-Based Compensation
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 AchievementTeacher performanceAdditonal responsibilites
TAP salary enhancements are all over and above traditional salary schedule
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 AchievementTeacher performanceAdditonal responsibilites
TAP salary enhancements are all over and above traditional salary schedule
Hiring Procedures and Job Descriptions Augmentations Bonus Award Pool Contracts Additional Days TAP Training School schedule/Cluster Times Principals District leadership
Early Considerations
Early Considerations
© 2006. National Institute for Excellence in Teaching. All rights reserved.
wgibbs@mpls.k12.mn.usgstark@talentedteachers.org
www.talentedteachers.com© 2006. National Institute for Excellence in Teaching. All rights reserved.
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