An Introduction to the APEX Strategic Compensation System · APEX Strategic Compensation System The APEX system incents and rewards the inputs and outcomes that support greater student

An Introduction to the APEX Strategic Compensation System

Incenting and Rewarding the Inputs and Outcomes that Support

Greater Student Achievement and Growth

As part of the Knox County Schools’ (KCS) five-year strategic plan, Building on Strength: Excellence for All Children, we are investing

in our greatest asset:

Our People.

A compensation structure “for teachers and school leaders that will incent and reward the types of inputs and outcomes that are most closely aligned with student academic growth.”

- KCS RttT Scope of Work

“The Knox County Schools will investigate competitive compensation and incentives for achieving student academic excellence.”

- KCS Strategic Plan (Goal II, Objective II)

Inspired by Our Strategic Plan

Focus on the student to ensure they excel academically and are prepared for life beyond the classroom

Recruit, select, induct, develop, support, promote, compensate and retain effective educators

Engage parents and community in a meaningful way to support student learning

Build the infrastructure to enable & support student learning and district goals

Ensure that all adults are focused on achieving results for children (accountability) to meet our ambitious goal…

Excellence for All Children

Strategic Goals to Propel Us

KCS received more than $10 million in federal grant funding to use in the design and implementation of the APEX (Advance • Perform • EXcel) strategic compensation system through: Race to the Top

Innovation Acceleration Fund

Teacher Incentive Fund (“TIF”)

History

APEX System Design Team

KCS implemented a collaborative and broad-based design process supported by a team of professionals, including: Teachers and Principals

The Knox County Education Association

Curriculum & instruction supervisors and directors

Human resources, assessment and finance representatives

The Knoxville Chamber Partnership

Parents and community stakeholders

Stakeholder Engagement

To engage stakeholders from across the district in the design process, collect critical feedback and ensure district-wide communication and understanding, KCS: Hosted 12 focus group sessions that included 80 teachers,

administrators and stakeholders

Coordinated 16 teacher-focused meetings across the district

Compiled a teacher survey (with 72 percent participation)

Developed a new Intranet site for staff members to share feedback (with more than 6,200 visits in four months)

Garnered public input at two community meetings held at Fulton and Karns High Schools

Each student is challenged academically and graduates

fully prepared for postsecondary learning

opportunities, a rewarding career, a meaningful role

in the American democracy, and an enlightened,

fulfilling life.

Teachers have the necessary support and resources in the

classroom so that they can do the important job with which they have been entrusted.

Every student achieves his or her fullest potential.

Excellence for All ChildrenThe Knox County Schools will be a system where all students achieve

at high levels and every school is a school of distinction.

Objective 1Student Success

Objective 3Teacher Leadership

Objective 4High-Needs Schools

We maintain universally high standards and expectations, ensuring that every student has access to outstanding

classroom instruction.

We focus on the professional growth and continuous

improvement of the instructional skills of our existing teacher force.

.

We expand and formalize teacher leadership roles in every school across

our district.

We encourage effective teachers and strong school

leaders to apply their skills to our greatest challenges.

Model teachers have more instructional leadership

opportunities, leveraging one of the greatest untapped

resources in education – the expertise within our

teacher force.

We work aggressively to match our best and most experienced instructional

talent with our highest-needs schools and children.

An effective educator is in front of every classroom

every day.

Teacher leaders impact instruction beyond their individual classrooms,

broadening student success.

Achievement gaps defined by race, income, geography,

language and/or special needs are eliminated.

AS A RESULT…

Objective 2Effective Instruction

THEREFORE…

AS A RESULT…

THEREFORE…

AS A RESULT…

THEREFORE…

AS A RESULT…

THEREFORE…

Our Theory of Action

APEX Strategic Compensation System

The APEX system incents and rewards the inputs and outcomes that support greater student academic achievement and growth.

It is part of KCS’ comprehensive improvement efforts to establish a district in which all students achieve at high levels and every school is a school of distinction.

APEX promotes four major objectives, all integral to the success of our strategic plan:1. Student success2. Effective instruction3. Teacher leadership4. High-needs schools

All four objectives reflect KCS’ belief that our strategic compensation system: Should be aligned with our most important instructional

goals, and

Must continue to focus on increased student learning through effective classroom teaching

Support our efforts to attract, select, grow, recruit, reward, and retain the most effective educators.

Strategic Compensation Objectives

TN-CRED Partnership

Tennessee’s Consortium on Research, Evaluation, and Development is responsible for carrying out a detailed, focused program of research as part of Tennessee’s First to the Top legislation including: Evaluation of teacher and principal evaluation systems Implementation and effect of the Achievement School District Educator compensation reform and innovation Examination of work force trends including career pathways of

educators and the distribution of high-performers Examination of STEM professional development and other STEM

network initiatives Examination of the quality, flexibility, and interconnectedness of

Tennessee’s educational data systems

Research Objectives

What is the nature of the strategic compensation system designed and implemented by each LEA?

What are the LEA’s experiences related to the development and implementation of a strategic compensation system?

What is the actual financial impact on educators’ compensation?

How do the strategic compensation systems influence the attitudes and professional practices of educators?

What is the impact of the strategic compensation systems on teacher turnover and student achievement gains?

How do the design features of strategic compensation systems influence outcomes for educators and students?

Strategic Compensation Overview

Performance Compensation

B. School Excellence Award

Monetary award to school. Awarded to highest-rated schools at

each level (elementary, middle, high). All schools are eligible, including TAP

schools.

C. Coaching and Other Support Resources

Lead or Master/Mentor Teacher (TAP) to support instruction at all schools.

Instructional coaches and other resources to enable site-based

professional development.

School-wide growth and/or % of students achieving expected growth

in each subject area. Must also achieve AYP to earn award.

Resources allocated based upon number of certified staff in school and

student data highlighting need for additional targeted support.

School Award Potential use for equipment,

professional development, or other tools for instructional support.

Instructional Support To improve working conditions and

enable on-site professional development for teachers.

D. Lead Teacher

Classroom teacher who provides instructional support and coaching to

his/her peers via classroom observations within the formal TEAM

evaluation process.

Selected through school-based application process. Key qualifications

include demonstrated teaching effectiveness and leadership abilities.

Must obtain TAP Observer Certification.

Formal Leadership Role200-day contract with supplement;4-day TEAM observer training, with

additional $100 per day stipend.

E. TAP System

Adopted as comprehensive school reform model in 18 high needs schools.

Includes: teacher collaboration, teacher leadership, instructional rubric

and performance compensation.

Schools selected for implementation based on designation as a

high needs school. Teachers approved adoption by vote of at least 75%.

Comprehensive ReformIncludes performance pay determined by

individual and/or school-wide growth (50%) and skills, knowledge and

responsibilities (50%). Teachers and administrators eligible for bonuses.

School Excellence

Award$5,000

$10,000

AdministratorPerformance

Incentive$1,500$2,000

Lead Teacher$2,000$2,500

Teacher Performance

Incentive$1,500$2,000


A. Teacher Performance IncentiveAvailable for teachers and administrators and addresses all 4 objectives.


Objective 2Effective Instruction


Com

pone

nts

Crit

eria

Stru

ctur

eC

ompe

nsat

ion

Five Core Components

To achieve our district’s objectives, the APEX system includes five core components that align with our most important goals:A. Teacher and administrator performance incentives

B. School excellence awards to recognize school-wide growth

C. Coaching and other support resources to help teachers learn and grow

D. Teacher Leadership Exemplified by Lead Teacher Role

E. TAP®- The System for Teacher and Student Advancement - for 18 high-needs schools

Teacher and Administrator Performance Incentives

Provides additional compensation for teachers who deliver high-quality instruction, achieve positive academic outcomes for their students and are instructional leaders

Recognizes principals and assistant principals who provide high-quality leadership and support for teachers

Incents consistent, effective instruction/leadership in high-needs schools (teachers and administrators) and Adequate Yearly Progress benchmarks (administrators)

Teacher and Administrator Performance Incentives

Offers more than one way to achieve demonstrated excellence

Awards range from $2,000 for exemplary performance and $1,500 for model performance

Annual payout each year the educator meets the criteria

Majority of incentive based on the educator’s performance as part of the new TEAM(Tennessee Educator Acceleration Model) framework

Administrator Performance Incentive


Objective 3Instructional Leadership

Objective 1 & 2Effective Instruction and

Student Success


35%

Annual Measurable ObjectiveNCLB accountability standard based on progress towards student proficiency for all students and applicable sub-groups.

Above Expectations (55)

Significantly Above Expectations (70)

Maximum = 70

Annual Measurable Objective (AMO)(20)

Maximum = 20

At Expectations (40)

% Free/Reduced Lunch and Years of Continuous Service at

SchoolRecognition of school

administrators maintaining stable, effective leadership in High-needs schools.

Add index across all metrics to determine administrator award.

75%+ FRL and at least 3 years

(10)

75%+ FRL and less than 3 years

(5)

Exemplary PerformanceModel Performance

≥ 80≥ 65 $1,500

$2,000

(Maximum = 100) Award (Maximum = $2,000)

Maximum = 10

Summative EvaluationBased on TEAM evaluation framework.

Student Growth + Observation(Quantitative-50%) (Qualitative-50%) (35% TVAAS® +

15% Other Student Achievement)

(50% TILS Rubric, Survey, Teacher

Evaluation Quality)


(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Adm

inis

trat

or

Perf

orm

ance

Ince

ntiv

e

Teacher Performance Incentive


Objective 2Effective

Instruction



35%

Responsibilities and ContributionsMeasured by quality and impact.Value and priority for additional

duties that support learning (student growth), instructional practice

(professional development) and/or whole-child development.



Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)

% Free/Reduced Lunch and Years of Continuous

Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.

Add index across all metrics to determine teacher award.


(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10


Student Growth + Observation (Quantitative-50%) (Qualitative-50%) (35% TVAAS® +


(50% TAP Rubric and Professionalism)


(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e

Score Range

Overall Effectiveness

Rating

APEXRatingIndex

<200 Significantly Below

0

200 - 274.99 Below 0275 - 349.99 At

Expectations40

350 - 424.99 Above 55425 - 500 Significantly

Above70

TEAM Summative Rating – 70%

Teacher Leadership Rubric – 20%

Not Observed 0

Supporter 5

Planner 10

Promoter 15

Sustainer 20

Professional Development Workshop Facilitator

Team Leader Department Chair PLC Leader AND Department or Grade Level Chair

Student Activity Sponsor (only uncompensated roles, includes sponsors of multiple activities)

SLC Leader Grade Level Chair Mentor AND PLC Leader or PD Facilitator

Chair/Officer of non-academic committee/taskforce

Building Level Technology Coach

Professional Development Leader

Mentor AND Department or Grade Level Chair

Member of academic committee/taskforce

Professional Learning Community Leader

Quality Teaching Institute Leader

Department or Grade Level Chair AND Leadership or Data Team

Extended Learning Program Tutor

Chair/Officer of academic committee/taskforce (SACS, TSIPP, etc.)

Mentor Teacher Department or Grade Level Chair AND PD Facilitator

SES Tutor Data Team Member Lead Teacher Lead Mentor (of other Mentor Teachers)

Parent-Teacher Association Board Representative

Leadership Team Member BLTC AND PD Leader

Combinations of Planner and Supporter roles

Other combinations of Promoter and Planner roles

High Needs School – 10%

53 or more years of

service

5

Less than 3 years of service

10

3 or more years of service

SCENARIO 1Teacher Performance Incentive



Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10


Student Growth + Observation (Quantitative-50%) (Qualitative-50%)

(35% TVAAS® + 15% Other Student

Achievement)



(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e




Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10




Achievement)



(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e




Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10




Achievement)



(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e




Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10






(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e




Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10






(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e




Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10






(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e




Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10




(50% TAP Rubric and

Professionalism)


(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e




Instruction



35%






Maximum = 70

Planner (10)

Promoter (15)

Sustainer(20)

Maximum = 20


Supporter(5)





(10)


(5)


≥ 80≥ 65 $1,500

$2,000


Maximum = 10




(50% TAP Rubric and

Professionalism)


(5)

Met

ric

35% 20% 10%

Perf

orm

ance

Lev

el

(Inde

x)

Teac

her

Perf

orm

ance

Ince

ntiv

e

Teacher and Administrator Performance Incentive Eligibility

As defined by TEAM framework, certified employees who directly interface with students and/or provide instruction will be eligible to earn Teacher and Administrator Performance Incentives Teachers, principals, assistant principals,

school counselors, librarians, academic interventionists, school social workers and other school-based personnel

Instructional Assistants potentially included in 2012-13 plan with additional accountability

School Excellence Awards to Reward School-Wide Growth

Recognizes and reinforces collaboration, Professional Learning Communities and the impactof teamwork

Awards based on school-wide growth and/or percent of students achieving expected growth in each subject area

Schools must also achieve Annual Measurable Objective (AMO) to receive award

School Excellence Awards to Reward School-Wide Growth

Awards of $5,000 or $10,000 will be granted to the highest-rated schools at each level: Five elementary schools

Three middle schools

Three high schools

Award monies will support educational-improvement efforts, such as purchasing instructional equipment and/or providing professional development

All schools eligible, including TAP® schools

Coaching and Other Support Resources to Help Teachers Learn and Grow

KCS is implementing a robust support structure built on a foundation of teacher leadership. Leveraging teacher leadership roles, including Master,

Mentor, and Lead Teachers, to make the TEAM framework and TAP system meaningful, developmental and tightly connected to KCS’ instructional-improvement efforts

Providing instructional coaches and support resources to enable site-based professional development

Allocating resources based on number of certified staff in school and student data highlighting need for additional, targeted support

Teacher Leadership Exemplified by Lead Teacher Role

Introducing new formal teacher leadership role—“Lead Teacher”—to provide career opportunities outside of administration across district Core competencies include demonstrated teaching effectiveness

and leadership abilities. Lead Teachers will earn a supplement to their base salary,

complete TEAM evaluation training and receive a training stipend.

Additional compensation for these duties is $2,000 or $2,500 annually.

Informal teacher leadership also recognized in teacher performance incentive Supporter, planner, promoter, or sustainer designation Designation earned based on well-defined rubric

Teacher Leadership Rubric Overview

Sustainer Exemplary teacher leader Sustains multiple key leadership roles within the school

community and beyond Help shape and direct the professional growth of peers and

broadly impact student growth

Promoter Model teacher leader Promotes and delivers high-quality, time intensive support to

school community and beyond Primarily focused on student growth, as well as professional

development and growth

Teacher Leadership Rubric Overview(cont’d) Planner Established teacher leader Plans PLC , SLC, and other leadership activities to support

student growth and some professional development within a school

May be leading a specific committee to help achieve school objectives

Supporter Emerging teacher leader who primarily supports student life and

work culture in a school Limited responsibilities in areas of professional growth and

development

Teacher Leadership Rubric Guidelines Approved Roles Only roles defined in rubric are recognized as Teacher

Leadership in the strategic compensation system Teachers must serve in these roles for the entire school year to

be awarded recognition, except where noted in minimum expectations for role

Satisfactory Performance Recognition only rewarded for satisfactory performance, based

on minimum expectations defined for each role Principals and relevant supervisors and/or directors will evaluate

and confirm satisfactory performance Simply holding a leadership title does not automatically result in

awarding performance level

The TAP® System for 18 High-Needs Schools

TAP® (The System for Teacher and Student Advancement ) is a proven school reform and educational-improvement model consistent with APEX system objectives: Instructionally Focused Accountability

Multiple Career Paths (Teacher Leadership)

On-site Applied Professional Development

Performance Compensation

Performance incentive based on skills, knowledge, responsibilities and student growth Potentially larger awards

University of TennesseeTEAM Research Questions Evaluation Process Questions: How do faculty (evaluators and teachers) view their

preparation for the TAP and TEAM evaluation processes? How do faculty view the strengths and weaknesses of the

TAP and TEAM evaluation processes? How do TAP and TEAM observers differ in evaluation of

teachers?

Evaluation Results Questions: What types of information do TAP and TEAM evaluations

provide to teachers to improve instruction? How do these evaluations effect teachers’ instruction? Do these evaluations improve student achievement?

Summative Rating Scale

Score Range Overall Effectiveness

Rating

<200 1200 - 274.99 2275 - 349.99 3350 - 424.99 4

425 - 500 5

Teacher Effectiveness Rating

TEAM Components

A positive step in preserving a clear focus on instructional quality and student learning every day in every classroom.

Knox County Schools teacher evaluation statisticsthrough first semester: Nearly 7,000 TEAM observations and over 4,000 TAP

observations completed during first semester• Includes all three domains – planning, environment, instruction –

and over 500 school support services personnel observations

On-track to meet observation requirements, currently at 48% completion rate across the district

Almost 80% of TEAM observations announced – majority of spring semester observations will be unannounced

Differentiating performance – scores across all 5 levels

KCS Observation Data


Knox County Schools TEAM observation results through first semester:



Significantly Below

Expectations

Below Expectations

At Expectations

Above Expectations

Significantly Above

Expectations

1 2 3 4 51.00 – 1.99 2.00 – 2.74 2.75 – 3.49 3.50 – 4.24 4.25 – 5.00

Planning 3079 0.3% 10.4% 30.7% 32.2% 26.5%Environment 640 0.3% 5.0% 16.9% 39.2% 38.6%Instruction 3259 0.8% 8.5% 39.7% 39.5% 11.5%Overall (Weighted Average) 6978 0.7% 8.9% 36.6% 37.6% 16.2%Research Projection 5-10% 10-25% 40-50% 10-25% 5-10%

Domain Number of Observations

Knox County Schools TEAM observation resultsthrough first semester:


0.7%

8.9%

36.6% 37.6%

16.2%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

1 2 3 4 5

Knox County Schools

Distribution of TEAM Evaluation ScoresOverall (Weighted Avg.) through January 12, 2012

Knox County Schools TAP observation results through first semester:

* TAP schools observe all three domains during each classroom visit.



Significantly Below

Expectations

Below Expectations

At Expectations

Above Expectations

Significantly Above

Expectations

1 2 3 4 51.00 – 1.99 2.00 – 2.74 2.75 – 3.49 3.50 – 4.24 4.25 – 5.00

Planning 1380 2.0% 27.0% 52.0% 18.0% 2.0%Environment 1380 2.0% 8.0% 33.0% 41.0% 17.0%Instruction 1380 3.0% 26.0% 56.0% 16.0% 0.0%Overall (Weighted Average) 4140 2.0% 22.0% 50.0% 21.0% 4.0%Research Projection 5-10% 10-25% 40-50% 10-25% 5-10%

Domain Number of Observations

Knox County Schools TAP observation resultsthrough first semester:


2.0%

22.0%

50.0%

21.0%

4.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

1 2 3 4 5

Knox County Schools

Distribution of TAP Evaluation ScoresOverall (Weighted Avg.) through January 12, 2012

Early Data Indications…2011-2012

Retention Rate of New Teachers 86% retention rate of teachers new to our district

Retirement Rate 149 versus 164 in 2010-2011

Mentors for Student Teachers and Interns Recruitment of Mentors – 1,151 trained mentors

Student teachers/interns – 328 versus 315 in 2010-2011

Fall 2011 TN-CRED Strategic Compensation Survey Overall district response rate = 47.4%

Results compiled/distributed this spring

Cautiously Optimistic…

Instruction is being impacted – for the better… Teachers and administrators have developed a common

language AND

The rubric is a powerful tool for planning in a more deliberate manner BUT…

Developing a performance culture isn’t easy…

Data needs are great and resources are strained… The proof is in the pudding – when the check is in the mail…

Building momentum towards our ambitious goal…

Excellence for All Children

KCS is making bold steps to drive student success and meaningfully invest in our

greatest resource:

Our People.

We encourage you to visit our website at www.APEX.knoxschools.org

to learn more about the APEX strategic compensation system .

Documents

An Introduction to the APEX Strategic Compensation System · APEX Strategic Compensation System The APEX system incents and rewards the inputs and outcomes that support greater student