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.