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WHAT IS A “MASTER” TEACHER? Compensation Technical Working Group
March 1, 2012
PURPOSE: TO EXAMINE WAYS TO DEFINE A
“MASTER” TEACHER FOR THE SALARY
ALLOCATION MODEL
Analyze ways to define a “master” teacher with:
Teacher leadership roles
Licensure or professional development expectations
NBPTS Certification
Evaluation outcomes
Gains in student performance
Review:
Washington law PESB Report
Compare:
Local collective bargaining agreement language
2
“ Teacher
leadership is a
set of skills
demonstrated
by teachers who
are able to
influence
students
outside of the
classroom and
beyond.”
Charlotte
Danielson
TEACHER LEADERSHIP
Teaching is seen as a relatively flat profession.
Federal focus is on teacher quality and
effectiveness, strategizing ways for “recruiting,
developing, rewarding and retaining effective
teachers and principals, especially where they
are needed most.”
President Obama’s 2011 budget for education-
funding for Excellent Instructional Teams
Effective Teachers and Leaders State
Grants
The Teacher and Leader Innovation Fund
The Teacher and Leader Pathways
Program
3
STRATEGIES TO ADDRESS TEACHER
LEADERSHIP IN STATE RACE TO THE TOP
APPLICATIONS
Strategy Number
Using evaluation results to identify effective teachers to serve as
professional development creators/presenters, intervention
specialists, instructional coaches, mentors, coordinators of
comprehensive school-based student support, peer assistance
review leaders and so on.
9 states
Revising teacher leadership standards. 1 state
Creating a tiered licensure structure that includes teacher
leadership requirements.
1 state
Providing additional pay for taking on new roles and
responsibilities
20 states
4
“MASTER” TEACHER
TEACHER LEADERSHIP ROLES
Mentoring new and
current teachers
Designing and
implementing teacher
professional
development to increase
teacher effectiveness
Serving as department
head, union
representative, site
committee member,
curriculum specialist
Leading professional
learning communities
Assisting or guiding
colleagues in accessing
or selecting appropriate
research-based
strategies
Engaging in reflective
dialogue with colleagues
to improve instruction
and student results
Formal Informal
5
“MASTER” TEACHER-
TEACHER LEADERSHIP GOALS
School and classroom
improvement
Teacher learning,
professional development,
motivation, recruitment and
retention
Improving the effectiveness of
administrative leadership
Developing teaching as a
profession with a career path
Building instructional
capacity of teachers
Greater job satisfaction
Teacher tenure and
continuity
Principals cannot do it alone-
need distributive leadership
Recognizes additional roles
and responsibilities necessary
in schools
System Staff
6
7
48.95% 46.77% 44.44% 42.34% 39.72% 40.68% 40.96%
36.43% 35.29%
44.85% 46.53%
48.54% 47.90%
50.47% 49.66% 49.28%
52.23% 55.88%
5.64% 4.99% 5.22% 6.64% 6.61% 7.25% 7.11% 8.59%
7.35%
0.56% 1.71% 1.80% 3.12% 3.20% 2.42% 2.65% 2.75% 1.47%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
A- 5 years or less
B- 6 to 10 years
C- 11 to 15 years
D- 16 to 20 years
E- 21 to 25 years
F- 26 to 30 years
G- 31 to 35 years
H- 36 to 40 years
I- More than 40 years
Certificated Employees-Pay for Leadership Roles by Years of Experience
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
1242 2106 2050 1762 1377 1035 830 291 68
8
54.41% 51.73%
45.78% 42.93%
39.42% 37.11%
29.76%
41.18% 43.06%
47.39% 49.21%
49.97% 54.09%
54.43%
4.41% 4.20% 5.18% 5.62% 7.75% 5.66%
10.36%
1.01% 1.65% 2.24% 2.86% 3.14% 5.46%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
18-24 25-34 35-44 45-54 55-64 65+ Decline to identify
Certificated Employees-Pay for Leadership Roles by Age
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
68 1881 2547 2723 2864 159 531
“MASTER” TEACHER
LICENSURE & PROFESSIONAL DEVELOPMENT
NBPTS Certification Washington ranks 2nd nationally in
new 2010 NBCT’s behind North
Carolina, and 4th nationally overall in
total numbers of NBCT’s, with 5,247
NBCT’s in 2010
Instructional
Facilitator Praxis test
(ETS)
Teacher Leader Model
Standards
Additional college
degrees used to
distinguish teachers
TAP/BEST Mentor
grantees
Locally determined
professional
development options
(instructional coaches
and facilitators)
Licensure Professional
Development
9
TEACHER LEADERSHIP MODEL STANDARDS
Created by the Teacher
Leadership Exploratory
Consortium in 2008
Mapped to
Interstate School
Leaders Licensure
Consortium (ISLLC)
State Standards for
State Leaders
Interstate Teacher
Assessment and
Standards Consortium
(InTASC) standards
Domain I-Understanding Adults as
Learners to Support Professional
Learning Communities
Domain II-Accessing and Using
Research to Improve Practice and
Student Achievement
Domain III-Promoting Professional
Learning for Continuous Improvement
Domain IV-Facilitating Improvements
in Instruction and Student Learning
Domain V-Using Assessments and Data
for School and District Improvement
Domain VI- Improving Outreach and
Collaboration with Families and
Community
Domain VII-Advocating for Student
Learning and the Profession
10
11
34.39% 33.33%
21.16%
47.03%
39.61%
21.77% 20.75%
42.73% 50.00%
47.75%
40.22%
41.16%
46.78% 53.34%
14.68%
13.20%
20.51%
9.27%
12.98%
21.16%
16.64%
8.20% 3.47%
10.58%
3.48% 6.25%
10.30% 9.26%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Initial Certificate NBPTS Certificate Ongoing Certificate
ProCert Residency Standard Certificate
Vocational Certificate
Certificated-Pay for ProCert or Additional Certification by Certification Type
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
695 1182 3506 2071 2257 2807 583
“MASTER” TEACHERS-
NATIONAL BOARD CERTIFICATION
Bonus has been in
effect since 2000
Bonus, recognition
and certification
support programs
have increased
certification rates
Research indicates
positive effect in
student achievement
with NBPTS teachers
NBPTS is well
established, nationally
recognized method of
distinguishing
“master” teachers
12
13
36.69%
91.30%
26.81%
34.51%
44.59%
25.91% 22.54%
35.27%
7.62%
38.53%
36.83%
33.29%
35.33% 39.15%
16.57%
0.50%
18.84%
16.36%
13.20%
21.31% 20.68%
11.47%
0.58%
15.82% 12.29%
8.92%
17.45% 17.63%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Initial Certificate NBPTS Certificate Ongoing Certificate
ProCert Residency Standard Certificate
Vocational Certificate
Certificated-Pay for NBPTS by Certification Type
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
706 1207 3560 2066 2265 2825 590
HISTORY OF NATIONAL BOARD BONUS
APPROPRIATIONS
$0
$5,000,000
$10,000,000
$15,000,000
$20,000,000
$25,000,000
$30,000,000
$35,000,000
$40,000,000
$45,000,000
14
$5,000 base
and
challenging
school bonus
“MASTER” TEACHER
GAINS IN STUDENT ACHIEVEMENT
“Pay for performance”
Controversial
Research shows not a
statistically
significant effect on
student achievement
Some research shows
that overall school
wide awards
incentivize behavior
better than individual
classroom based
awards to teachers
Additional questions:
What measures of
achievement?
Timeframe? Student
population?
Review Performance
Pay Brief-WSIPP
15
16
6.50% 8.82%
2.08%
9.28% 9.09% 12.43%
7.54% 3.45% 5.82%
13.40%
3.97% 7.88% 8.64% 8.17%
25.47%
37.25%
33.33%
31.06% 27.27%
39.95%
30.65% 41.38%
23.81%
42.27%
26.59% 22.25%
27.46% 25.56%
41.19%
37.25%
45.83% 35.23%
36.36%
31.75%
38.19%
31.03%
41.27%
30.93%
36.90% 32.95%
32.53% 33.00%
26.83%
16.67% 18.75% 24.43%
27.27%
15.87%
23.62% 24.14% 29.10%
13.40%
32.54% 36.93%
31.36% 33.28%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Certificated Pay for Individual Classroom Performance by Job
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
369 102 48 528 33 378 199 29 189 97 252 3897 2742 1800
17
6.50% 8.82%
2.08%
9.28% 9.09% 12.43%
7.54% 3.45% 5.82%
13.40%
3.97% 7.88% 8.64% 8.17%
25.47%
37.25%
33.33%
31.06% 27.27%
39.95%
30.65% 41.38%
23.81%
42.27%
26.59% 22.25%
27.46% 25.56%
41.19%
37.25%
45.83% 35.23%
36.36%
31.75%
38.19% 31.03%
41.27%
30.93%
36.90% 32.95%
32.53% 33.00%
26.83%
16.67% 18.75% 24.43%
27.27%
15.87%
23.62% 24.14% 29.10%
13.40%
32.54% 36.93%
31.36% 33.28%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Certificated Employees-Pay for School Wide Performance by Job
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
102 48 528 33 29 378 199 189 97 252 3897 2742 1806 369
“MASTER” TEACHER
EVALUATION OUTCOMES
TPEP is still in beginning
stages
There is reluctance to
base pay on evaluation
until the system is fully
functional
In 2009-2010 survey of
performance evaluations
of certificated teachers:
Satisfactory 59,022
Unsatisfactory 459
Senate Bill 5895:
Fully implemented by
2015-16
In 15-16, evaluation
results must be used as
one factor in
assignments and RIFs
Teachers with +5 yrs
experience and Level 2
for 2 yrs or 2/3 yrs
placed on program of
improvement
Current Future
18
19
23.32% 21.18% 17.44%
12.85% 13.35% 11.64% 11.89%
45.42%
32.91%
31.16%
31.93% 29.10% 32.30%
25.15%
18.79%
27.27%
28.41%
27.41% 30.92%
34.30%
27.63%
12.47%
18.64% 22.98%
27.81% 26.62% 21.77%
35.34%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
18-24 25-34 35-44 45-54 55-64 65+ Decline to identify
Certificated-Pay for Successful Evaluation from Principal by Age
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
68 1873 2531 2683 2822 150 521
20
25.83% 21.15%
18.13% 14.70% 13.53%
18.05%
10.19%
44.65%
34.53%
31.31%
29.90% 31.05%
34.37%
22.06%
18.55%
24.91%
27.38%
26.10% 27.93%
27.10%
28.39%
10.98%
19.41% 23.18%
29.30% 27.49%
20.47%
39.37%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
18-24 25-34 35-44 45-54 55-64 65+ Decline to identify
Certificated-Pay for Successful Evaluation by Principal and Peer Reviewers by Age
4-Strongly oppose
3-Somewhat oppose
2-Somewhat favor
1-Strongly favor
68 1872 2527 2676 2815 152 516
“MASTER” TEACHER IN
WASHINGTON LAW
RCW 28A.415.250
Teacher Assistance
Program-Provision for
mentor teachers
“Sustained support for
beginning teachers or
experienced teachers
who are having
difficulties”
“Mentor teachers who
are superior teachers
based on their
evaluations”
Beginning Educator
Support Team
Limited
funding=limited scope
Supplemented by local
funding
3,320 average number
of new teachers in the
past 3 years
3,411 new teachers in
2011-2012
21
“MASTER” TEACHER
PESB REPORT
Master Teacher
A separate license
would be duplicative
of NBPTS and cost-
prohibitive
Most teachers choose
NBPTS due to
national reciprocity
and recognition
Could be a career
ladder and/or a
strategic intervention
in struggling schools
“ It would be important to have
clarity on the role expectations in
order to define the competencies
and training through which one
could attain the designation.
From this point the question
becomes, now that we are clear on
the role of master teacher, are we
concerned about their equitable
distribution? “ (p. 7)
22
“MASTER” TEACHER
CBA’S ROLES & RESPONSIBILITIES
23
Review CBA analysis
Local school districts
recognize certain
additional roles &
responsibilities
Based on local
bargaining, levy
funding and school
district priorities,
some pay for
“master” teachers
State of WashingtonAdditional Pay per FTE
Teachers Only (2011-2012 Preliminary S275)
Legend
0 - 2499
2500 - 4999
5000 - 7499
7500 - 9999
10000 +
SOURCES:
American Recovery and Reinvestment Act of 2009, Pub. L. No. 111-5, 123 Stat. 115 (2009). Retrieved February 14, 2012
http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_cong_bills&docid=f:h1enr.txt.pdf
Comprehensive Center for Teacher Quality (2010) Teacher Leadership as a Key to Education Innovation.
http://www.tqsource.orgg/blung
Danielson, C. (2006) Teacher Leadership That Strengthens Professional Practice. Association for Supervision and
Curriculum Development. p. 12
National Board Certification 2010 Quick Numbers Retrieved September 30,2011
http://www.k12.wa.us/Compensation/pubdocs/NationalBoardCertification2010Numbers.pdf
Professional Educator Standards Board, Washington State (2010) Strengthening the Continuum of Teacher Development:
Professional Educator Standards Board Response to the Charges in ESHB 2261. Retrieved September 11, 2011
http://www.pesb.wa.gov
The Center for Strengthening the Teaching Profession (CSTP) (2005) Effective Support for New Teachers in Washington
State. Retrieved September 11, 2011 http://www.cstp-wa.org
The Center for Strengthening the Teaching Profession (CSTP) (2009) Final Recommendations for a Washington Master
Teacher Designation. Retrieved September 11, 2011 http://www.cstp-wa.org
The Education Commission of the States (2010). Teacher Leaders: Boosting Teacher Effectiveness and Student
Achievement. Retrieved February 14, 2012 http://www.ecs.org
U.S. Department of Education (2010a). A blueprint for reform: The reauthorization of the Elementary and Secondary
Education Act. Washington, D.C. Retrieved February 22, 2012
http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf
U.S. Department of Education (2010b). Race to the Top Fund website. Washington, D.C. Retrieved February 22, 2012 from
http://www2.ed.gov/programs/racetothetop/index.html
Washington State Common School Manual. RCW 28A.415.250 Teacher assistance program-provision for mentor teachers.
Retrieved February 14, 2012 http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.415.250
Washington State School District Teacher and Principal Evaluation System Survey Results (2009-10) Teacher Evaluation
Project Pilot
24