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Texas Educator Excellence Award Programs


Texas Educator Excellence Grant (TEEG), Chapter 21, ... Fort Worth: Dec. 4, 2007. Lubbock: Dec. 5, 2007. Houston: Dec. 10, 2007. Harlingen: Dec. 11, 2007 ... – PowerPoint PPT presentation

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Title: Texas Educator Excellence Award Programs

Texas Educator Excellence Award Programs
  • Texas Education Service Centers Fall 2007
  • Rita Ghazal, Program Manager
  • Jerel Booker, Program Manager
  • Priscilla Aquino, Program Specialist
  • Office of Education Initiatives

Educator Excellence Award Programs
  • Governors Educator Excellence Grant (GEEG),
    Executive Order, RP51
  • Texas Educator Excellence Grant (TEEG), Chapter
    21, Subchapter N, 21.651
  • District Awards for Teacher Excellence (DATE),
    Chapter 21, Subchapter O, 21.701

Educator Excellence Award Programs Purpose
  • All educator award programs are designed to
  • provide a financial award system to educators who
    impact student achievement.
  • provide broad guidelines for local control.

Educator Excellence Award Programs Purpose
  • allow teachers to have significant input in
    program planning for incentives.
  • recognize and award educational practices that
    contribute to student success.

  • Texas Educator Excellence Grant, Cycle 3
  • Program Eligibility and Requirements

Program Eligibility
  • TEEG eligibility criteria apply to campuses
  • and include
  • TAKS results
  • state accountability ratings
  • comparable improvement indicators and
  • percentages of economically disadvantaged

Student Achievement Data and TEEG Eligibility
  • Q. Is my campus eligible to apply for an
    incentive grant
  • based on the prior school years student
  • A. Prior student achievement data is used to
  • determine campus award eligibility.
  • Q. Am I eligible to receive a monetary award
    under the
  • incentive grant based on the plan submitted
    by the
  • campus?
  • A. Future student achievement data is used
  • determine campus awards to teachers
    and campus
  • staff.

Program Eligibility Criteria
  • TEEG Campus Eligibility Criteria
  • Campuses that rank in the top half of
    economically disadvantaged campuses and either
  • fall within the top half of campuses receiving a
    recognized or exemplary rating,
  • or
  • fall within the top quartile of performance in
    comparable improvement ratings for mathematics,
    reading/ELA, or both.

TEEG Campuses Eligible for Awards
Percent Poverty Criterion
  • Campuses are grouped by campus type and counted
  • 2. Campuses are rank-ordered by percent poverty
    from high to low

Percent Poverty Criterion Continued
  • The percent poverty at which half of campuses
    fall above it and half fall below it is selected
    as the percent poverty criterion applied to
    campuses to determine eligibility
  • AEA campuses must rank in the top
  • third

Academic Criterion
  • Campuses that meet the percent poverty criterion
    are grouped by campus type and sorted into two
  • High achieving (by accountability
    ratingexemplary or recognized), and
  • 2. Improving (by comparable improvement

Eligibility List Rank Ordering
  • After each campus type is sorted into two
    listshigh achieving and improvingthe campuses
    (on each list) are rank ordered, from high to
    low, by percent poverty and instances of
    comparable improvement (2, 1, or 0).
  • Campuses are selected until the make-up of the
    states schools, by campus type, is represented.

Eligibility List Make-up
  • Count the number of campuses, by campus type, in
    the state
  • Determine the percentage of campuses that are
    elementary, middle, high, all grades, and AEA
  • Apply these percentages to program eligibility
  • Included in each campus type category

  • TEEG Program Requirements

Grant Requirements
Statutory Requirements program requirements
set forth in the statute Administrative Rules
program requirements set forth by commissioners
rules Program Guidance program guidance set
forth by TEA to clarify statutory and
administrative rules and requirements
Statutory Requirements
  • Program Requirements What activities must
  • occur during the entire programs implementation
  • to meet statutory requirements?
  • Plan Requirements What criteria must be
  • included in the plan to meet statutory
  • Application Requirements What documentation
    must be included in the submitted application to
    meet statutory requirements?

Statutory Requirements
  • Program Requirements
  • A district-level committee must
  • approve the campus-developed plan
  • approve plans that meet all required plan
  • approve plans prior to submission to the TEA and
  • submit approved plans on behalf of the campus

Statutory Requirements Continued
  • Districts must
  • ensure application includes at least three
    letters authored by classroom teachers assigned
    to the campus describe that their support and
    involvement for the plan
  • ensure that plans have been made available for
    public viewing

Statutory Requirements Continued
  • Districts must
  • ensure that plans were presented at a regularly
    scheduled board meeting or will be presented on a
    date specified in the application
  • ensure applications demonstrate evidence of
    significant classroom teacher involvement in the
    development of the plan and
  • maintain evidence of teacher participation such
    as attendance records, meeting minutes, or other
    documentation of campus meetings.

Statutory Requirements
  • Program Requirements
  • Campuses must
  • establish a campus-level decision-making body to
    develop and approve a campus incentive plan.
  • include all program guidelines, adopted by the
    commissioner, in the application.
  • pay classroom teachers, to the extent
    practicable, incentive payments in amounts no
    less than 3,000 or more than 10,000.

Statutory Requirements Continued
  • Campuses must
  • distribute incentive payments only to classroom
    teachers that meet program criteria 1 and 2, in
    addition to other optional criteria (3 and 4).
  • distribute no less than 75 percent of the total
    grant allocation on incentives to classroom
    teachers that meet program criteria 1 and 2.

Statutory Requirements Continued
  • Campuses must
  • distribute no more than 25 percent of the total
    grant allocation on additional incentives to
    classroom teachers and other campus staff and/or
    other allowable activities.

Administrative Rules
  • Program Administrative Rules What activities,
  • addition to statutory requirements, must occur
    during the
  • entire programs implementation to meet agency
  • Plan Administrative Rules What criteria, in
    addition to
  • statutory requirements, must be included in the
  • plan to meet agency approval?
  • Application Administrative Rules What
  • in addition to statutory requirements, must be
    included in
  • the submitted application to meet agency

Administrative Rules
  • Program Administrative Rules
  • The district may choose to provide guidance to
    campuses in the creation of the plan.
  • Local school boards may either vote to submit
    grant applications or designate the
    superintendent to submit the plan on the boards
  • a superintendent may act on previously delegated
    authority regarding the submission of
  • the grant application.

Administrative Rules Continued
  • Plan Administrative Rules
  • Districts and campuses may choose to exclude
    teachers from receiving incentive awards that
    transferred, retired, or that work part-time on
    an eligible campus.
  • A local school board decision as whether
    incentive amounts outside the recommended 3,000
    to 10,000 per teacher range is final.
  • the plan must reflect the campus/district policy
    with regard to such a teacher at
  • the program start date.

Administrative Rules Continued
  • Program Administrative Rules
  • The campus-level committee should be composed of
    individuals representing a diverse and broad mix
    of teachers, including representation form
    different grade levels and subject areas.

Administrative Rules Continued
  • Plan Administrative Rules
  • Campuses that have implemented approved incentive
    plans may choose to renew the plan should the
    campus be eligible for funding in subsequent
  • Plans that include incentive amounts outside the
    recommended 3,000 to 10,000 per teacher range
    must include reasons for this award variance
    decision in the plan.
  • for up to three years after the first year of
  • this variance decision must be approved by the
    local school board

Program Guidance
  • Program, Plan, and Application Guidance
  • Additional information provided to clarify
    statutory requirements and administrative rules.

LEA Program Guidance
  • Districts should
  • Select a district point-of-contact for the grant.
  • Hold a vote to approve the plan at the district

Campus Program Guidance
  • Campuses should
  • Select a campus point of contact for the grant.
  • Include contingency plans for any un-awarded,
    remaining Part I and Part II fundsa plan of how
    these additional funds will be spent.
  • Hold a campuswide staff vote to approve the plan.
  • Obtain plan approval by a simple majority through
    the campuswide staff vote.

  • Grant Funding

Grant Funding
  • Understand
  • grant funding is designed to be awarded in two
    parts (Part I and Part II).
  • Know
  • Part I Funds make up 75 percent of the total
    grant allocation awarded to the campus.
  • Part II Funds make up 25 percent of the total
    grant allocation awarded to the campus.

Grant Funding Continued
  • Recognize
  • Part I funds can only be spent on incentives for
    classroom teachers who meet both criteria 1 and
  • Part II funds can be transferred to Part I funds,
    but Part I funds cannot be transferred to Part II.

Part I Funding Allowable Uses
  • Uses
  • Provide incentive payments to teachers that
    achieved program criteria 1 and 2 as articulated
    in the campus plan, and
  • in addition to achieving program criteria 1 and
    2, provide incentives to teachers that also
    achieved program criteria 3 and/or 4.

Part II Funds Allowable Uses
  • Uses
  • 1) Extend incentives to
  • feeder schools that do not receive
    accountability ratings
  • classroom teachers who met criteria 1and 2
  • other school personnel who have contributed to
    increased student achievement.
  • Additional incentives may not be spent on
    athletic coaches.

Part II Funds Allowable Uses Continued
  • Uses Continued
  • 2) Professional development
  • for classroom teachers who did not qualify for an
    award based on performance, and/or
  • activities that directly contribute to improved
    teaching and student achievement.

Part II Funds Allowable Uses Continued
  • Uses Continued
  • 3) Signing bonuses for classroom teachers new
  • to the campus who are teaching in
  • subject areas.
  • 4) Teacher mentoring programs.
  • 5) New teacher induction programs.
  • 6) Common planning time and curriculum
  • development.

Part II Funds Allowable Uses Continued
  • Uses Continued
  • 7) Stipends for teachers who
  • participate in after-school or Saturday programs
  • are certified in the main subject they teach
  • hold certain postgraduate degrees.

Part II Funds Allowable Uses Continued
  • Uses Continued
  • 8) Other programs that have been proven to
  • directly contribute to improved student
    achievement, and/or
  • recruit and retain highly-effective teachers.
  • 9) Activities to create or further the goals of
    incentive systems designed to improve
    student achievement.

District Awards for Teacher Excellence Created
by House Bill 1, Article IV 79th Legislature, 3rd
Special Session, 2006
DATE Program Purpose
  • To provide funding to support the establishment
    of district-wide goals and the implementation of
    a financial award system designed to
  • award teachers for positively impacting
  • student achievement

DATE Program Purpose Continued
  • target the districts most in-need campuses to
    improve teacher quality and
  • create capacity and sustainability for improved
    instruction within the district.

An Understanding of DATE
  • All districts are eligible to apply.
  • Districts with TEEG campuses can also apply for
  • This is a DISTRICT award. DISTRICTS make the
    decisions, not the TEA.
  • The TEA will provide a few requirements, guidance
    and technical assistance in order for districts
    to create effective and successful plans.

DATE Program Rules and Requirements
  • Districts must
  • submit a notice of intent to apply
  • participate in the required technical assistance
    activities as established by the Commissioner and
    published in the RFA
  • participate for at least two consecutive grant
    cycles, including budgeting for matching funds
  • complete target activities as described by the
    established timelines set forth in the program
    requirements in the RFA

DATE Program Rules and Requirements Continued
  • Districts must
  • develop a district award plan with goals to
    improve student academic improvement and/or
  • create an awards system consistent with district
    goals that address Target Campuses
  • establish performance measures consistent with
    district goals and
  • provide matching funds of no less than 15 in
    year one, 25 in year two, and 35 in year three
    (cash or in kind). 

DATE Funding
  • District grant award amounts will be based on
    each districts average daily attendance (ADA)
    for the 2007-2008 school year calculated among
    the total number of districts opting into the
    grant program.   

District Award Plan
  • Districts will utilize their district-level
    planning and decision-making committee to develop
    a district award plan.
  • Award plans can be implemented for the entire
    district or specified Target Campuses selected by
    the district.

District Award Plan Continued
  • A district award plan should
  • reward eligible teachers who positively impact
    student academic improvement and/or growth, and
  • describe how all program funds will be
    distributed under Part I and Part II.

District Award Plan Continued
District award plans should identify
  • teacher and campus eligibility requirements and
    they should be consistent for no less than two
    years (i.e. the same types of teachers and
    campuses should be targeted)
  • meaningful, objective, goals and performance
    measures, consistent with the district
    improvement strategic plan, to award classroom
    teachers and

District Award Plan Continued
District award plans should identify
  • performance measures for the success of the grant
    in their application. Districts will have two
    school years from the start of the first
    implementation year to meet selected performance
    targets. For each year thereafter, the
    participating district must meet increased
    performance targets.

District Award Plan Continued
District award plan performance measures
  • must incorporate improvement at the district and
    Target Campus level and the measure must relate
    to the criteria used to select the campuses as a
    Target Campus.
  • must relate (at least two) directly to student
    academic achievement or improvement. Other
    measures may relate to improved teacher
    attrition, migration, quality and other academic
    and non-academic indicators.

District Award Plan Continued
District award plans should identify
  • Part I and Part II contingency plans designed to
    redistribute any remaining un-awarded Part I
    and/or Part II program funds and
  • plans for sustaining appropriate levels of
    funding after all grant funding has ended.

District Award Plan Continued
Districts must
  • have their award plans approved by the school
    district superintendent and local school board
    prior to submitting it to the TEA
  • conduct stakeholder meetings and
  • make their award plan accessible to the public no
    later than the start of the 2008-2009 school

District Award Plan Continued
  • If districts choose not to implement their award
    plans district-wide and choose to select certain
    campuses to participate, more than half of the
    selected campuses must be Target Campuses.
  • Districts may set criteria for establishing and
    identifying Target Campuses that are consistent
    with district goals and rules set by the

DATE Target Campuses
  • In identifying Target Campuses, districts must
    target campuses that meet at least two of the
    following criteria.
  • The campus
  • receives an academically unacceptable rating
    (2007 accountability ratings) or
  • performs lower than the districts average
    proficiency on TAKS (by subject, grade, and/or
    campus to be determined by the district) or

DATE Target Campuses Continued
  • receives comparable improvement (CI) ratings in
    the bottom quartile relative to other campus
    types in the district or
  • experiences above average dropout/non-completion
    rates relative to other campus types in the
    district or

DATE Target Campuses Continued
  • ranks within the top quartile of campuses
    enrolling high percentages of economically
    disadvantaged students and
  • in addition to adopting at least two of the
    measures above, districts may use other academic
    or non-academic indicators, such as experiencing
    high rates of teacher migration and attrition,
    free and reduced lunch student populations, etc.

DATE General Program Requirements Continued
  • If the district award plan is not implemented
    district-wide, participation of selected campuses
    in DATE must be approved by a majority of
    classroom teachers assigned to the selected
    campus through a simple majority vote.

DATE General Program Requirements Continued
  • At least 60 percent of the grant allocation must
    be used for Part I activities and up to 40
    percent of the grant can be used for Part II

Part I Funds
  • Part I Funds
  • must make up at least 60 percent of the total
    districts grant award.
  • must be used to incorporate meaningful,
    objective, goals and performance measures, used
    to identify which eligible teachers will receive
    awards. At least 50 of the criteria used must
    be quantifiable and address one or both of the
  • student academic improvement and/or
  • student growth.

Part I Funds Continued
  • Annual award amounts to teachers must be equal to
    or greater than 3,000 unless otherwise
    determined by the local school board, and minimum
    awards must be no less than 1,000 per teacher.

Part II Funds
School districts can use up to 40 percent of the
grant funds on other allowable activities,
including stipends and awards for
  • Recruitment and retention of teachers
  • In critical shortage subject areas
  • In subject areas with high percentages of
    out-of-field assignments
  • Certified and teaching in their main subject
    area and/or
  • With postgraduate degrees in their teaching area.

Part II Funds Continued
  • Career, mentor, and master teachers
  • On-going applied professional growth
  • Increasing local data capabilities to support
    instruction and accountability
  • Awards for principals who increase student
    performance and
  • Other campus employees who demonstrate

Phase I Organization and Goal Setting
Phase I Organization and Goal Setting Continued
Phase II Plan Development
Phase III Finalizing and Approving Plan
Phase III Finalizing and Approving Plan Continued
Technical Assistance
  • Goal To provide districts with a technical
  • program that supports TEEG and DATE during
  • planning years.
  • Technical assistance will include
  • prototypes of effective programs
  • models for award differentiation
  • guidance for creation and use of meaningful data
    at the individual teacher levels
  • assistance on establishing meaningful award
    amounts and
  • strategies and processes for effective
    communication and stakeholder engagement.

Modeling and Program Components
  • Models and Program Components will be
  • shared with grantees to best inform and guide
  • plan development through
  • training materials and resources for creation of
    effective incentive plans
  • online learning modules and
  • ongoing technical assistance

Data Capacity Building
  • Data capacity building will occur to aid
    districts in
  • using meaningful and objective measures by
  • identifying performance-based assessments for use
    at the local level
  • assisting districts in developing measures or
    systems of value-added improvement and
  • assisting districts in creating capacity for
    effective data systems at the local level that
    support teacher incentive programs.

  • Research has shown that full stakeholder
  • involvement is essential to award plan
  • implementation.
  • The outreach component will provide
  • Professional development to school leaders and
    board members in communications and stakeholder
    engagement strategies.

  • Writing/Setting Performance Measures

Performance Measures
  • Performance Measures
  • establish specific targets to determine whether
    or not a goal was successfully achieved.
  • are instructions about what someone must do.
  • use verbs and include specific conditions (how
    well or how many) that describe to what degree
    the individual will be able to demonstrate
    mastery of the specified goal.

Quality Performance Measures
  • Quality performance measures state
  • desired
  • Skills
  • Conditions
  • Behaviors
  • Criteria and
  • Clarify expectationshow many, to what degree,
    under what conditions, etc., the individual is
    clear about what is expected.

Quality Performance Measures Continued
Are the established performance measures
  • Measurable
  • Time bound
  • Specific
  • Meaningful
  • Realistic
  • Assigned
  • Based on the daily responsibilities of the staff
  • Related to improved student achievement and the
    success of the campus

  • Measurable performance measures
  • specifically indicate the degree or quantity of
    the change expected using descriptive words or
  • indicate how the change will be determined.

  • Meaningful Performance Measures
  • motivate change.
  • value everyone's time. (Creating meaningful
    measures communicate that your program goals are
    important and valuable.)
  • consider if the measure
  • "Is meeting an important need at the campus."
  • Is going to be valued by the participants."

  • Assigned performance measures
  • target the audience as specifically as possible.
  • specify a specific group of people or individuals.

  • Realistic performance measures
  • seem achievable.
  • encourage successful behaviors.
  • benefit everyone involved.
  • contribute to success.

Time Bound
  • Time bound performance measures
  • limit the length of time available to achieve the
  • establish target dates or points in the program
    where certain specified changes are expected.
  • provide individuals with an approximation of when
    they can see improvements.

Time Bound Continued
  • Time bound performance measures
  • make them more realistic because individuals will
    know that some knowledge, skills, and behaviors
    may take time, and some can be picked up quickly.
  • allow them to be more measurable with a timed

Writing Performance Measures
  • Keep statements short and focused on a single
  • Ensure that the performance measures are
    effective and measurable, avoid using verbs that
    are vague or cannot be objectively assessed.
  • Part I performance measures should be classroom
    teacher-focused and target the expected teacher
    outcome based on student performance.

Writing Performance Measures Continued
  • Well written performance measures
  • are easy to measureeither the person has or has
    not accomplished the goal/target.
  • consider if the specific change is short-term
    (i.e., bi-monthly) or long-term (i.e., annual).

Common Mistakes and Solutions
  • Creating a High-Quality
  • Texas Educator
  • Excellence Grant
  • Incentive (TEEG) Plan

Getting Started The Process
  • Developing a Process
  • Create a collaborative process during planning
  • Allow enough time for the plan development

The Plan Continued
  • Developing the Plan
  • Learn the statutory definition of a classroom
  • 2. Apply the definition, and Identify the
    teachers that will be targeted in the campus
    incentive plan.

Classroom Teacher
The Plan Continued
  • Developing the Plan
  • 3. Learn the plan criteria (1-4).

Incentive Plan Criteria
The Plan Continued
  • Developing the Plan
  • 4. Write a plan based on the required criteria (1
    and 2), and determine whether the campus plan
    will include any optional criteria (3 and 4).

The Plan Continued
  • 5. Learn the definition of a performance
    measure. Then, identify specific performance
    measures for each criterion included in the plan.
  • 6. Learn the definition of a performance level,
    and then identify one for each performance
    measure included in the plan.

Performance Measures and Levels

Performance Level Structures
  • Determine the structure (flat or tiered) of the
    performance levels that will be used.

Helpful Hints Criterion 1
  • Improving Student Achievement (Required).
  • Teacher has a record of improving student
    performance using objective, quantifiable
  • Student performance measure must allow for
    teacher evaluation at the individual or
    team-level (subject or grade level).

Helpful Hints Criterion 1 Continued
  • If teachers are evaluated in teams, a team
    description should be included in the
  • Teams may be
  • Grade-level teams
  • Vertical teams
  • Departments
  • Interdisciplinary teams and/or
  • Other teacher groupings used on campus.

Helpful Hints Criterion 1 Continued
  • Measures of student growth on assessments are
    acceptable however, scores must be equated in
    order to demonstrate individual student
  • TAKS data from the TEA are not equated.
  • Student scores from one year to the next must be
    statistically converted before any comparison is
  • Scores are equated if they are determined using a
    common scale.

Criterion 1 (Required)
Helpful Hints Criterion 2
  • Collaboration with Faculty and Staff (Required)
  • This criterion evaluates teacher behavior, not
    instructional outcomes.
  • Collaboration may be measured by campus-based

Criterion 2 (Required)
Helpful Hints Criterion 3
  • Teacher Initiative (Optional).
  • Measures and objectives selected should reward
    behaviors or activities associated with
    exceptional performance.

Criterion 3 (Optional)
Helpful Hints Criterion 4
  • Hard-to-Staff Assignments (Optional).
  • Teacher is assigned a subject area identified by
    the Commissioner, or their district, as
    experiencing a critical shortage or has a high
    turnover rate.

Criterion 4 (Optional)
Appendix B
  • Appendix B provides examples of Part I plans
  • using different
  • Campus types
  • Plan criteria
  • Teacher types
  • Data sources/measures
  • Performance structures (flat versus tiered
    performance levels)

Appendix B
Model 1, Criterion 1
Model 1, Criterion 2
Model 4, Criterion 1
Model 4, Criterion 2
Appendix C Part II Examples
Appendix C Part II Examples Continued
Questions for Planning
  • What are the behaviors we want the plan to
  • What are we going to measure and reward?
  • At what level should results be measured?

Questions for Planning Continued
  • What time frame should be used to measure and
    reward performance?
  • How will we manage, monitor, and review the plan
    and its intended outcomes?
  • How will we communicate the plan?

Questions for Planning Continued
  • Have we solicited meaningful involvement for the
    plans development?
  • Have we allocated enough time to develop a strong
  • Is the plan simple enough to be equitable, but
    not too complicated to understand?

  • Contingency Planning Successful Components

Contingency Planning
  • Usually, contingency plans are established
  • in advance, and execute pre-established
  • strategies and processes to successfully
  • achieve, maintain, restore, or carry-out
  • previously specified outcomes.

Part I Contingency Plan
  • The Part I contingency plan description must
    articulate how funds previously allocated for
    teacher incentives, but were not awarded, will be
    redistributed to teachers who did qualify for
    awards under Part I.

Part II Contingency Plan
  • The Part II contingency plan description must
  • articulate how funds previously allocated for
  • allowable activities and/or additional incentives
    (to classroom teachers and campus faculty and
    staff incentives), but were not awarded or
    expended for the intended activity, will be
    redistributed to either teachers and staff who
    did qualify for awards under Part I or Part II or
    for other allowable activities.

Minimum Plan Components
  • Quality contingency plans
  • identify the individuals eligible to receive
    redistributed funds
  • list the amount of funds, per individual, to be
  • identify the criteria necessary for individuals
    to qualify to receive redistributed funds

Minimum Plan Components Continued
  • Quality contingency plans
  • document any excluded individuals from receipt of
    redistributed funds
  • provide the date funds can be expected to be
    redistributed and
  • include any language to limit or cap the amount
    of funds to be redistributed to individuals (if

Frequently Asked Questions
  • For purposes of the TEEG, what is a contingency
  • The TEEG grant allocation is awarded in two
  • Part I funds make up no less than 75 percent of
    the allocation
  • and must be spent on incentives to classroom
    teachers, and Part
  • II funds make up no more than 25 percent of the
    allocation and
  • can be spent on additional incentives to
    classroom teachers,
  • campus faculty, and staff and/or on any of the
  • activities.
  • Both Part I and II funds should be expended
    according to these
  • grant requirements.

FAQ Continued
  • For purposes of the TEEG, what is a contingency
    plan (continued)?
  • If the total award amount budgeted and/or
    reserved for Part I incentives
  • to eligible classroom teachers is not distributed
    to all teachers, and/or the
  • total award amount budgeted and/or reserved for
    Part II incentives to
  • campus personnel is not distributed to all
    personnel identified as eligible,
  • a plan, or contingency, to re-distribute all
    remaining funds should be
  • executed.
  • The strategy, policy, and/or plan outlining how
    remaining Part I funds will
  • be distributed is called the Part I contingency
    plan, and the strategy,
  • policy, and/or plan outlining how remaining Part
    II funds will be distributed
  • is called the Part II contingency plan.

FAQs Continued
  • Is the district-level decision-making committee
    required to vote to approve the contingency plan?
  • Yes. This is similar to the campuswide vote the
    district-level decision-making committee should
    vote to approve the campus plan, which includes
    contingency plans.

FAQs Continued
  • What considerations should be recognized
  • when writing equitable and quality contingency
  • Contingency plans should align to the originally
  • intended goals and outcomes of the grant. In
  • other words, classroom teachers, faculty and
    staff, and/or specific content areas, etc. should
    not be valued differently when a contingency plan
    is executed.

FAQs Continued
  • Can groups or teams of teachers receive
  • redistributed contingency plan funds?
  • Yes, groups or teams of teachers may receive
  • redistributed funds however, only those teachers
    that met the required Part I criteria (criteria
    one and two) can receive redistributed funds,
    including redistributed contingency plan funds.

FAQs Continued
  • Can every staff member in the school receive
    redistributed contingency plan funds? 
  • Possibly however, only those teachers that
  • met the required Part I criteria can receive
  • redistributed Part I funds, including
    redistributed contingency plan funds.

FAQs Continued
  • Can district administrators make changes to
  • contingency plans?
  • Grant proposals are submitted by districts on
    behalf of
  • individual campuses. Prior to the application
  • campus-level decision-making bodies shall
    determine and
  • approve incentive plans, including the
    distribution and
  • redistribution of funds prior to district-level
  • Local campus incentive plans must also be
    approved by a
  • district-level committee, such as a
    district-level planning
  • and decision-making committee if the proposed
    plan meets
  • the program requirements. Any changes to a
  • contingency plan must go through all three

FAQs Continued
  • If my campus decides to use 100 percent of the
  • allocation for incentives to classroom teachers
  • Part I, does the Part II contingency plan
    requirement no
  • longer apply?
  • Campuses that use 100 percent of the grants
    allocation for
  • incentives to teachers must develop a Part I
  • plan to redistribute any un-awarded funds. This
    Part I
  • contingency plan could specify that a percentage
  • remaining funds (equal to or less than 25 percent
    of the
  • total grant allocation) must be used for
    identified allowable
  • Part II activities. The decision to allocate
    grant funds for
  • Part II activities, as written in the Part I
    contingency plan,
  • would not require a Part II contingency plan.

FAQs Continued
  • Can classroom teachers and campus faculty and
  • be excluded from receiving redistributed
  • plan funds?
  • Yes, campuses at their discretion may choose to
  • campus faculty and staff from receiving
  • contingency plan funds however, this decision
    must be
  • included and approved in the plan. And, since
  • contingency plan should be designed to expend all
  • remaining funds, campuses should recognize that
  • decision to exclude staff will increase the
    amount of
  • remaining funds left for redistribution to those
    identified as
  • eligible.

  • Communication Strategy

Need for a Communication Strategy
Communication is the process of transmitting
ideas and information about an initiative
throughout the community. To do this, a
strategy/plan should be developed and executed.
Communication Strategy
  • To organize, develop, and build a strategy,
  • consider
  • What information needs to be made known?
    (participation, reasons, district award plan)
  • What are your objectives?
  • (secure buy in, generate ideas, inform
  • What groups or partners would be interested in
    this information? (educators, community, local

Communication Strategy Continued
  • Consider
  • What are the needs of these partners? (to inform,
    organize, contribute)
  • What elements of the district award plan are most
    interesting to them? (improved student
    achievement, better pay, ability to recruit and
    retain quality teachers)

Communication Strategy Continued.
  • Consider
  • What communication tools are available to reach
    the various target groups?
  • (stakeholder meetings, local press, internet,
  • What is your timeframe?
  • (September 2007 April 2008)
  • What financial and human resources are available
    to you?
  • (funds, staff, committees)

Effective Strategy Components
  • The communication strategy should
  • Sources of information (the district, HR,
    academic division, committee)
  • One or more objectives (objectives will vary
    depending on the target audience)
  • Message for each target audience (what you want
    to say must be clear and consistent)

Effective Strategy Components Continued
  • The communication strategy should
  • Target Audience (to whom do you want to
    transmit information? What groups, people,
    associations might be interested in the program?)
  • Transmission channel/medium (the vehicles you
    choose to deliver messages both internally and

Effective Strategy Components Continued
  • The communication strategy should
  • Intended results (the action you want an
    audience to take)
  • Feedback (it is important to test the effect of
    the message and the communication tool before
    finalizing it)

Texas Teacher Advancement Program (TAP)
Dr. Tammy Kreuz Executive Director, Texas TAP
Importance of High Quality Teachers
  • There exists a need to increase educator quality
    in the state of Texas
  • The need for effective teachers and school
    leaders is greater in high need schools with low
    income and high minority communities where
    teachers are more likely to be new or leave after
    two to three years due to poor working conditions
    and other factors.
  • The most effective way to improve our schools is
    to provide students with quality teachers.
  • Students taught by the most qualified and
    effective teachers achieve at higher levels

Milken Family Foundation
  • Milken Family Foundation developed TAP in 1999.
  • Milken Educator Awards- 25,000 bonuses to
    teachers across the country.
  • MFF focused on school reform, standards, and

Milken Family Foundation
  • Several years working on issues with school
  • Conclusion Without a talented teacher in the
    classroom, no piece of technology, no
    instructional tool, no curriculum will have a
    positive impact on student achievement.

Texas Teacher Advancement Program
  • UT System manages the Texas Teacher Advancement
    Program (TAP) in partnership with the National
    Institute for Excellence in Teaching
  • 2005-06 school year- 3 pilot schools in
    Richardson ISD

Texas Teacher Advancement Program
  • 2006-07 school year- added 6 more schools through
    the Governors executive order
  • 2007-08 school year- the Texas Education Agency
    added 2 schools in Lancaster ISD and Manor New
    Tech High School (funded by the Texas High School

Texas Teacher Advancement Program
Geographic Location of TEA Funded Pilot Schools
Richardson ISD
Lancaster ISD
Manor ISD
Judson ISD
Lytle ISD
What is the Teacher Advancement Program (TAP)?
  • The Teacher Advancement Program (TAP) is a
    research-based school improvement model designed
    to attract, retain and motivate the best talent
    to the teaching profession.
  • The comprehensive TAP system is built on four
  • Multiple Career Paths
  • Instructionally Focused Accountability
  • Ongoing Applied Professional Growth
  • Performance-based Compensation

Multiple Career Paths
  • 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
  • TAP model
  • Allows for advancement while allowing the teacher
    to remain in the classroom
  • Career Teacher
  • Mentor Teacher
  • Master Teacher
  • Each step on the career path requires increased
    skills and knowledge and offers additional
    authority, responsibility and compensation.
  • Master and mentor teachers become part of the TAP
    Leadership Team led by the principal.

Ongoing Applied Professional Growth
  • Traditional Professional Growth Model
  • Individual teachers go to selected training
    sessions and try to implement new practices on
    their own.

Ongoing 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

Instructionally Focused Accountability
  • 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.

Instructionally Focused Accountability
  • 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
  • TAP evaluations ensure that all teachers have the
    opportunity to grow and become better instructors
    so that their students will achieve more.

Performance-based Compensation
  • Traditional model
  • Compensation is based on years on the job and
    training credits/units accumulated and ignores
    individual performance and effort.

Performance-based Compensation
  • Teacher Advancement Program (TAP) model
  • Compensation is given for taking on increased
  • and authority.
  • Salary augmentations for master and mentor
    positions. (recommended minimum of 8,000 and
    4,000, respectively for Texas)
  • Bonus awards are earned based on performance
  • 50 Skills, Knowledge, and Responsibility
  • 30 Classroom-level Value-added Achievement Gains
  • 20 School-level Value-added Achievement Gains
  • TAP salary enhancements are all over and above
    traditional salary schedule

Proven Success of TAP in Texas
Richardson ISD Student Performance Data
Proven Success of TAP in Texas
Richardson ISD Staff Retention Data
Texas Results from 2006-07 are in!
  • Value-Added Calculations computed by SAS
  • 7 out of 9 schools in Texas received the highest
    possible value-added score of 5!!

Expansion of Texas TAP
  • UT System is currently working to expand the
    Teacher Advancement Program to additional schools
    in the state of Texas.
  • Two opportunities for expansion
  • US Department of Education Teacher Incentive Fund
  • Texas House Bill 1 Subchapter O Legislation

Teacher Incentive Fund
  • 25.5 million grant awarded in June 2007 to UT
    System by the US Department of Education to
    implement TAP in additional Texas schools.
  • The program involves seven public school
    districts across the state of Texas, and includes
    27 schools, over 1,200 professional staff, and
    over 16,800 students.

HB1 Subchapter O
  • HB 1, Subchapter O mentions TAP as eligible
    teacher incentive program.
  • State Director for Texas TAP will assist schools
    in planning for TAP implementation through DATE

TAP Program Development for Fall 2008
  • NOW is the time to start planning for TAP
    implementation in 2008!!
  • What do you need to do if you are interested in
    learning more about TAP implementation?
  • Attend the TAP Information Session this fall
  • TETN scheduled for...
  • Attend a TAP Implementation Workshop this fall
  • Multiple workshops provided in November/December
    2007 (only need to attend one)
  • Contact the Executive Director, Texas TAP for
    more information about program development
    calendar and implementation questions.

For more information about Texas TAP,
contact Tammy Kreuz, Ph.D. Executive Director,
Texas TAP tkreuz_at_utsystem.edu (512) 322-3757
  • Timelines, Resources, Questions and Answers

TEEG Primary Resources
  • TEEG Website
  • www.tea.state.tx.us/ed_init/teeg/
  • TEA Grant Opportunities
  • http//burleson.tea.state.tx.us/GrantOpportunities
  • Notice of Intent to Apply
  • http//www.tea.state.tx.us/ed_init/eeg/datex/apply

TEEG Regulatory Resources
  • Statute
  • www.capitol.state.tx.us/tlodocs/793/billtext/pdf/H
  • Commissioner's Rules
  • www.tea.state.tx.us/rules/tac/chapter102/ch102ff.h

TEEG Program Content Resources
  • Appendix A Glossary of Terms
  • www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_A.pdf
  • Appendix B Part I Model Plans
  • www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_B.pdf
  • Appendix C Part II Model Plans
  • www.tea.state.tx.us/ed_init/teeg/Appendix_C_FINAL.

TEEG Program Planning Resources
  • TEEG Requirement Checklist
  • http//www.tea.state.tx.us/opge/disc/EducatorExcel
  • Supplemental Planning Tool
  • http//
  • Frequently Asked Questions, TEEG Cycle 1
  • www.tea.state.tx.us/opge/disc/EducatorExcellenceAw

DATE Timelines
  • Notice of Intent to Apply
  • Available Wednesday, August 29, 2007
  • Due Friday, October 19, 2007
  • Award Amounts
  • Estimates available Friday, October 26, 2007
  • Application
  • Available Friday, October 26, 2007
  • Due Tuesday, April 15, 2008
  • Note all dates subject to change

DATE Timelines Continued
  • Technical Assistance
  • Information Sessions
  • September - October 2007
  • Workshop Sessions
  • November December 2007
  • February March 2008

DATE Grant Resources
DATE Website www.tea.state.tx.us/ed_init/eeg/dat
ex/ TEA Grant Opportunities http//burleson.tea.
state.tx.us/GrantOpportunities/forms/ Statute ww
0001F.pdf Teacher Advancement Program http//www
DATE Program Planning Resources
DATE Implementation Year Calendar of Events
timeline http//www.tea.state.tx.us/ed_init/eeg/d
atex/timeline.html Supplemental Planning
Tool http//www.tea.state.tx.us/ed_init/eeg/datex
/pd_req.html DATE Fact Sheet http//www.tea.stat
Contact Information
  • Rita Ghazal
  • Program Manager
  • Office of Education Initiatives
  • E-mail rita.ghazal_at_tea.state.tx.us
  • Phone (512) 463-8911
  • Priscilla Aquino
  • Program Specialist
  • Office of Education Initiatives
  • E-mail priscilla.aquino_at_tea.state.tx.us
  • Phone (512) 463-5759

Jerel Booker Program Manager Division of Educator
Excellence E-mail jerel.booker_at_tea.state.tx.us Ph
one (512) 463-3452 Karen Harmon Grant
Manager Division of Discretionary Grants E-mail
karen.harmon_at_tea.state.tx.us Phone (512) 463-9181
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