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Improving Student Performance, Instructional Practice and Teacher Compensation

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Title: Improving Student Performance, Instructional Practice and Teacher Compensation


1
Improving Student Performance, Instructional
Practice and Teacher Compensation
  • Prepared for the
  • Delaware Conference on Teachers
  • Career Paths, Compensation and
  • Collective Bargaining in the 21st Century
  • Allan Odden
  • November 10, 2007
  • Lawrence O. Picus and Associates

2
Contents
  • Education goals the importance of high quality
    instructional practice
  • Structure management of human capital around high
    quality instruction
  • New objectives for teacher compensation
  • Elements of Teacher Compensation
  • Key aspects of possible change
  • Setting beginning and average pay levels
  • Wage premiums for special circumstances
  • A knowledge and skills-based salary structure
  • Performance bonuses based on improved student
    achievement

3
Delawares History
  • One of the first states to enhance a traditional
    state teacher salary schedule
  • Professional development clusters add 2, 4 or 6
  • Responsibility pay
  • Done collaboratively
  • But now is the time to go to the next level
  • Measure actual instructional practice
  • Use individual instructional expertise to drive
    system reform, student achievement, and teacher
    career and pay advancement ala Vision 2015

4
1. Education Goals and the Importance of High
Quality Instruction
  • Primary education goal increase student
    achievement and close achievement gap
  • Increased student achievement is largely a result
    of high expectations, enhanced instructional
    practice and relentless work at getting all kids
    to learn
  • So focus performance management around the kind
    of instructional practice that will boost student
    learning e.g., that in the 24 standards of the
    National Board for Professional Teaching
    Standards
  • Not voluntary and individualistic but systemic
    and universal
  • Organize the human capital development system
    around insuring that each teacher strives towards
    acquiring and using the district/state vision of
    effective instruction

5
Current Compensation Structure Does Not Support
Current Goals
  • Elements in current schedule
  • Years of experience, education units and degrees
    not or only loosely linked to value added
    student learning gains
  • Individual professional development plans not
    systemically linked to high quality instruction
  • No pay element directly linked to improved
    student achievement
  • Student test scores not in teacher salary
    schedule

6
2. Management of Human Capital
  • Recruit teachers who have learned instructional
    practice aligned with National Board Standards,
    which should emerge from NCATE accredited teacher
    training programs
  • Induct teachers around this ambitious vision of
    instructional practice
  • Evaluate teachers around levels of practice vis a
    vis this version of instructional practice use
    an on-line system like the new PACT system in
    California
  • Second stage of licensure is Performance Level 2
  • Tenure is transformed into Performance Level 3
  • Systemically professional develop around
    collaborative teacher work developing standards
    based curriculum units
  • More structure and focus to current PD clusters
  • Make individual teacher performance level the
    criterion for career as well as pay advancement,
    e.g., National Board Certification key to teacher
    leadership roles

7
3. Goals and Objectives for Teacher Compensation
  • Recruit and retain talented teachers
  • In all districts
  • In places experiencing shortages
  • Urban and some rural districts
  • Some content areas math, science, technology,
    etc.
  • Focus on actually enhancing the instructional
    expertise of all teachers rather than activities
    that might accomplish that goal actually
    measure instructional practice
  • Have an element that directly includes improved
    student academic achievement

8
Specific Objectives to Attain Goals
  • Set market competitive salary levels education
    and the broad labor market as well
  • Identify the wage premiums needed in areas
    experiencing shortages urban/rural, math and
    science, high poverty schools
  • Identify an instructional vision that can attain
    these goals (e.g., National Board standards) and
    an aligned performance assessment system, and use
    the results in a new pay structure
  • Incorporate student performance targets into new
    teacher pay elements

9
4. Elements of Teacher Compensation
  • Base Pay
  • Variable Pay
  • Base pay Variable Pay Cash
  • Compensation
  • Benefits
  • Career Opportunity
  • Working Conditions addressed by adequacy
    proposals
  • Pay elements which I will discuss

10
Base Pay
  • The pay element most strongly linked to
    recruitment and retention
  • The monthly check the most important aspect of
    pay
  • Beginning pay critical for recruiting new
    individuals to teaching
  • Average pay critical for retaining teachers in
    the system, especially the best teachers
  • Base pay progression what earns the annual
    raise replace or augment years and degrees with
    actual measures of knowledge, skills and
    instructional expertise

11
Variable Pay
  • The pay element that creates the performance
    focus
  • Based on organizational performance increased
    student academic achievement
  • Provided as an annual bonus not added to base
    pay
  • Variable because the bonus is paid only if the
    performance improvement is made
  • Important when improved organizational
    performance is critical which is the case today
    in education

12
Other Pay Elements
  • Benefits teacher benefits are generally quite
    good relative to other occupations
  • Career Opportunities will be included in the
    knowledge and skills-based structure proposed
    make contingent on individual instructional
    expertise like Chicago
  • Working Conditions addressed by all the
    evidence-based recommendations

13
5a. Setting Pay Levels
  • Compare teachers to the overall labor market
  • Compare to jobs with similar knowledge, skills,
    and work activities, and to math science jobs for
    those teaching areas
  • Do on an intra-state basis with regions within
    each state, as there is little cross-state
    movement of teachers perhaps include
    Philadelphia for Northern Delaware

14
5b. Base Pay Progression A Knowledge and
Skills Structure
  • Make improved instructional expertise not
    training activities the primary factor that
    produces pay increases
  • Include other factors as well
  • Bias the structure towards the factor (or
    factors) that research shows is (are) linked to
    student learning gains

15
Base Pay Progression
  • Should base pay progression be linked to student
    learning gains?
  • NO
  • Base pay is the part of the compensation system
    where the system is buying teacher assets
  • Need to buy assets that matter
  • Key asset today is prime pay element linked to
    student achievement

16
However ..
  • Consider adding a base pay progression element
    that is linked to student learning gains
  • Yes, it can not affect all teachers
  • Yes, it is very controversial
  • Yes, there are technical design challenges
  • BUT, it provides political cover -- DENVER

17
Possible KSBP Structure
18
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19
Aspects of this New Structure
  • Major pay increase is based on instructional
    performance 10 between categories
  • Some step increases 1.5
  • Pay can top out at different levels if
    instructional performance does not increase
  • Includes wage premiums for math, science, MA,
    Doctorate, and National Board Certification
  • Needs operating and transition rules
  • Key principle move everyone on at current pay
    level

20
Who Should Develop the Performance Assessment
System?
  • The STATE
  • Districts do not have the expertise to do so
  • System should also be linked to a two tiered
    licensure system
  • A common evaluation system allows comparability
    between districts if some pay elements are
    designed locally
  • In this way, the state can sponsor an ambitious
    instructional vision, one that can educate
    students to world class levels
  • Put the system on line like PACT in California

21
5c. A Variable Pay Element
  • Linked to organizational, usually school,
    performance student achievement
  • Like the one just developed in NYC
  • Based on IMPROVEMENTS in student achievement
    above historical trends
  • Annual bonus
  • Needs to be re earned each year
  • Each year the target is raised
  • So bolsters schools as continuous improvement

22
Nine Key Design Issues
  • Identify key performance elements mostly
    student academic achievement
  • Determine how they will be measured state tests
  • Determine how to calculate improvement simple
    change, change to a standard (AYP), value added
    above measurement error

23
Nine Key Design Issues
  • Create a level playing field mobility, poverty,
    ELL, etc.
  • Specify as a bonus, not addition to base pay
  • How large 4-8 percent, so 2000-4000, and best
    to have multiple awards threshold, target,
    above target
  • -- Use of a balanced scorecard

24
Nine Key Design Issues
  • Awards to everyone in a school or to individual
    teachers
  • -- Administrators and classified staff too
  • Write eligibility rules specify up front as a
    bonus, do not have each school determine what to
    do with the money
  • Determine strategy if costs exceed budget

25
Macro Decision Areas
  • Decide where to be in the labor market at the
    market, behind or leading the market
  • Somewhat behind for Performance Levels 1-3, but
    ahead for Performance Level 4 and National Board
    Certified teachers
  • Degree of interest in changing the salary
    schedule
  • From a traditional schedule enhanced by
    professional development clusters and
    responsibility pay to one more directly linked to
    the kinds of instructional practice that will
    boost student learning
  • Degree of interest in wage premiums for subject
    are shortages, high poverty schools
  • Degree of interest in a variable pay element

26
How to Contact Me
  • Allan Odden
  • Partner, Lawrence O. Picus and Associates
  • 608 239 4671
  • arodden_at_lpicus.edu
  • Compensation Handbook up on CPRE web site
    www.wcer.wisc.edu/cpre
  • How to Create World Class Teacher Compensation
    book available for free download at
    www.Freeloadpress.com
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