Teacher Compensation Design Team

Teacher Compensation Design Team
Denver Public Schools Teacher Compensation Design Team April 23, 2014

Introductions Phil

Meeting Objective Our time together today will be focused on anchoring the work of the Design Team by: Reviewing ProComp and existing teacher leadership opportunities in Denver. Discussing the goals, objectives and timeline for the project. Phil & Carrie

Discussion: DPS Teacher Leader Roles 5:50-6:20 Next Steps 6:20-6:30
AGENDA Introductions 4:30-4:50 Design Team Goals 4:50-5:00 Group Norms 5:00-5:10 Discussion: ProComp 5:10-5:50 Discussion: DPS Teacher Leader Roles 5:50-6:20 Next Steps 6:20-6:30 Phil

Design Team Goals Phil

Our Goal The goal for this project is to engage in a learning process to determine if there are ways to strengthen compensation, career pathways and related structures to support recruitment and retention of strong practitioners and increase career satisfaction and success. The charge for this Design Team is to take what it learns and make recommendations to DCTA and DPS on how to strengthen compensation, career pathways and related structures. Will meet 5-6 times over the next few months. Today we will lay the foundation for future conversations by learning about ProComp and teacher leadership roles across DPS. Next meetings will focus on compensation and leadership practices across education and other industries. Final meetings will focus on crafting Design Team recommendations. DCTA and DPS will use Design Team recommendations to inform discussions about the potential revision to ProComp. Phil

Rationale By agreement DCTA and DPS need to consider changes to ProComp this year. The vision behind ProComp is to align compensation to district needs and goals for student achievement. Career pathways are a potential tool for attracting and retaining strong practitioners– and for increasing overall teacher satisfaction. This is supported by research as well as by emerging practices across industries. Phl

Group Norms Carrie Now we’re going to spend ten minutes generating a list of group norms using flip chart. The group norms are fundamental norms, rules, or values that represent what is desirable and positive for the group. These norms are intended to guide how the group will work towards achieving goals and intended outcomes. Based on your experiences working within groups, what are some key group norms that have contributed to the group working together smoothly? Would we like the group norms to speak to how we engage with each other? A few potential group norms could include: Limit use of technology during meetings Be fully present during our time together Always consider what would be best for the students of DPS Ask for additional information when needed Share questions you have even if you don’t have the answers Make time for the pre-reads before the meetings Everyone participates and contributes Avoid speeches and side conversations

6_84 Overview of ProComp Phil

About ProComp ProComp is a bargained agreement between the Denver Classroom Teachers Association (DCTA) and Denver Public Schools (DPS) that is designed to link teacher compensation more directly with the mission and goals of DPS and DCTA. Voters approved tax increase in Nov to fund ProComp. The system aims to accomplish the following goals: Rewards and recognizes teachers for meeting and exceeding expectations. Links compensation more closely with instructional outcomes for students. Enables the district to attract and retain the most qualified and effective teachers by offering uncapped annual earnings in a fair system. Phil

Milestones: Collaboration Between DCTA and DPS
1999 2014 Oct 2001 to Jan 2004: Joint Task Force on Teacher Compensation develops ProComp based in part on learnings from pilot November 2005: Denver voters approve property tax increase August 2008: DPS and DCTA reach agreement on significant revisions to ProComp with support of 78% of teachers Phil August 1999: DPS and DCTA agree to the “Pay for Performance Pilot” March 2004: DCTA members ratify ProComp 59.8% to 40.2% December 2014: DCTA and DPS to agree upon revisions to ProComp with input from teachers

ProComp Ballot Language
Denver Public Schools (School District No. 1) taxes shall be increased $25 million per year, adjusted for inflation, solely and exclusively to fund the professional compensation system for teachers (ProComp), which tax increase shall terminate if ProComp terminates, including compensation to teachers for: Teaching in hard to staff schools. Teaching in hard to fill positions such as math, science and special education. Increasing teaching knowledge and teaching skills by successfully completing ProComp approved advanced degrees, professional teaching standards licenses and additional training to improve classroom skills. Positive evaluations of teaching performance. Meeting or exceeding objectives for student learning. Achieving distinguished school status. Phil

ProComp Overview: How are starting salaries set?
Starting salaries are set based on the district or state’s minimum salary schedule which is updated annually. Schedule changes annually. Base salary will increase without moving on the schedule. Level of education at time of hiring Years of experience at time of hiring Phil

ProComp Overview: How do incentives work?
15_85 16_85 17_85 ProComp Overview: How do incentives work? Base Salary Increases bonuses Ongoing compensation Once the incentive is earned, it is paid every year One-time compensation Incentive is paid only in the years in which it is earned How are base salary increases and bonuses calculated? Base salary increases and bonuses are set as a percent of an index value 2013/2014 value is $38,117 Index value is calculated using the first year entry salary for someone with a BA and no experience Example: A 1% bonus is worth $381 this academic year Phil

ProComp Overview: What is rewarded?
1 Student Growth: Helping students and your school 2 Market Incentives: Teach where you’re needed most 3 Knowledge and Skills: Develop in your profession Phil 4 Comprehensive Professional Evaluation: Aim for effectiveness

Student Growth Objectives
5_85 1 Student Growth incentives Description Assessment Base Bonus Value Top Performing School School is Distinguished or Meets Expectations School Performance Framework (SPF) 6.4% of index $2,440 High Growth School School achieves blue or green growth stoplight School Performance Framework (SPF) Exceeds Expectations 50%+ of students are in 55th percentile or higher for statewide student growth in math and language arts TCAP Student Growth Objectives Meets one or two approved SGOs SGOs 2 SGOs 1 SGO 1% of index $381 Phil

Hard to Staff Assignment Hard to Serve Assignment
13_85 2 Market Incentives incentives Description Assessment Base Bonus Value Hard to Staff Assignment Fulfills requirements and is staffed to a “Hard to Staff” role Policy & Vacancy rates 6.4% of index* $2,440 Hard to Serve Assignment Serves in a school designated “High Needs” Percent FRL Alternative school designation 6.4% of index Phil *per assignment

Knowledge and Skills 3 Professional Development Units
12_85 3 Knowledge and Skills incentives Description Assessment Base Bonus Value Professional Development Units Completion of an eligible Professional Development Unit PDUs complete 1-14 years years 2% of index $762 Tuition and Student Loan Reimbursement Reimbursement for satisfactory completion of approved coursework or an outstanding loan $1,000/yr (lifetime max is $4,000) Advanced Degrees, Licenses and Certificates Completion of an advanced degree or NBPTS relevant to current or proposed assignment Degrees completed 9% of index $3,431* Phil *payable once every 3 years

Comprehensive Professional Evaluation
13_85 4 Comprehensive Professional Evaluation % of index incentives Description Assessment Base Bonus Comprehensive Professional Evaluation Satisfactory rating on comprehensive professional evaluation LEAP 1-14 years 3% of index $1,144* Phil *payable once every 3 years, except for Non-Probationary Teachers

ProComp incentives are earned at different rates – from 7% to 80% of teachers each year
Phil

Examples of how teachers increase compensation over time
4_84 11_85 26_84 27_85 28_85 3_84 Examples of how teachers increase compensation over time ILLUSTRATIVE EXAMPLE Example 1: Teacher A Example 2: Teacher B Example 3: Teacher C Works in a Hard to Staff Assignment, in a Hard to Serve & High Growth school Usually meets SGOs and usually receives satisfactory CPE ratings Completes a PDU every 2-3 years Works in a High Growth school Usually meets SGOs and usually receives satisfactory CPE ratings Completes a PDU most years and completes a Master’s degree while teaching at DPS Works in a High Growth school Usually meets SGOs and usually receives satisfactory CPE ratings Completes a PDU every 2-3 years Phil Annual bonus earned Base builders earned Starting base salary Legend: 21

Design Team - The Work Ahead
12_89 Design Team - The Work Ahead Based on your experience and observations of ProComp over time, what changes if any do you think we should consider as a group? What information will be useful to the Design Team in undertaking this work? Phil

Overview of Current Teacher Leader Roles
6_84 Overview of Current Teacher Leader Roles Carrie

Teacher leader overview summary
12_89 Teacher leader overview summary There are a number of roles teachers can fill in a school during their careers at DPS This project is particularly focused on teacher leadership roles: teachers with instructional leadership responsibilities who continue to spend at least a portion of their time in the classroom Other instructional leadership roles and policy/operational positions can be considered in developing potential teacher career pathways Current teacher leadership roles reflect a collection of initiatives that are not highly integrated. Application can vary widely by school. Carrie So, let’s change gears a little bit, and talk about teacher leadership. We know (and we’ll get into the research about this later) that a great teacher is important to a student’s learning….BUT put that teacher together with other great teachers, provide them high quality support and great leadership, and the education experience is even better. We’re also finding that the idea of “leadership” is changing. If you go way back in history, there were teachers that would rise to become the leaders of a school – the idea of the “Head Master.” And then more recently the idea is that leadership is vested in one person (the principal) and maybe an assistant principal….and there was a clear demarcation between the leadership role and the teaching role. Now we see more and more that the best performing buildings still have a principal, but there is a greater distribution and inclusion of staff into leadership decisions and responsibility – and leveraging teachers to also exercise roles as leaders in a variety of ways.

4_89 8_89 10_89 There are many positions teachers can fill at some point in their career at DPS Admin Assistant Assistant Principals Blended Learning Coaches Collaborative School Committee member CSR Coach CSR Team Lead Curriculum Coordinator Data and Assessment Partner Data coach DCTA Area Representative Dean DTR Lead Teacher Department Head Early Childhood Education Outreach Early Literacy Vertical Team Lead ELA-S Vertical Lead Electives Team Lead Facilitators Grade chairs IB Coordinator Instructional Coach Itinerant Lead Teacher (MSLA, CMS) Math Fellows Supervisor New Teacher Mentor Panel member PDU Leader Peer Observer Principals Professional learning facilitator Site Assessment Leader School Data Culture Lead School Tech Specialist Short Cycle Assessment Lead SCAP Coach School Improvement Partner Site Coordinator (DTR, UCD) SPED Outreach Teacher Ambassador Teacher Effectiveness Coach Teacher Leader Academy Roles TIF Differentiated Roles Carrie As most of you know, DPS has in place a number of teacher leadership opportunities. There are district-defined roles which include leadership positions established by the district with largely standardized role descriptions across schools. And there are additional leadership roles tailored to meet the needs of individual schools which vary across the district. This slide lists the roles that exist currently across DPS. You can see there are a lot of roles!

DPS Leadership Roles Sorted by Broad Responsibilities
4_84 DPS Leadership Roles Sorted by Broad Responsibilities Teacher leadership roles NON-TEACHING instructional leaders Policy and operational positions Description Teachers with instructional leadership responsibilities who continue to spend at least a portion of their time in the classroom Other instructional leaders who are not currently teaching Additional positions teachers can take on beyond instructional leadership Roles CSR Team Lead Department heads DTR Lead Teacher Early Literacy Vertical Team Lead ELA-S Vertical Team Lead Electives Team Lead Facilitator Grade chairs New teacher mentor PDU Leader Professional learning facilitator School Data Culture Lead Short Cycle Assessment Lead TIF Differentiated Roles Teacher Leader Academy roles Peer Observers Admin Assistant Assistant Principal Coaches: Blended learning, CSR, Data, Instructional, Short cycle assessment Curriculum Coordinator Data and Assessment Partner Dean IB Coordinator Itinerant Lead Teacher (MSLA, CMS) Math Fellows Supervisor Principal School Improvement Partner Site coordinator (DTR, UCR) Teacher Effectiveness Coach Collaborative School Committee Member SLT member DCTA Area Representative Early Childhood Education Outreach Panel member School Tech Specialist Site Assessment Leader SPED outreach Teacher Ambassador Carrie To help make sense of the roles and get them onto slides for the group to review and digest.. We’ve attempted to sort/organize the existing roles into three broad buckets: Teacher Leadership Roles Non-Teaching Instructional Leaders Policy and Operational Positions Discussion: Are these roles grouped appropriately? This project is expected to focus on the Teacher Leadership Roles – does that make sense? Does this categorization make sense? We expect to focus on Teacher Leadership Roles – does that make sense?

Bucketing Teacher Leadership Roles
45_84 44_84 39_84 Classroom presence In classroom full-time Bucketing Teacher Leadership Roles Some release time Team Leadership Roles Lead a group of teachers around a specific topic Individualized Support Roles Provide individualized guidance to teachers 1 4 School defined Leadership Roles Roles such as Grade Level Chair that are defined at school level without central structures and supports 5 Team Leads (~500) Use data to collaborate with peers in an inquiry cycle of grappling with standards, setting targets and monitoring progress Teams typically grade-aligned for elementary school, content-aligned for high school Compensation=Varies, ~$1000/year Differentiated Roles (51) Same core responsibilities as Team Leads, with release time from classroom to allow for additional responsibilities such as coaching, observations, and feedback Compensation= $3000/year for Team Leads, $5000/year for Teacher Team Leads New Teacher Mentors ( ) Mentor 1-4 new teachers by modeling best practices in their own classroom and supporting mentee(s) through reflective, planning and problem-resolving conversations Compensation=$500-$1000/year Within-school Vertical Leads (~200) Guide alignment on curriculum and resources for a program across grade levels Compensation=Varies, ~$ $1500/year 1 2 Cross-school Vertical Leads (85+) Guide alignment on curriculum and resources for a program across schools Electives Group Leads guide professional learning community for K-12 teachers across schools Compensation= Varies, ~$1000/year 2 6 Denver Teacher Residency Lead Teachers (75) Host one aspiring teacher as a resident for the entire year, gradually reducing time in classroom as resident gains responsibility Compensation=$2000/year 3 Carrie It’s possible to bucket the roles you just saw in the following way. As you saw two slides ago, there are a lot of roles. It’s much easier to talk about a lot of different roles if we can put them in buckets and categorize them. So we’ve taken the liberty of doing that. What do folks think of the buckets. Let’s take a few minutes to review this slide and the next one. 7 Do these groupings and descriptions accurately reflect the current set of teacher leadership roles?

DPS Teacher Leadership Roles: Sorted into Categories
41_84 44_84 Classroom presence In classroom full-time Some release time DPS Teacher Leadership Roles: Sorted into Categories Team Leadership Roles Lead a group of teachers around a specific topic Individualized Support Roles Provide individualized guidance to teachers Within-school Vertical Leads Collaborative Strategic Reading Lead (15) Early Literacy Vertical Lead ELA– S Vertical Lead School Data Culture Lead Short Cycle Assessment Lead School defined roles Grade level chair Department chair Other TBD 1 4 5 Team Leads Role of Team Lead could be focused on the following topics: Blended Learning, Content, Culture, Data, ELA – S, Subgroups Differentiated Roles (51) Team Lead Teacher Team Lead Roles can focus on the same topics as Team Leads New Teacher Mentors New Teacher Mentor 1 2 6 Denver Teacher Residency Lead Teachers (75) Role is DTR Lead Teacher Focus areas include: Elementary (K-5) in English and/or Spanish Special Education (K-12) Secondary Education (6-12) in Mathematics Secondary Education (6-12) in Science Cross-school Vertical Leads Electives Lead, PDU Leader, Professional learning facilitator 3 Carrie When folks are done reviewing the slides– bring folks together for a discussion using flip chart paper: Did anything you heard surprise you? Were you aware of all these initiatives? Did we miss anything? Are there roles we didn’t capture? Did the way we organize the roles make sense? What experiences have you had with teacher leader roles in your school? 7 Are role titles in the right category? Are there additional roles that should be captured?

Design Team – The Work Ahead
12_89 Design Team – The Work Ahead Is there value in establishing greater structure around teacher leadership roles and building a more common understanding of possible roles within DPS. What information will be useful to the Design Team in undertaking this work? Carrie In coming meetings– we’ll explore whether there is any value in establishing greater structure around teacher leadership roles. If there is other information out there that would help the Design Team explore teacher leadership roles and structures, please let us know.

Next Steps Carrie

Upcoming Meetings Our next meeting will be in mid-May.
Focus on discussing compensation and career pathway practices employed across the country We will send out a doodle poll to find a meeting time that works for the group, likely the week of May 19th We’re hoping the next meeting will be 2.5 hours long You will receive pre-read materials at least three business days prior to the next meeting. We’ll also be sending out a doodle poll to set up three meetings in June. These meetings would be full-day meetings. If you have any ideas of things you want to learn more about or practices you’ve heard about -- please send them to Carrie at Carrie Before we wrap up, I wanted to end with some housekeeping and next steps about upcoming meetings: Our next meeting will be in early-mid May. We are trying to secure space the Rose Community Foundation. We’ll send out a doodle poll again for dates the weeks of May 19. We’re hoping for the next meeting to be 2.5 hours so we can cover more ground. Will that work for folks? We’ll also send out a doodle poll to set up meetings in June You will receive pre-read materials at least three business days prior to the next meeting. The next meeting will focus on discussing compensation and career pathway practices employed by other jurisdictions. A lot has happened in the country since DPS and DCTA set out to blaze new trails. If you have questions or additional thoughts before our next meeting, send them to Carrie Mauer. Also as you have ideas of things you want to learn more about, best practices you’ve heard about etc., please send them to Carrie. We want this process to be driven by you.

Appendix: Additional ProComp Data

ProComp Teacher Perspectives (2010)
13_85 ProComp Teacher Perspectives (2010) 70% of automatically-enrolled teachers would have opted-in to procomp Educator perspective on procomp Participating teachers and principals are generally comfortable with ProComp as a compensation system Teachers who participate in ProComp hold more favorable views of ProComp than non-participators Generally, principals reported more favorable beliefs about ProComp than did teachers A majority of participants believe that ProComp will ultimately improve student achievement Source: ProComp External Evaluation Report

ProComp Teacher Perspectives (2010)
procomp is generally aligned to teachers’ professional goals Teachers believe that Procomp can improve instruction Source: ProComp External Evaluation Report

Teachers may be unclear on the requirements for some ProComp incentives
“[When I signed my employment contract], ProComp was just a confusing thing at the bottom of the job description.”-DPS Teacher Source: 2011 ProComp External evaluation; 2011 ProComp report on Teacher Retention

Appendix: Additional Teacher Leadership Information

Role description: Team leads SUPPORT/DEVELOPMENT FORUMS
13_85 14_85 16_85 22_84 1 Role description: Team leads description SUPPORT/DEVELOPMENT FORUMS Use data to collaborate with peers within a grade level in an inquiry cycle of grappling with standards, setting targets, and monitoring progress Facilitate frequent (approximately weekly) collaborative planning time with colleagues Work with team towards Student Level Objectives (SLOs) readiness and implementation Teams typically grade-aligned for elementary school, content-aligned for secondary In addition to common required responsibilities, leads choose one focus area Teacher Leader Academy has been primary means of support TLA concept being revised for next year to focus on developing skills needed for specific position through shorter intensive courses District Teacher Effectiveness Coaches provide coaching to groups of teacher leaders Typically about 15 leaders grouped together across two schools Focus areas Number Compensation Blended Learning Content Culture Data ELA – S Subgroups ~500 ~$1000 annually Source: DPS leadership interviews

Role description: Within-school Vertical Leads
8_85 9_85 30_85 20_84 2 Role description: Within-school Vertical Leads description SUPPORT/DEVELOPMENT FORUMS Guide alignment on curriculum and resources for a program across grade-levels Ensure fluidity across years Teacher Leader Academy has been primary means of support Concept being revised for next year to focus on developing skills needed for specific position through shorter intensive courses District Teacher Effectiveness Coaches provide coaching to groups of teacher leaders Typically about 15 leaders grouped together across two schools Included role titles Number Compensation Collaborative Strategic Reading Lead (15) Early Literacy Vertical Lead ELA– S Vertical Lead School Data Culture Lead Short Cycle Assessment Lead ~200 $1000 annually $1500 for short cycle assessment Source: DPS leadership interviews

Role description: Cross-school Vertical Leads
8_85 9_85 30_85 6_84 3 Role description: Cross-school Vertical Leads description SUPPORT/DEVELOPMENT FORUMS Lead professional learning community for teachers across schools Typically appointed to role by District, as opposed to school leader for within school vertical leads TBD Included role titles Number Compensation Electives Lead PDU Leader Professional learning facilitator 85 Electives leads Electives lead: $1000 Source: DPS leadership interviews

Role description: Differentiated Roles SUPPORT/DEVELOPMENT FORUMS
13_85 14_85 16_85 21_84 4 Role description: Differentiated Roles description SUPPORT/DEVELOPMENT FORUMS Two types of leaders within Differentiated Roles pilot Team leads receive release time from classroom to focus on coaching, observation, feedback, and evaluations to support other teachers Teacher team leads share the same responsibilities as team leads, and are additionally responsible for supervising 4-8 teachers Pilot currently includes 14 schools, expanding to 41 next year TIF specific summer training as team leads Training in observation, coaching, time management, etc. Monthly Professional Learning Community meetings during the year One optional PD night per month Two full time staff members working with team leads on a 1:25 basis Included role titles Focus areas Number Compensation Team lead Teacher team lead Blended Learning Content Culture Data ELA – S Subgroups 51 this year, increasing to ~150 next year Team leads: $3000 annually Teacher team leads: $5000 annually Source: DPS leadership interviews

Role description: New Teacher Mentors SUPPORT/DEVELOPMENT FORUMS
11_85 12_85 26_85 14_84 5 Role description: New Teacher Mentors description SUPPORT/DEVELOPMENT FORUMS Support and advance the professional learning of 1- 4 DPS teachers each year Primary focus on novice teachers, with some mentoring for experienced teachers working towards a professional license Model best practices in their own classroom and support mentees through reflective, planning, and problem-resolving conversations Guides mentees towards mastering elements of effective teaching Mentor PDU training taking place where ~30 mentors are meeting in a monthly series, including a feedback component Toolkit, online course, and optional face-to-face sessions available to all mentors In school year, mentors will receive professional training on effective mentoring and coaching skills through face-to-face monthly cohort sessions Number Compensation 1 mentee=$ per semester 2 mentees=$ per semester 3+ mentees=$ per semester Source: DPS leadership interviews; New Teacher Mentor role description

Role description: DTR Lead Teachers SUPPORT/DEVELOPMENT FORUMS
11_85 12_85 16_85 18_84 6 Role description: DTR Lead Teachers description SUPPORT/DEVELOPMENT FORUMS DTR Lead Teachers each host an aspiring teacher as a resident in his or her classroom for the entire year Mentor residents and use a gradual release model to provide residents with increasing responsibility 19 DPS schools are DTR host sites for the school year Mentees come from varying backgrounds, with no formal teaching experience necessary New Mentor orientation in late spring providing rudimentary information and PD around coaching capacity to new entrants in the program 2 day training in August including coaching models and expectations Half day training once a month from September forward Focus areas Number Compensation Elementary (K-5) in English and/or Spanish Special Education (K-12) Secondary Education (6-12) in Mathematics Secondary Education (6-12) in Science 75 $2000 annually Source: DPS leadership interviews

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