2. “Teachers do make a difference…” - Jere Brophy, 1979

3. A system that is indifferent to the performance of its employees and rewards them alike regardless of effort or effectiveness is based on an assumption that what those employees do really isn’t very important or difficult.

4. The Student Performance Improvement Program: An Approach to Alternative Compensation A Joint Project of St. Francis Independent School District #15 and Education Minnesota St. Francis

5. ISD #15 Teacher Academy Program Overview Page 6

6. Page 7

7. Independent School District #15 Minnesota Basic Standard Test Results 1998 - 2007 Year State Math ISD #15 Math State Reading ISD #15 Reading State Writing ISD #15 Writing 1998 70.6%66.8%68%68.5% 1999 70.2%66.7%75.2%69.7% 2000 72%71.7%79.7%80.1%86.1%89.1% 2001 72%76.9%78.8%80.6%92%91.6% 2002 74.5%78.7%80%82.1%90.7%92.8% 2003 71.7%75.3%81%85.1%90.8%92.8% 2004 2005 70.8% 74.3% 81.5% 82.4% 81.1% 84.8% 88.2% 93.9% 91.5% 91.2% 94.7% 92.6% No test given in 1998 or 1999 92.7% 95.1% 91.9% 95.9% 2006 2007 BST in reading and math ends in 2006 Page 8

8. Independent School District #15 BST Mathematics Results - 2005 Comparison to Bordering Districts Reported as percent passing test in 8th grade. Page 8

9. Independent School District #15 BST Reading Results - 2005 Comparison to Bordering Districts Reported as percent passing test in 8th grade. Page 9

10. Independent School District #15 BST Writing Results - 2007 Comparison (10th Grade) to Bordering Districts Reported as percent passing test in 10th grade. Page 9

11. Key Understandings 1.Beginning teacher salary increased by 20% 2.Teacher advancement based on attainment of positive annual reviews 3.Teacher reviews completed by a team that includes the teacher, two peers, and an administrator (Performance Review Team) 4.Each annual review based on 4 observations Teacher-generated evidence of improved student performance 5.Salary increases: Annual cost-of-living increases as negotiated Performance increases come after each three years of positive annual reviews Completion of mentor training & attaining a Master’s degree 6.Career ladder provides leadership roles for 20% of staff with stipends and expedited movement through schedule Page 10

12. Page 11

13. PRT Reviews Work / Reports Results (PRT Meets) (Spring) Professional Growth (Summer/school year) Annual Review Process for Individual Teachers Annual Program Developed (PRT Meets) (Summer/Fall) Performance Review Team (PRT) Assigned Spring/Summer Formal Observations / Evidence of Student Growth (November - May) Page 12

14. Salary Schedule (2008-09) Teacher Level BA BA - Mentor MA MA - Mentor Accumulated Annual Reviews Required Teacher 1 $39,120$40,750Entry Level Teacher 2 $45,641$47,8143 (all proficient or above) Teacher 3 $52,160$53,247$55,420$56,5076 (all proficient or above) Career 1 $59,767$60,85410 (7 established) Career 2 $64,114$65,20113 (10 established) Career 3 $71,542$72,62916 (13 established) Teacher 4 $60,8547 (4 established) Teacher 5 $65,2017 (4 established) Teacher 6 $72,6297 (4 established) Extended Responsibility Stipends Range - $4,162 to $10,404 Page 13

15. Teacher Career Paths Emerging Professional Teacher 6 annual reviews at proficient level (minimum) Professional Teacher Mentor Teacher Teachers eligible after 7 annual reviews Approved Master’s Degree Program Completed Career Classroom Performance Teachers eligible with 10 annual reviews, 7 of which are “established” Career Ladder in Teacher Leadership Teachers eligible with 7 annual reviews, 4 of which are “established” Page 14

16. University of Minnesota Center for Applied Research and Educational Improvement Study August 2007 - June 2008, Presented to the School Board August 11, 2008 Pages 15 -17

17. U of M CAREI Study What Attracts New Teachers to St. Francis?* 33% - Teacher Support System 32% - Improved Salary Schedule 24% - Early hiring decision 11% - Other *Survey given to new teachers hired in 2006 & 2007. Page 15

18. U of M CAREI Study Is St. Francis attracting more applicants for teaching jobs?* 70% - Agree St. Francis is attracting more applicants 18% strongly agree 51% agree *Survey given to administrators and teacher-leaders. Page 15

19. U of M CAREI Study Is St. Francis attracting better applicants for teaching jobs?* 75% - Agree St. Francis is attracting better applicants 18% strongly agree 57% agree *Survey given to administrators and teacher-leaders. Page 15

20. U of M CAREI Study Are new teachers more interested in staying in St. Francis?* 88% - Agree new teachers more interested in staying in St. Francis 43% strongly agree 45% agree *Survey given to administrators and teacher-leaders. Page 15

21. U of M CAREI Study Support for the Q Comp system* 88.9% - Highly support system 79% - Believe salary advancement should be connected to student achievement gains 82% - Believe system will result in greater achievement gains for students *Survey given to all teachers. Page 16

22. U of M CAREI Study Summary & Conclusions Substantial and positive effects on –Professional development –Culture of the district –Evaluation system Benefits from support at all levels including the School Board, superintendent, teachers’ union, school administrators, and teachers Student Performance Improvement Program is and will remain the professional development model for the district. Page 16

23. U of M CAREI Study Summary & Conclusions Most significant change - explicit link between professional development and positive, observable changes in work settings Professional staff members challenged to set goals personal based in research on best practices Pages 16 & 17

24. U of M CAREI Study Summary & Conclusions Teachers must demonstrate proficiency in attaining goals through observations by peers and administrators during the four classroom visits Link between professional development and professional behavior provides catalyst for permanent and positive change Pages 16 & 17

25. U of M CAREI Study Summary & Conclusions Improved professional development - Increased reflective practice Teacher growth objectives observed & assessed Increased understanding of various roles (teacher, social worker, educational assistant, administrator) Process is clear, not overly rigid or prescriptive Pages 16 & 17

26. U of M CAREI Study Summary & Conclusions Transformed professional culture of the district Common language for district staff Increased opportunities for collaboration Increased risk-taking with new instructional techniques & strategies Increased value of observations for both observer and teacher observed Important factor in attracting and retaining high quality staff Pages 16 & 17

27. U of M CAREI Study Summary & Conclusions Strengthened the evaluation process Observation process provides for teachers to –develop new skills –work on challenges –adjust behaviors in a timely manner Extended teacher duties increases leadership capacities of young teachers –Become “catalysts for continued momentum and change” Student performance in both reading & math improved Pages 16 & 17

28. NATIONAL AVERAGE By 2008, St. Francis students, grades 5-9, were scoring one full year (or more) above the national average in math. Page 18

29. NATIONAL AVERAGE Pages 19

30. NATIONAL AVERAGE

32. If well constructed, the most significant changes that result from implementing high-stakes evaluation of teachers are not so much what good teachers do in their classrooms but in the way school systems function – the environment in which those good teachers find themselves now thriving.

34. “Teachers do make a difference…” - Jere Brophy, 1979

35. St. Francis, Minnesota A public school district with 6,000 students and 400 teachers on the northern edge of the Minneapolis-St. Paul metropolitan area. Contact: Randall Keillor Program Coordinator St. Francis High School 3325 Bridge Street St. Francis Minnesota 55070 rankei@stfrancis.k12.mn.us 763-213-1516

36. “What teachers know and can do makes the crucial difference in what children learn. Teaching is the most important element of successful learning.” National Commission on Teaching & America’s Future, 1996

37. District Curriculum/Program Structure Non-Traditional Teachers Represent 1/3 of Teaching Staff

38. 8 33 29 36 50 61 75 60 8 0 10 20 30 40 50 60 70 80 90 100 20-2425-2930-3435-3940-4445-4950-5455-5960+ Age of Teaching Staff, 2004-2005

39. 10 61 37 46 50 48 69 72 15 0 10 20 30 40 50 60 70 80 90 100 20-2425-2930-3435-3940-4445-4950-5455-5960+ Age of Teaching Staff, 2006-2007

40. “Those of us responsible for public education must never defend or try to perpetuate a school to which we would not send our own children.” Sandra Feldman, President, American Federation of Teachers, 1997- 2004