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Marietta City Schools Update
q Compensation Strategy Research
q Enhanced Teacher Roles
q Performance Management
Marietta Compensation Strategy Criteria
Does%the%Compensation%Strategy%Foster%a%Climate%of:%
Collaboration%% % % over! Isolation!Mutual%Success%% % %% over! Concern%for%Self!Trust%% % % %% over! Cynicism!Reflection%and%Growth%% over! Compliance!Student%Achievement%% %% over% Adult%Needs%
Sense%of%Community%% % over! Individual%Gain!Innovation%% % % over! Complacency!High%Expectations%for%Students%%%% over! Minimum%Standards!High%Expectations%for%Employees%% %% over! Mediocrity!Personal%Initiative% %% over! Bureaucracy!Enthusiasm%for%the%Profession%% over! Burden!
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Organizations Studied
¤ Achievement First (Connecticut, New York, Rhode Island) ¤ Achievement School District (Tennessee) ¤ ASPIRE (California and Tennessee) ¤ Baltimore City Schools ¤ Charlotte/Mecklenburg Schools ¤ Denver Public Schools ¤ Harrison County Schools (Colorado) ¤ Houston Independent School District ¤ KIPP Metro Atlanta Charter Schools ¤ New Haven Public Schools ¤ Pittsburgh Public Schools ¤ YES Prep (Houston)
Compensation Strategy Areas of Research
School and Group Incentives
Career Ladders
Advanced Degree Support Market Incentives
Enhanced Roles
Individual Compensation
Compensation Strategy What have we learned?
Big Ideas • Emerging practice to increase
retention of highly-effective teachers and to attract new teachers
• Teachers can move to a higher career level while solely focusing on classroom instruction
• Career ladders bring multiple incentives in addition to financial
• Based upon multiple measures of effectiveness and professionalism
• Decision-rules must be transparent and logical
Next Steps • Listen to teacher input on the
career ladder concept in MCS • If supported, draft decision rules • Get more teacher input • Model long-term costs of various
options
Career Ladders
Individual Compensation
Compensation Strategy Areas of Research
Career Ladders
Market Incentives Advanced degree support
Big Ideas • Enhanced roles can serve
multiple school needs • Roles can be full-time, part-
time with teaching responsibilities or supplemental to full-time teaching
• Eligibility is based upon effectiveness and professionalism, often based upon placement on a career ladder
Next Steps • Evaluate MCS Enhanced Roles
Pilot • Research other Enhanced Roles
• Instructional Technology Specialist
Enhanced Roles
Individual Compensation
Compensation Strategy What have we learned?
Career Ladders Enhanced Roles
Advanced degree support
Big Ideas • Market incentives are
common for hard-to-staff areas
• Must also consider effectiveness in addition to credentials
Next Steps • Continue current MCS signing bonuses
for hard-to-staff areas • Consider future salary incentive for
effective teachers in hard to staff areas that remain past the bonus period
Market Incentives
Individual Compensation
Compensation Strategy What have we learned?
Career Ladders Enhanced Roles
Market Incentives
Big Ideas • Advanced degree credit is
a competitive necessity • Tuition reimbursement is a
talent management strategy, designed to increase credentials aligned with district needs
Next Steps • Assess tuition reimbursement priorities
annually and support based upon district needs
Advanced Degree Support
Individual Compensation
Compensation Strategy Areas of Research
School and Group Incentives
Big Ideas • “Teaching is a team sport” • Criteria for team incentives
must be transparent, rigorous and focused on student achievement
• An important complement to individual compensation incentives
Next Steps • Listen to teacher input on the
concept of team incentives • If supported, model decision
rules and processes • Get more teacher input • Model long-term costs of various
options
Compensation Strategy What have we learned?
School and Group Incentives
All components must be considered as a whole
Career Ladders
Advanced Degree Support Market Incentives
Enhanced Roles
Individual Compensation
Marietta City Schools Update
Enhanced Teacher Roles Pilot Evaluation
Evaluation of Enhanced Teacher Roles Mid-Year Update
Evaluation Questions To be addressed in 2014-15
¤ Was the initiative—implementing Enhanced Teacher Roles at the school level—implemented as planned?
¤ How have individuals in the new Enhanced Teacher Role positions performed in their daily work at each school?
¤ What impact, if any, have these new Enhanced Teacher Role positions had on the work of other teachers in their buildings?
Methods included focus groups, surveys, interviews and document review
Evaluation of Enhanced Teacher Roles Mid-Year Update
Evaluation Questions To be addressed in 2015-16
¤ What impact, if any, have these new Enhanced Teacher Role positions had on student achievement in their buildings?
¤ What impact, if any, have the implementation of new Enhanced Teacher Roles had on the career paths of effective teachers? On attracting and retaining effective teachers?
Evaluation of Enhanced Teacher Roles Mid-Year Update
General Findings ¤ Enhanced Roles are being implemented as designed
¤ Individuals in the roles are fulfilling the intended responsibilities
¤ Selection processes were followed and worked well, with the exception of New Teacher Mentors where time did not always allow fidelity to the process
Enhanced Teacher Role: New Teacher Mentors
¤ 76 mentors were hired; 51 mentor 2 teachers, 21 mentor 1 teacher, and 4 mentor 3 teachers.
¤ Teachers who are mentored include teachers in their first or second year with MCS, regardless of any prior experience teaching
¤ Mentors receive supplements of $2,000 (1 mentee) or $3,000 (2 or 3 mentees)
¤ Mentors and mentees are required to meet weekly, attend trainings during the year, meet with the principal 2-3 times, videotape a lesson and review it with the mentor
To be implemented in the current year
¤ Adjust the time requirements for mentor-mentee meetings
¤ Adjust expectations for “new to MCS teachers” with prior teaching experience.
¤ Utilize remaining training times for New Teacher Mentors as peer collaboration and problem-solving sessions
¤ Clarify expectations for principal meeting
To be implemented in 2015-16 ¤ Develop a separate approach for experienced teachers
¤ Adjust the mentor selection process to maintain quality while managing reality of timing and volume
New Teacher Mentors Evaluation Recommendations
Enhanced Teacher Role: Professional Learning Community (PLC) Leaders
¤ 12 PLC Leaders were hired, leading PLCs ranging in size from 4 (Lockheed) to 18 (MHS) teachers. There is also a PLC Leader for the district, with a PLC of 23 members
¤ PLC Leaders receive supplements of $5,000 to $12,000, depending on the size of their PLC
¤ PLC Leaders are required to attend trainings on non-contract days and work at least two hours per week in addition to the school day. Meetings with their PLCs should require 2-5 hours per week during the school day
To be implemented in the current year
¤ Clarify the expectations for performance for each PLC Leader, considering the starting point of his/her school
¤ Focus the monthly PLC Leader meetings on problem-solving and strategizing for how to motivate peers without authority
To be implemented in 2015-16
¤ Continue the existing PLC leaders with additional support customized to the starting point of their school
¤ If resources allow, consider additional PLC Leaders to address documented school-wide student achievement needs
PLC Leaders Recommendations
Enhanced Teacher Role: Extended Learning Program Leaders
School Park Street Hickory Hills
Extended Program Extended Day Program (Cyber Paws) And Intersessions
Before School Instruc@on AAer School Instruc@on
Days offered Tuesdays and Thursdays 3:40 pm – 5:15 pm During school breaks
Monday and Wednesday or Tuesday and Thursday Before 7:00-‐7:45 am or AEer School 3:45– 4:45pm
Goal of program RemediaIon and enrichment RemediaIon to help students meet their growth objecIve
on the MAP Criteria for selecIng
students Students not performing well on quarterly standards; recommended by teachers.
Students scoring below the 40th percenIle on the MAP
InstrucIon provided Learning Odyssey computer program Reading, Math, Science
Computerized Compass Learning program
No. of students No. of teachers
105; grades 2-‐5 8
94 6
Extended Learning Program Leader responsibiliIes
Planned instrucIonal program, set up student small groups, selected and managed teachers, invited students, managed budget, coordinated program with transportaIon department, subsItute teaches when necessary, on-‐site during program
IdenIfied students, invited students, selected teachers, set up student-‐teacher groups and set schedule, oversees teachers, evaluates student progress based on mid-‐year MAP scores, on-‐site for first half of program each aEernoon
SIpend $5500 $1760
¤ Clarify the responsibilities and expectations of the Extended Learning Program Leader regarding instructional planning and supervision
¤ Support future Extended Learning Program Leaders aligned with these expectations
Extended Learning Program Leaders Recommendations
¤ Survey teachers in pilot Enhanced Roles about their responsibilities, positive experiences and barriers
¤ Survey teachers supported by those in Enhanced Roles about the experience and effect on their teaching practice ¤ Mentees ¤ PLC members ¤ Extended Learning Program teachers
¤ Make program adjustments
2015-16
¤ Evaluate impact on student achievement
¤ Evaluate impact on teacher retention
Enhanced Teacher Roles Pilot Next Steps
Marietta City Schools Update
Performance Management
Performance Management Survey Percentage of employees completing steps in new performance management process
0 20 40 60 80 100
Did you meet with your supervisor to discuss your performance and developmental goals?
Did you draft 3 developmental goals for yourself?
Did you draft 3 performance goals for yourself?
Did you complete the self assessment?
District Leaders Contributing Professionals
Performance Management Additional Effort
¤ Supported Mid-year Check-ins for District Leaders and Contributing Professionals
¤ Reviewing all support professional position descriptions
¤ Designing goal-setting and evaluation processes for remaining employees