Teacher Incentive Allotment HR Perspective Overview

Districts 
may
 consider additional factors in making designations
(e.g., 
mentoring other teachers, student surveys
, etc.).
Optional:
Additional
Factors
Teacher
Observation
Observation based on T-TESS or locally-developed rubric
District application must show evidence of 
validity & reliability.
Student
Performance
Student performance measures determined by district
District application must show evidence of 
validity & reliability.
 
T-TESS
 
 
 
6 Success Factors For
Consideration
 
1. Strongly Calibrated Teacher Observation System
2. Accurate & Reliable Measures of a Teacher’s
Impact on Student Growth
3. Developing a Local Designation System
4. TIA Rollout Communication Plan
5. Plan for Spending Allotment Funds
6. Sustainability of Local Designation System
 
Begin with WHY are you pursuing TIA?
 
Opportunity to strengthen current evaluation system
 
Support Teacher Growth
 
Increase retention of the most effective teachers
 
Remain competitive in a tight labor market
 
Use State dollars to increase teacher salaries
 
Increase equity of access to most effective teachers
 
Increase Student Achievement
 
Build with your WHY in mind
 
 
Support Teacher Growth
 
Consider using the TIA Additional
Factor Component,  create a
Professional Development
measure or micro-credentials or a
leadership measure
 
Consider TIA Spending plan
structure, increase % of TIA
designation dollars to teachers
who serve a priority list of
campuses
 
Increase equity of
access to most
effective teachers
 
Remain competitive
in a tight labor
market
 
Consider TIA Spending plan
structure, maximizing % paid to
the teacher holding TIA
designations
 
Communication is not enough – you must
engage people
to build commitment
 
Addresses people in 
big groups 
(e.g., website
announcement or mass email)
Largely 
outbound information 
dissemination
Necessary but 
not sufficient in times of major
change
 
Simple
, continuous messaging
, discussions, and
participation
Networked and
 two-way, 
with active listening &
acknowledgement (e.g., focus groups or change
program hotline)
Uses influence 
as much as hierarchy
 
Bring everyone into the process, early and often
 
Teaching and Learning
 
School Leadership
 
TIA Policy Impacts & Considerations
 
Transfer Policy
  
Will movement outside of the transfer window be allowed?
   
Does a higher TIA payout equal a promotion?
   
Do you need guidelines for competition/recruitment within district for TIA designated
   
teachers?
 
Compensation Policy
 
What will payout schedule be for a TIA designated teacher new to your district?
   
What will be the impact to the teacher’s TIA payout when a change in assignment required
   
by the district and/or campus?
 
DK
   
Is there alignment of DK, Assignment & Schedules Policy with your local evaluation system?
 
TIA Submission
  
Will you require the teacher to still be employed with your district to be submitted for TIA?
   
Will you require that they still be in a teaching role?
   
Will you have an appeal process?  Or use existing Grievance policy?
 
 
 
“Gotcha” Evaluations, with intent to
fire or punish teachers
Status-Quo, all teachers receive gold
stars
Compliance Exercise
 
 
 
 Creating a Culture of Feedback
 
 Using data in traditional Human
Resources decisions
 
 
What we are
NOT 
talking
about….
So what exactly
is 
DIFFERENT
 in
this approach?
 
RETHINK approach to Human Capital Decisions
 
 
With a clear information, a district can strengthen strategies on a number of topics:
 
Equity of Access to Strong Teachers and School Leaders
Differentiated Professional Development
Identification of future school leaders
Pairing new/student teachers with high performing mentors
Strategic staffing of high-need schools
Recruitment based on pipeline analysis
Surface opportunities and risks to equity
Retention Strategies
Career Pathways
 
With a clear information, a district can
strengthen strategies on a number of
topics:
 
 
Equity of Access to Strong Teachers and School Leaders
Differentiated Professional Development
Identification of future school leaders
Pairing new/student teachers with high performing mentors
 
Strategic staffing of high-need schools
Recruitment based on pipeline analysis
 
Surface opportunities and risks to equity
Retention Strategies
Career Pathways
 
In Texas, As District Poverty Levels Increase, Staffs Reflect More
Teachers Who are New to Profession And Higher Teacher Turnover,
Resulting in Reduced Achievement For Low Income Students
 
TX avg.: 16%
 
Source: TEA TAPR and STAAR, 2017
 
Eco-Dis Student Achievement vs. Teacher Characteristics
, by District Eco-Dis Rate (200 Largest ISDs)
 
0-20%
 
20-40%
 
40-60%
 
60-80%
 
80-100%
 
% of Eco-Dis Students
Meeting STAAR
Standard (All
Grades/All Subjects),
2017
 
% of Teacher
Turnover, 2017
 
% of Teachers Who
are Beginning,
2017
 
# Districts
15
 
# Students
 
Teachers: Avg. Yrs. Exp.
11.2
727,916
 
# Teachers
14,627
30
11.4
1,081,443
47,393
51
10.8
1,463,410
69,988
67
10.6
787,427
92,391
36
10.2
223,117
50,736
 
TX avg.: 33%
 
TX avg.:  8%
 
With a clear information, a district can
strengthen strategies on a number of
topics:
 
Equity of Access to Strong Teachers and School Leaders
 
Differentiated Professional Development
Identification of future school leaders
Pairing new/student teachers with high performing mentors
Strategic staffing of high-need schools
Recruitment based on pipeline analysis
Surface opportunities and risks to equity
Retention Strategies
Career Pathways
 
Teacher satisfaction with their school increases 60% if
they are
provided differentiated and effective professional
development
 
Professional Development Planning is guided by:
Teacher Observation Score Determines Path
2/3 hours: Prescribed
1/3 hours: Choice
1/3 hours: Prescribed
2/3 hours: Choice
Top
performing
teachers are
often asked
to lead PD
 
With a clear information, a district can
strengthen strategies on a number of
topics:
 
Equity of Access to Strong Teachers and School Leaders
Differentiated Professional Development
Identification of future school leaders
Pairing new/student teachers with high performing mentors
Strategic staffing of high-need schools
Recruitment based on pipeline analysis
Surface opportunities and risks to equity
 
Retention Strategies
Career Pathways
 
Paying Teachers More, With a Focus On
Equity
 
 
HB 3 establishes an optional
Teacher Incentive Allotment
 
with a
stated goal of a six figure salary for
teachers who prioritize teaching in
high needs areas and rural district
campuses
 
Funding ranges from 
$3,000 -
$32,000
 
per teacher per year, using
new Compensatory Education
spectrum system
 
At least 
90%
 
of these funds must be
spent
 on compensation of teachers
at these campuses
 
More Poverty
 
More Funding
 
With a clear information, a district can
strengthen strategies on a number of
topics:
 
Equity of Access to Strong Teachers and School Leaders
Differentiated Professional Development
 
Identification of future school leaders
 
Pairing new/student teachers with high performing mentors
Strategic staffing of high-need schools
Recruitment based on pipeline analysis
Surface opportunities and risks to equity
Retention Strategies
 
Career Pathways
 
Strong leadership in schools is essential, but many of
the most talented people aren’t becoming principals
 
1) Excludes CMOs
Source: Bain 
School Leadership Study 2013, based on survey of 7 urban districts and CMOs, n=4200
 
1
97% 
of
 respondents believe effective
principals are 
CRITICAL TO SCHOOL SUCCESS
But, 
only ~15% 
of
 educators and
support leaders believe the 
MOST TALENTED
PEOPLE BECOME PRINCIPALS
 
Using Evaluation data to open Career Pathways
 
HB 3 establishes a 
Teacher Mentor Program Allotment 
to fund stipends for mentors
and other costs associated with mentoring teachers in their first two years
Website: 
Tea.Texas.gov/mpa
  
Email: 
MPA@tea.texas.gov
 
Best Practices:
Include application process for Mentors
Set a minimum number of years of service
Set performance standards:
Strong performance of teacher on T-Tess, demonstrated student growth
Provide framework for mentor/mentee working relationship
Training, Frequency of meetings, clear objectives/topics for meetings
 
Re-thinking Mentors
 
Contact Info
 
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Explore the strategic approach to aligning the Teacher Incentive Allotment (TIA) with current evaluation systems, emphasizing factors like teacher observation, student performance measures, and additional considerations. Delve into the TIA Readiness Checklist for six key success factors and the importance of starting with the reasons for pursuing TIA. Learn how to build upon these reasons to support teacher growth, enhance equity, maintain competitiveness, and effectively communicate and engage stakeholders for successful implementation.


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  1. Preparing for the Teacher Incentive Allotment HR Perspective Betsy Cook Deputy Director, Best In Class

  2. Aligning TIA to current evaluation system Observation based on T-TESS or locally-developed rubric District application must show evidence of validity & reliability. Teacher Observation T-TESS Student Performance Student performance measures determined by district District application must show evidence of validity & reliability. Optional: Additional Factors Districts may consider additional factors in making designations (e.g., mentoring other teachers, student surveys, etc.).

  3. TIA Readiness Checklist 6 Success Factors For Consideration 1. Strongly Calibrated Teacher Observation System 2. Accurate & Reliable Measures of a Teacher s Impact on Student Growth 3. Developing a Local Designation System 4. TIA Rollout Communication Plan 5. Plan for Spending Allotment Funds 6. Sustainability of Local Designation System https://tea.texas.gov/sites/default/files/readiness_checklist_cohorts_c-d.pdf

  4. Begin with WHY are you pursuing TIA? Increase Student Achievement Support Teacher Growth Increase retention of the most effective teachers Increase equity of access to most effective teachers Opportunity to strengthen current evaluation system Remain competitive in a tight labor market Use State dollars to increase teacher salaries

  5. Build with your WHY in mind Consider using the TIA Additional Factor Component, create a Professional Development measure or micro-credentials or a leadership measure Support Teacher Growth Consider TIA Spending plan structure, increase % of TIA designation dollars to teachers who serve a priority list of campuses Increase equity of access to most effective teachers Consider TIA Spending plan structure, maximizing % paid to the teacher holding TIA designations Remain competitive in a tight labor market

  6. Communication is not enough you must engage people to build commitment Communication Engagement Simple, continuous messaging, discussions, and participation Networked and two-way, with active listening & acknowledgement (e.g., focus groups or change program hotline) Uses influence as much as hierarchy Addresses people in big groups (e.g., website announcement or mass email) Largely outbound information dissemination Necessary but not sufficient in times of major change Drives awareness and curiosity for engagement, but only the beginnings of understanding Drives understanding and acceptance by giving individuals a voice (indirect control)

  7. Bring everyone into the process, early and often Communications School Leadership Campus Leadership & Teachers Human Capital Management Employee Organizations Evaluation & Assessment Teaching and Learning Budget/Finance

  8. TIA Policy Impacts & Considerations Transfer Policy Will movement outside of the transfer window be allowed? Does a higher TIA payout equal a promotion? Do you need guidelines for competition/recruitment within district for TIA designated teachers? Compensation Policy What will payout schedule be for a TIA designated teacher new to your district? What will be the impact to the teacher s TIA payout when a change in assignment required by the district and/or campus? DK Is there alignment of DK, Assignment & Schedules Policy with your local evaluation system? TIA Submission Will you require the teacher to still be employed with your district to be submitted for TIA? Will you require that they still be in a teaching role? Will you have an appeal process? Or use existing Grievance policy?

  9. Gotcha Evaluations, with intent to fire or punish teachers Status-Quo, all teachers receive gold stars Compliance Exercise What we are NOT talking about . Creating a Culture of Feedback So what exactly is DIFFERENT in this approach? Using data in traditional Human Resources decisions

  10. RETHINK approach to Human Capital Decisions With a clear information, a district can strengthen strategies on a number of topics: Equity of Access to Strong Teachers and School Leaders Differentiated Professional Development Identification of future school leaders Pairing new/student teachers with high performing mentors Strategic staffing of high-need schools Recruitment based on pipeline analysis Surface opportunities and risks to equity Retention Strategies Career Pathways

  11. With a clear information, a district can strengthen strategies on a number of topics: Equity of Access to Strong Teachers and School Leaders Differentiated Professional Development Identification of future school leaders Pairing new/student teachers with high performing mentors Strategic staffing of high-need schools Recruitment based on pipeline analysis Surface opportunities and risks to equity Retention Strategies Career Pathways

  12. In Texas, As District Poverty Levels Increase, Staffs Reflect More Teachers Who are New to Profession And Higher Teacher Turnover, Resulting in Reduced Achievement For Low Income Students Eco-Dis Student Achievement vs. Teacher Characteristics, by District Eco-Dis Rate (200 Largest ISDs) 50% 42% 40% 38% % of Eco-Dis Students Meeting STAAR Standard (All Grades/All Subjects), 2017 34% TX avg.: 33% 33% 32% 30% 20% % of Teacher Turnover, 2017 16% TX avg.: 16% 16% 15% 13% 13% 10% 10% % of Teachers Who are Beginning, 2017 8% TX avg.: 8% 7% 5% 4% 0% 20-40% 40-60% 60-80% 80-100% 0-20% Districts bucketed by % of students economically-disadvantaged Teachers: Avg. Yrs. Exp. 11.2 11.4 10.8 10.6 10.2 # Districts 15 30 51 67 36 223,117 # Students 727,916 1,081,443 1,463,410 787,427 # Teachers 14,627 47,393 69,988 92,391 50,736 12 Source: TEA TAPR and STAAR, 2017

  13. With a clear information, a district can strengthen strategies on a number of topics: Equity of Access to Strong Teachers and School Leaders Differentiated Professional Development Identification of future school leaders Pairing new/student teachers with high performing mentors Strategic staffing of high-need schools Recruitment based on pipeline analysis Surface opportunities and risks to equity Retention Strategies Career Pathways

  14. Teacher satisfaction with their school increases 60% if they are provided differentiated and effective professional development

  15. Professional Development Planning is guided by: Top performing teachers are often asked to lead PD 1/3 hours: Prescribed 2/3 hours: Choice 2/3 hours: Prescribed 1/3 hours: Choice Teacher Observation Score Determines Path

  16. With a clear information, a district can strengthen strategies on a number of topics: Equity of Access to Strong Teachers and School Leaders Differentiated Professional Development Identification of future school leaders Pairing new/student teachers with high performing mentors Strategic staffing of high-need schools Recruitment based on pipeline analysis Surface opportunities and risks to equity Retention Strategies Career Pathways

  17. Paying Teachers More, With a Focus On Equity More Poverty Poverty Tiers HB 3 establishes an optional Teacher Incentive Allotmentwith a stated goal of a six figure salary for teachers who prioritize teaching in high needs areas and rural district campuses 0 0.5 Tier 5 1 2 3 4 Non Eco-Dis Tier 4 Tier 3 Tier 2 Tier 1 Recognized Non-rural $ 3,000 $ 3,750 $ 4,500 $ 6,000 $ 7,500 $ 9,000 Rural $ 6,000 $ 6,750 $ 7,500 $ 9,000 $ 9,000 $ 9,000 Exemplary Non-rural $ 6,000 $ 7,500 $ 9,000 12,000 $ 15,000 $ 18,000 $ Funding ranges from $3,000 - $32,000 per teacher per year, using new Compensatory Education spectrum system Rural 12,000 $ 13,500 $ 15,000 $ 18,000 $ 18,000 $ 18,000 $ Non-rural 12,000 $ 14,500 $ 17,000 $ 22,000 $ 27,500 $ 32,000 $ Master At least 90% of these funds must be spent on compensation of teachers at these campuses Rural 22,000 $ 24,500 $ 27,000 $ 32,000 $ 32,000 $ 32,000 $ More Funding

  18. With a clear information, a district can strengthen strategies on a number of topics: Equity of Access to Strong Teachers and School Leaders Differentiated Professional Development Identification of future school leaders Pairing new/student teachers with high performing mentors Strategic staffing of high-need schools Recruitment based on pipeline analysis Surface opportunities and risks to equity Retention Strategies Career Pathways

  19. Strong leadership in schools is essential, but many of the most talented people aren t becoming principals NATIONAL DATA But, only ~15% of educators and support leaders believe the MOST TALENTED PEOPLE BECOME PRINCIPALS 97% of respondents believe effective principals are CRITICAL TO SCHOOL SUCCESS 1 1) Excludes CMOs Source: Bain School Leadership Study 2013, based on survey of 7 urban districts and CMOs, n=4200

  20. Using Evaluation data to open Career Pathways

  21. Re-thinking Mentors HB 3 establishes a Teacher Mentor Program Allotment to fund stipends for mentors and other costs associated with mentoring teachers in their first two years Website: Tea.Texas.gov/mpa Email: MPA@tea.texas.gov Best Practices: Include application process for Mentors Set a minimum number of years of service Set performance standards: Strong performance of teacher on T-Tess, demonstrated student growth Provide framework for mentor/mentee working relationship Training, Frequency of meetings, clear objectives/topics for meetings

  22. Contact Info Betsy Cook Deputy Director, Best in Class Communities Foundation of Texas bcook@cftexas.org

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