The DPS/DCTA Professional Compensation System for Teachers
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The DPS/DCTA Professional Compensation System for Teachers Cleveland Federal Reserve Bank Conference on Innovation in Education November 18, 2005. A G E N D A. Part One: the Context Denver Public Schools The Policy Debate on Tying Teacher Compensation to Student Results

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A g e n d a

The DPS/DCTA Professional Compensation System for TeachersCleveland Federal Reserve Bank Conference on Innovation in EducationNovember 18, 2005


A g e n d a

A G E N D A

  • Part One: the Context

    • Denver Public Schools

    • The Policy Debate on Tying Teacher Compensation to Student Results

  • Part Two: An Overview of the DPS/DCTA Professional Compensation System for Teachers

  • Part Three: Five Lessons to Be Learned from the Denver Experience

Conference on Innovation in Education, November 18, 2005


Procomp the context

ProComp: The Context


Denver public schools a snapshot

Denver Public Schools -- A Snapshot

  • Denver Public Schools serves over 72,489 students in 143 schools and programs.

  • The student population is highly diverse:

    • 57% are Hispanic

    • 18.9% are African American

    • 19.7% are white

    • 3.1% are Asian American

    • 1.2% are American Indian.

    • Sixty-three (63) percent receive free or reduced-price lunch.

  • There are about 4250 teachers and student service professionals

Conference on Innovation in Education, November 18, 2005


Denver classroom teachers association a snapshot

Denver Classroom Teachers Association -- A Snapshot

  • Denver’s NEA affiliate and the exclusive bargaining agent and representative for Denver’s approximately 4250 teachers

    • Oldest “classroom teacher” organization in Colorado

    • First NEA affiliate with a collective bargaining agreement west of the Mississippi and, if you believe Paying Teachers for What They Know and Do, one of the first school districts in the US to adopt a single salary schedule

  • 3,197 members

  • Principle member of the Teacher Union Reform Network (TURN)

Conference on Innovation in Education, November 18, 2005


The state of the debate about teacher compensation in 1999

The State of the Debate About Teacher Compensation in 1999

  • Two competing bodies of common sense:

    • Obviously teachers should be paid, at least in part, based on student performance.

    • Since student performance is difficult to measure and out of the direct control of teachers, it is impossible to pay teachers based on student performance.

Conference on Innovation in Education, November 18, 2005


1996 the national commission for teaching and america s future

1996 -- The National Commission for Teaching and America’s Future

To improve the profession, we must "develop a career continuum for teaching linked to assessment and compensation systems that reward knowledge and skills"

Conference on Innovation in Education, November 18, 2005


2002 bryan hassell writing for the progressive policy institute

2002 -- Bryan Hassell, Writing for the Progressive Policy Institute

“Teacher-pay reform and salary increases amount to a ‘grand bargain’ for our nation’s teachers. The public will invest in raising teachers’ income when such hikes are tied to reform goals and results.”

Conference on Innovation in Education, November 18, 2005


Procomp an overview

ProComp: an Overview


Procomp stands on a very simple policy premise

ProComp Stands on a Very Simple Policy Premise

ProComp links the District’s single largest expenditure, teacher salaries, with the District’s sole purpose, which is to improve student learning.

Conference on Innovation in Education, November 18, 2005


Procomp aligns teacher compensation with the district s goals

ProComp Aligns Teacher Compensation with the District’s Goals

  • Replaces a capped system of entitlements with an uncapped system of earned increases

  • Allows teachers to build a professional compensation package based on a wider range of choices

  • Requires a $25 million property tax increase to be fully funded

Conference on Innovation in Education, November 18, 2005


Procomp background

ProComp -- Background

  • 1982 to 1999 -- Protracted disagreement about changing teacher compensation

  • 1999 -- Landmark agreement to pilot “pay for performance”

    • Introduced objective setting process

    • Showed that improved student learning was associated with high quality objectives

    • Proved the value of collaborative activity between DPS and DCTA

    • Taught us that we needed a more comprehensive pay system than “pay for performance”

Conference on Innovation in Education, November 18, 2005


Procomp background1

ProComp -- Background

  • 2001 -- Convened Joint Task Force on Teacher Compensation

    • Body independent from the Pay for Performance Pilot, charged to create a recommendation for a new teacher compensation system based, in part, on academic growth

  • March 2004 -- Joint Task Force recommendation ratified by the Board of Education and members of DCTA

  • June 2004 -- Beginning of the “ProComp Transition,” or the period of time prior to the mill levy election when DPS and DCTA collaborate to fully develop the systems needed to fully implement ProComp

Conference on Innovation in Education, November 18, 2005


The procomp menu is composed of nine different elements

The ProComp “Menu” Is Composed of Nine Different Elements

Conference on Innovation in Education, November 18, 2005


Procomp has three bread butter elements

ProComp Has Three “Bread & Butter Elements”

Conference on Innovation in Education, November 18, 2005


Procomp has three bread butter elements1

ProComp Has Three “Bread & Butter Elements”

Conference on Innovation in Education, November 18, 2005


Procomp has three bread butter elements2

ProComp Has Three “Bread & Butter Elements”

Conference on Innovation in Education, November 18, 2005


Procomp has three bread butter elements3

ProComp Has Three “Bread & Butter Elements”

Conference on Innovation in Education, November 18, 2005


A g e n d a

Student Growth Objectives

Professional Development Units

Professional Evaluation

The Three Bread and Butter Elements Work Together to Reinforce Student Learning and Quality Teaching

Conference on Innovation in Education, November 18, 2005


Procomp reprioritizes how we invest our salary increases

ProComp Reprioritizes How We Invest Our Salary Increases

Conference on Innovation in Education, November 18, 2005


Five lessons learned from the denver experience

Five Lessons Learned from the Denver Experience


The denver experience five lessons learned

The Denver Experience: Five Lessons Learned

  • The six year development project, even though it was somewhat improvised, built systems capacity, political credibility, and great civic capital.

  • The labor/management part, though tense at times, made the project more durable.

  • Intense focus on student learning outcomes has had a lasting impact on teaching and learning.

Conference on Innovation in Education, November 18, 2005


The denver experience five lessons learned1

The Denver Experience:Five Lessons Learned

  • Money changes teacher behavior.

    • It does not defeat collegiality or introduce undue competition.

    • It does draw attention to different organizational outcomes.

  • ProComp created catalytic opportunity to reform both business and instruction systems in DPS.

    • With the Denver Plan, we are creating an ambitious 10 strategic plan.

Conference on Innovation in Education, November 18, 2005


Thank you

Thank You

DPS/DCTA ProComp Project

http://DenverProComp.org

[email protected]


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