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21 st Century Teacher Compensation Thinking Strategically about Pay Archdiocese of Indianapolis Dr. Ron Costello ( [email protected] ) Kathy Mears ( [email protected] ) Rob Rash ( [email protected] ). The Objectives Of Compensation Programs. Objectives of a Pay Program

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21st Century Teacher Compensation

Thinking Strategically about Pay

Archdiocese of Indianapolis

Dr. Ron Costello ([email protected])

Kathy Mears ([email protected])

Rob Rash ([email protected])


The Objectives Of Compensation Programs

  • Objectives of a Pay Program

  • Equitable salaries in relation to the level of work performed.

  • Salaries that attract and retain competent staff consistent with good management practices.

  • Salaries that compensate in accordance with performance and the value of the work they perform.

  • Ensure uniformity in policies and actions organizationally.

  • Ensure a fair return on salary investment and that earns a fair return on ability and effort.

As you can see, the objectives here are based on common - sense management practices.


How did we arrive here
How did we arrive here?

Recruit, reward, and retaining effective educators (3R’s)

Teacher Advancement Program Initiative

Pay freezes

Justice Issue:

Are we being fair?

Are we showing good stewardship with our financial resources?


Archdiocese of Indianapolis

PERFORMANCE PAY OVERVIEW

The performance pay awards are based on three criteria:

  • Teacher Skills, Knowledge, and Responsibilities

  • Classroom value-added achievement gains

  • School wide value-added achievement gains


Possible school outcomes
Possible School Outcomes

Pr o f i c i ency

High Proficiency

Low Growth

High Proficiency

High Growth

Low Proficiency

Low Growth

Low Proficiency

High Growth

Growth

Theodore Hershberg Value-Added Assessment and Systemic Reform, PDK, Dec. 2005


Guiding questions for teacher pay increases
Guiding questions for teacher pay increases:

  • Teacher behaviors are incompatible with Core Values?

  • Teacher performance does not consistently meet or exceed the expectations of the role?

  • Teacher are on a performance improvement plan?

  • Teacher is new to the role and more time is needed to observe their performance?

  • Teacher are not effectively impacting student achievement?


Pay For Performance

  • Reward educators who distinguish themselves with exceptional performance

  • Annual performance cycle is a significant factor driving pay for performance decisions

  • Performance-sensitive pay can be given in the form of a base pay increase, one-time lump sum performance bonuses, or a combination of the two

  • Not be confused with across the board increases or cost of living increases

Making Pay Decisions


Teacher performance protocol
Teacher Performance Protocol

  • Develop a and set personal goals

  • Schedule pre-conferences, observations, and post conferences

  • Regularly Principal walkthroughs provide feedback

  • Unscheduled conference(s) and post conference (s)

  • Peer evaluation, with a certified peer evaluator.

  • Teachers reflection on the five performance domains

  • Principal completes the teacher’s performance evaluation

  • Teacher and principal meet at the end of the year to discuss:

    • observations

    • classroom walks completed by principal

    • peer review

    • goal attainment

    • student performance data

    • teacher’s self-evaluation of classroom instructional practices

    • teacher’s reflection of their progress in the five domain areas

  • Principal determines teacher’s placement on salary scale based on data gathered

  • Principals has two years of teacher data to determine if movement down in pay categories. 

  • Teachers who fail to meet a minimum proficiency in any domain area will be placed on an improvement plan. Teachers who fail to improve after one year will not be granted a new contract.


Evaluation domains
Evaluation Domains

  • Domain I: Professional Responsibilities

  • Domain II: Planning and Assessment

  • Domain III: Classroom Environment

  • Domain IV: Pedagogical Practices

  • Domain V: Student Performance Data


Where do we go from here
Where do we go from here?

  • Formed committees to develop this plan

  • In process of piloting Archdiocesan evaluation instrument

  • Develop professional development for teachers, principals, and others

  • Working on a communication plan to build understanding and support


Compensation Direction

PAY FOR TENURE

.

PAY FOR PERFORMANCE

  • Effective in rewarding and retaining quality educators

  • Must be sustainable

  • Must communicate our values and goals

  • Must be agile to respond to challenges we face

EQUITY

ONE SIZE FITS ALL

$$$$$ $$$$$$ $$


School Corporation Minimun Pay Maximum Pay

Beech Grove City Schools $34,732 $71,548

MSD Decatur Township $32,695 $73,939

Franklin Township Com Sch Corp $24,143 $76,336

Indianapolis Public Schools $35,120 $71,042

MSD Lawrence Township $25,174 $73,305

MSD Perry Township $29,750 $74,456

MSD Pike Township $36,679 $81,344

School Town of Speedway $38,419 $74,809

MSD Wayne Township $38,909 $80,266

Indiana State Results $24,133 $84,686

Archdiocese of Indianapolis $28,250 $49,250

2009-2010 Marion County Teacher Pay

Source: 2010



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