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Texas Educator Excellence Award Programs. Texas Education Service Centers Fall 2007 Rita Ghazal, Program Manager Jerel Booker, Program Manager Priscilla Aquino, Program Specialist Office of Education Initiatives. Educator Excellence Award Programs.

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texas educator excellence award programs

Texas Educator Excellence Award Programs

Texas Education Service Centers Fall 2007

Rita Ghazal, Program Manager

Jerel Booker, Program Manager

Priscilla Aquino, Program Specialist

Office of Education Initiatives

educator excellence award programs
Educator Excellence Award Programs
  • Governor’s Educator Excellence Grant (GEEG), Executive Order, RP51
  • Texas Educator Excellence Grant (TEEG), Chapter 21, Subchapter N, § 21.651
  • District Awards for Teacher Excellence (DATE), Chapter 21, Subchapter O, § 21.701
educator excellence award programs purpose
Educator Excellence Award Programs: Purpose

All educator award programs are designed to:

  • provide a financial award system to educators who impact student achievement.
  • provide broad guidelines for local control.
educator excellence award programs purpose continued
Educator Excellence Award Programs: Purpose Continued
  • allow teachers to have significant input in program planning for incentives.
  • recognize and award educational practices that contribute to student success.
District Awards for Teacher ExcellenceCreated by House Bill 1, Article IV79th Legislature, 3rd Special Session, 2006
date program purpose
DATE Program Purpose

To provide funding to support the establishment of district-wide goals and the implementation of a financial award system designed to:

  • award teachers for positively impacting

student achievement;

date program purpose continued
DATE Program PurposeContinued
  • target the district’s most in-need campuses to improve teacher quality; and
  • create capacity and sustainability for improved instruction within the district.
an understanding of date
An Understanding of DATE
  • All districts are eligible to apply.
  • Districts with TEEG campuses can also apply for DATE.
  • This is a DISTRICT award. DISTRICTS make the decisions, not the TEA.
  • The TEA will provide a few requirements, guidance and technical assistance in order for districts to create effective and successful plans.
date program rules and requirements
DATE Program Rules and Requirements

Districts must:

  • submit a notice of intent to apply;
  • participate in the required technical assistance activities as established by the Commissioner and published in the RFA;
  • participate for at least two consecutive grant cycles, including budgeting for matching funds;
  • complete target activities as described by the established timelines set forth in the program requirements in the RFA;
date program rules and requirements continued
DATE Program Rules and Requirements Continued

Districts must:

  • develop a district award plan with goals to improve student academic improvement and/or growth;
  • create an awards system consistent with district goals that address Target Campuses;
  • establish performance measures consistent with district goals; and
  • provide matching funds of no less than 15% in year one, 25% in year two, and 35% in year three (cash or in kind). 
date funding
DATE Funding

District grant award amounts will be based on each district’s average daily attendance (ADA) for the 2007-2008 school year calculated among the total number of districts opting into the grant program.   

district award plan
District Award Plan
  • Districts will utilize their district-level planning and decision-making committee to develop a district award plan.
  • Award plans can be implemented for the entire district or specified Target Campuses selected by the district.
district award plan continued
District Award Plan Continued

A district award plan should:

  • reward eligible teachers who positively impact student academic improvement and/or growth, and
  • describe how all program funds will be distributed under Part I and Part II.
district award plan continued1
District Award PlanContinued
  • teacher and campus eligibility requirements and they should be consistent for no less than two years (i.e. the same types of teachers and campuses should be targeted);
  • meaningful, objective, goals and performance measures, consistent with the district improvement strategic plan, to award classroom teachers; and

District award plans should identify:

district award plan continued2
District Award Plan Continued
  • performance measures for the success of the grant in their application. Districts will have two school years from the start of the first implementation year to meet selected performance targets. For each year thereafter, the participating district must meet increased performance targets.

District award plans should identify:

district award plan continued3
District Award Plan Continued

District award plan performance measures:

  • must incorporate improvement at the district and Target Campus level and the measure must relate to the criteria used to select the campuses as a Target Campus.
  • must relate (at least two) directly to student academic achievement or improvement. Other measures may relate to improved teacher attrition, migration, quality and other academic and non-academic indicators.
district award plan continued4
District Award Plan Continued
  • Part I and Part II contingency plans designed to redistribute any remaining un-awarded Part I and/or Part II program funds; and
  • plans for sustaining appropriate levels of fundingafter all grant funding has ended.

District award plans should identify:

district award plan continued5
District Award Plan Continued
  • have their award plans approved by the school district superintendent and local school board prior to submitting it to the TEA;
  • conduct stakeholder meetings; and
  • make their award plan accessible to the public no later than the start of the 2008-2009 school year.

Districts must:

district award plan continued6
District Award Plan Continued
  • If districts choose not to implement their award plans district-wide and choose to select certain campuses to participate, more than half of the selected campuses must be Target Campuses.
  • Districts may set criteria for establishing and identifying Target Campuses that are consistent with district goals and rules set by the commissioner.
date target campuses
DATE Target Campuses

In identifying Target Campuses, districts must target campuses that meet at least two of the following criteria.

The campus:

  • receives an academically unacceptable rating (2007 accountability ratings); or
  • performs lower than the district’s average proficiency on TAKS (by subject, grade, and/or campus to be determined by the district); or
date target campuses continued
DATE Target Campuses Continued
  • receives comparable improvement (CI) ratings in the bottom quartile relative to other campus types in the district; or
  • experiences above average dropout/non-completion rates relative to other campus types in the district; or
date target campuses continued1
DATE Target Campuses Continued
  • ranks within the top quartile of campuses enrolling high percentages of economically disadvantaged students; and
  • in addition to adopting at least two of the measures above, districts may use other academic or non-academic indicators, such as experiencing high rates of teacher migration and attrition, free and reduced lunch student populations, etc.
date general program requirements continued
DATE General Program Requirements Continued
  • If the district award plan is not implemented district-wide, participation of selected campuses in DATE must be approved by a majority of classroom teachers assigned to the selected campus through a simple majority vote.
date general program requirements continued1
DATE General Program Requirements Continued
  • At least 60 percent of the grant allocation must be used for Part I activities and up to 40 percent of the grant can be used for Part II activities

Part I Funds

Part I Funds:

  • must make up at least 60 percent of the total district’s grant award.
  • must be used to incorporate meaningful, objective, goals and performance measures, used to identify which eligible teachers will receive awards. At least 50% of the criteria used must be quantifiable and address one or both of the following:
      • student academic improvement and/or
      • student growth.

Part I Funds Continued

  • Annual award amounts to teachers must be equal to or greater than $3,000 unless otherwise determined by the local school board, and minimum awards must be no less than $1,000 per teacher.
part ii funds
Part II Funds

School districts can use up to 40 percent of the grant funds on other allowable activities, including stipends and awards for:

  • Recruitment and retention of teachers:
    • In critical shortage subject areas;
    • In subject areas with high percentages of out-of-field assignments;
    • Certified and teaching in their main subject area; and/or
    • With postgraduate degrees in their teaching area.
part ii funds continued
Part II Funds Continued
  • Career, mentor, and master teachers;
  • On-going applied professional growth;
  • Increasing local data capabilities to support instruction and accountability;
  • Awards for principals who increase student performance; and
  • Other campus employees who demonstrate excellence.
technical assistance
Technical Assistance

Goal:To provide districts with a technical assistance

program that supports TEEG and DATE during

planning years.

Technical assistance will include:

  • prototypes of effective programs;
  • models for award differentiation;
  • guidance for creation and use of meaningful data at the individual teacher levels;
  • assistance on establishing meaningful award amounts; and
  • strategies and processes for effective communication and stakeholder engagement.
modeling and program components
Modeling and Program Components

Models and Program Components will be

shared with grantees to best inform and guide

plan development through:

  • training materials and resources for creation of effective incentive plans;
  • online learning modules; and
  • ongoing technical assistance
data capacity building
Data Capacity Building

Data capacity building will occur to aid districts in

using meaningful and objective measures by:

  • identifying performance-based assessments for use at the local level;
  • assisting districts in developing measures or systems of value-added improvement; and
  • assisting districts in creating capacity for effective data systems at the local level that support teacher incentive programs.

Research has shown that full stakeholder

involvement is essential to award plan


The outreach component will provide:

  • Professional development to school leaders and board members in communications and stakeholder engagement strategies.
performance measures
Performance Measures

Performance Measures:

  • establish specific targets to determine whether or not a goal was successfully achieved.
  • are instructions about what someone must do.
  • use verbs and include specific conditions (how well or how many) that describe to what degree the individual will be able to demonstrate mastery of the specified goal.
quality performance measures
Quality Performance Measures

Quality performance measures state


  • Skills;
  • Conditions;
  • Behaviors;
  • Criteria; and
  • Clarify expectations—how many, to what degree, under what conditions, etc., the individual is clear about what is expected.
quality performance measures continued

Time bound





Based on the daily responsibilities of the staff position

Related to improved student achievement and the success of the campus

Quality Performance Measures Continued

Are the established performance measures:


Measurable performance measures:

  • specifically indicate the degree or quantity of the change expected using descriptive words or numbers.
  • indicate how the change will be determined.

Meaningful Performance Measures:

  • motivate change.
  • value everyone's time. (Creating meaningful measures communicate that your program goals are important and valuable.)
  • consider if the measure:
    • "Is meeting an important need at the campus."
    • “Is going to be valued by the participants."

Assigned performance measures:

  • target the audience as specifically as possible.
  • specify a specific group of people or individuals.

Realistic performance measures:

  • seem achievable.
  • encourage successful behaviors.
  • benefit everyone involved.
  • contribute to success.
time bound
Time Bound

Time bound performance measures:

  • limit the length of time available to achieve the goal/target.
  • establish target dates or points in the program where certain specified changes are expected.
  • provide individuals with an approximation of when they can see improvements.
time bound continued
Time Bound Continued

Time bound performance measures:

  • make them more realistic because individuals will know that some knowledge, skills, and behaviors may take time, and some can be picked up quickly.
  • allow them to be more measurable with a timed component.
writing performance measures
Writing Performance Measures
  • Keep statements short and focused on a single outcome.
  • Ensure that the performance measures are effective and measurable, avoid using verbs that are vague or cannot be objectively assessed.
  • Part I performance measures should be classroom teacher-focused and target the expected teacher outcome based on student performance.
writing performance measures continued
Writing Performance Measures Continued

Well written performance measures:

  • are easy to measure—either the person has or has not accomplished the goal/target.
  • consider if the specific change is short-term (i.e., bi-monthly) or long-term (i.e., annual).
need for a communication strategy
Need for a Communication Strategy

Communication is the process of transmitting

ideas and information about an initiative

throughout the community.

To do this, a strategy/plan should be

developed and executed.

communication strategy
Communication Strategy

To organize, develop, and build a strategy,


  • What information needs to be made known? (participation, reasons, district award plan)
  • What are your objectives?

(secure buy in, generate ideas, inform stakeholders)

  • What groups or partners would be interested in this information? (educators, community, local businesses)
communication strategy continued
Communication StrategyContinued


  • What are the needs of these partners? (to inform, organize, contribute)
  • What elements of the district award plan are most interesting to them? (improved student achievement, better pay, ability to recruit and retain quality teachers)
communication strategy continued1
Communication StrategyContinued.


  • What communication tools are available to reach the various target groups?

(stakeholder meetings, local press, internet, e-mail)

  • What is your timeframe?

(September 2007 – April 2008)

  • What financial and human resources are available to you?

(funds, staff, committees)

effective strategy components
Effective Strategy Components

The communication strategy should include/address:

  • Sources of information (the district, HR, academic division, committee)
  • One or more objectives (objectives will vary depending on the target audience)
  • Message for each target audience (what you want to say must be clear and consistent)
effective strategy components continued
Effective Strategy ComponentsContinued

The communication strategy should include/address:

  • Target Audience — (to whom do you want to transmit information? What groups, people, associations might be interested in the program?)
  • Transmission channel/medium (the vehicles you choose to deliver messages both internally and externally)
effective strategy components continued1
Effective Strategy ComponentsContinued

The communication strategy should include/address:

  • Intended results – (the action you want an audience to take)
  • Feedback — (it is important to test the effect of the message and the communication tool before finalizing it)
texas teacher advancement program tap

Texas Teacher Advancement Program (TAP)

Dr. Tammy Kreuz

Executive Director, Texas TAP

importance of high quality teachers
Importance of High Quality Teachers
  • There exists a need to increase educator quality in the state of Texas
    • The need for effective teachers and school leaders is greater in high need schools with low income and high minority communities where teachers are more likely to be new or leave after two to three years due to poor working conditions and other factors.
  • The most effective way to improve our schools is to provide students with quality teachers.
    • Students taught by the most qualified and effective teachers achieve at higher levels
milken family foundation
Milken Family Foundation
  • Milken Family Foundation developed TAP in 1999.
  • Milken Educator Awards- $25,000 bonuses to teachers across the country.
  • MFF focused on school reform, standards, and accountability.
milken family foundation1
Milken Family Foundation
  • Several years working on issues with school technology.
  • Conclusion: Without a talented teacher in the classroom, no piece of technology, no instructional tool, no curriculum will have a positive impact on student achievement.
texas teacher advancement program
Texas Teacher Advancement Program
  • UT System manages the Texas Teacher Advancement Program (TAP) in partnership with the National Institute for Excellence in Teaching
  • 2005-06 school year- 3 pilot schools in Richardson ISD
texas teacher advancement program1
Texas Teacher Advancement Program
  • 2006-07 school year- added 6 more schools through the Governor’s executive order
  • 2007-08 school year- the Texas Education Agency added 2 schools in Lancaster ISD and Manor New Tech High School (funded by the Texas High School Project)
texas teacher advancement program2
Texas Teacher Advancement Program

Geographic Location of TEA Funded Pilot Schools

Richardson ISD

Lancaster ISD

Manor ISD


Judson ISD

Lytle ISD


What is the Teacher Advancement Program (TAP)?

The Teacher Advancement Program (TAP) is a research-based school improvement model designed to attract, retain and motivate the best talent to the teaching profession.

  • The comprehensive TAP system is built on four elements:
      • Multiple Career Paths
      • Instructionally Focused Accountability
      • Ongoing Applied Professional Growth
      • Performance-based Compensation

Multiple Career Paths

  • Traditional model:
    • Teacher position only. All teachers essentially have the same

qualifications, responsibilities, authority and are assessed in the

same way. Principals are there to provide support, impose discipline

and assess teacher effectiveness.


Multiple Career Paths

  • TAP model:
    • Allows for advancement while allowing the teacher to remain in the classroom
      • Career Teacher
      • Mentor Teacher
      • Master Teacher
    • Each step on the career path requires increased skills and knowledge and offers additional authority, responsibility and compensation.
    • Master and mentor teachers become part of the TAP Leadership Team led by the principal.

Ongoing Applied Professional Growth

  • Traditional Professional Growth Model:
    • Individual teachers go to selected training sessions and try to implement new practices on their own.

Ongoing Applied Professional Growth

  • TAP Professional Growth Model:
    • Provides time during the school day for teachers to help one another to learn about and use effective teaching practices in their classrooms.
    • The TAP model provides the structure to effectively implement curriculum - not an “add on”

Instructionally Focused Accountability

  • Traditional Accountability Models:
    • Use evaluation standards that are often unclear or inadequate. Teacher evaluations are usually infrequent and provide little follow-up help and then only for problems, never for growth. Rarely are rewards linked to how well a teacher does on the evaluations.

Instructionally Focused Accountability

  • TAP Instructionally-focused Accountability Model:
    • Uses clear comprehensive teaching standards that all teachers are trained to meet. Ongoing classroom support and coaching is provided to all teachers for improvement, not just for remediation. Good evaluations are rewarded financially.
    • TAP evaluations ensure that all teachers have the opportunity to grow and become better instructors so that their students will achieve more.

Performance-based Compensation

  • Traditional model:
    • Compensation is based on years on the job and training credits/units accumulated and ignores individual performance and effort.

Performance-based Compensation

  • Teacher Advancement Program (TAP) model:
    • Compensation is given for taking on increased responsibility
    • and authority.
      • Salary augmentations for master and mentor positions. (recommended minimum of $8,000 and $4,000, respectively for Texas)
  • Bonus awards are earned based on performance:
    • 50% Skills, Knowledge, and Responsibility
    • 30% Classroom-level Value-added Achievement Gains
    • 20% School-level Value-added Achievement Gains
  • TAP salary enhancements are all over and above traditional salary schedule
proven success of tap in texas
Proven Success of TAPin Texas

Richardson ISD Student Performance Data

proven success of tap in texas1
Proven Success of TAP in Texas

Richardson ISD Staff Retention Data

texas results from 2006 07 are in
Texas Results from 2006-07 are in!
  • Value-Added Calculations computed by SAS Institute
  • 7 out of 9 schools in Texas received the highest possible value-added score of 5!!
expansion of texas tap
Expansion of Texas TAP
  • UT System is currently working to expand the Teacher Advancement Program to additional schools in the state of Texas.
  • Two opportunities for expansion
    • US Department of Education Teacher Incentive Fund
    • Texas House Bill 1 Subchapter O Legislation
teacher incentive fund
Teacher Incentive Fund
  • $25.5 million grant awarded in June 2007 to UT System by the US Department of Education to implement TAP in additional Texas schools.
  • The program involves seven public school districts across the state of Texas, and includes 27 schools, over 1,200 professional staff, and over 16,800 students.
hb1 subchapter o
HB1 Subchapter O
  • HB 1, Subchapter O mentions TAP as eligible teacher incentive program.
  • State Director for Texas TAP will assist schools in planning for TAP implementation through DATE program.
tap program development for fall 2008 implementation
TAP Program Development for Fall 2008 Implementation
  • NOW is the time to start planning for TAP implementation in 2008!!
  • What do you need to do if you are interested in learning more about TAP implementation?
  • Attend the TAP Information Session this fall:
    • TETN scheduled for...
  • Attend a TAP Implementation Workshop this fall:
    • Multiple workshops provided in November/December 2007 (only need to attend one)
  • Contact the Executive Director, Texas TAP for more information about program development calendar and implementation questions.

For more information about Texas TAP, contact:Tammy Kreuz, Ph.D.Executive Director, Texas TAPtkreuz@utsystem.edu(512) 322-3757

teeg primary resources
TEEG Primary Resources

TEEG Website:


TEA Grant Opportunities:


Notice of Intent to Apply:


teeg regulatory resources
TEEG Regulatory Resources



Commissioner's Rules:


teeg program content resources
TEEG Program Content Resources

Appendix A: Glossary of Terms:


Appendix B: Part I Model Plans:


Appendix C: Part II Model Plans:


teeg program planning resources
TEEG Program Planning Resources

TEEG Requirement Checklist:


Supplemental Planning Tool:

Frequently Asked Questions, TEEG Cycle 1:


date timelines
DATE Timelines

Notice of Intent to Apply

  • Available Wednesday, August 29, 2007
  • Due Friday, October 19, 2007

Award Amounts

  • Estimates available Friday, October 26, 2007


  • Available Friday, October 26, 2007
  • Due Tuesday, April 15, 2008

* Note all dates subject to change

date timelines continued
DATE Timelines Continued

Technical Assistance

  • Information Sessions:

September - October 2007

  • Workshop Sessions:

November – December 2007

February – March 2008

date grant resources
DATE Grant Resources

DATE Website:


TEA Grant Opportunities:




Teacher Advancement Program:


date program planning resources
DATE Program Planning Resources

DATE Implementation Year Calendar of Events timeline:


Supplemental Planning Tool:


DATE Fact Sheet:


contact information
Contact Information

Rita Ghazal

Program Manager

Office of Education Initiatives

E-mail: rita.ghazal@tea.state.tx.us

Phone: (512) 463-8911

Priscilla Aquino

Program Specialist

Office of Education Initiatives

E-mail: priscilla.aquino@tea.state.tx.us

Phone: (512) 463-5759

Jerel Booker

Program Manager

Division of Educator Excellence

E-mail: jerel.booker@tea.state.tx.us

Phone: (512) 463-3452

Karen Harmon

Grant Manager

Division of Discretionary Grants

E-mail: karen.harmon@tea.state.tx.us

Phone: (512) 463-9181