Marietta City Schools Updatefile/MCS Board... · second year with MCS, regardless of any prior...

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!

!

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



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



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



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




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



All components must be considered as a whole

Career Ladders

Advanced Degree Support Market Incentives

Enhanced Roles



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 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?


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


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

Marietta City Schools Updatefile/MCS Board... · second year with MCS, regardless of any prior...

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