Presentation on theme: "TRACS Toledo Review and Alternative Compensation System."— Presentation transcript:
TRACS Toledo Review and Alternative Compensation System
RESEARCH While research has proven that a quality teacher is one of the most important factors in student success, those students most in need of quality teachers are generally the least likely to get them. (Darling- Hammond, 1997; Taken from NCREL Viewpoints)
RESEARCH, CONTINUED Programs that attract high-quality teachers to high-poverty, high minority schools can help to close the gap in teacher quality and student achievement. (NCREL Viewpoints)
RESEARCH, CONTINUED In addition to attracting quality teachers into high poverty schools, it is critical to provide high-quality professional development so teachers can continue to support student achievement. (NCREL)
GOVERNOR’S COMMISSION ON TEACHING SUCCESS “Given our belief that improving the quality of teaching requires a new approach to compensation, the commission encourages…that teachers are rewarded for what they do and accomplish.” (page 24)
GOVERNOR’S COMMISSION ON TEACHING SUCCESS Factors, beyond student achievement, that could be included in new compensation models: Knowledge and Skills Professional Development Level of Difficulty, e.g., Hard-to-Staff and Low-Performing Schools Hard-to-Staff Subject Areas Level of Responsibility, e.g. Additional Responsibilities (pages 24, 25)
TRACS, INCEPTION TRACS, in concept, was agreed to as part of the 2001 negotiations between TFT and TPS. TRACS was designed and spelled out during the 2001/2002 school year. TRACS first year of implementation was the 2002/2003 school year.
GOAL of TRACS “The overriding goal of TRACS is to promote teacher quality while improving the academic performance of students.” (page 3 of the TRACS booklet)
TRACS GOVERNANCE Professional Assignment and Compensation Committee (PAC) appointed by the TFT President and the TPS Superintendent PAC composed of teachers and administrators Chair annually rotates between management and TFT TFT President and TPS Chief Academic Officer serve as advisors.
THREE TRACS COMPONENTS Professional Development (TRACS A) School Performance (TRACS B) Teacher Performance (TRACS C)
TRACS A: REQUIRED PROFESSIONAL DEVELOPMENT Required Professional Development Targets identified student academic needs Targets subject matter knowledge and skills Reflects research Reflects Ohio Content Standards Reflects best classroom instructional practices Fosters collaboration and reflection Requires follow-up to document implementation and effectiveness TFT and Board mutually agree to professional development content, presentation, and implementation
TRACS B: SCHOOL PERFORMANCE School Performance Annual determination of significant academic and related goals for each district building Frequent assessment of participating school’s progress toward meeting set goals Reward and recognition to school teaching staffs that meet or exceed set goals
TRACS C: TEACHER PERFORMANCE Supports district’s continuous improvement process by recognizing, rewarding, and utilizing, in special projects and assignments, teachers who demonstrate excellence in classroom teaching. Provides an annual reward for teachers who accomplish one or more of the following: Demonstrate excellence in the classroom, including high levels of student academic success (Career Status) Accept additional responsibilities (Accomplished Status); and/or Accept a difficult to fill teaching assignment (Distinguished Status)
TRACS C: TEACHER PERFORMANCE Qualification Year Status Five years of successful teaching, three in TPS Application: documentation of continuous professional growth Peer Review Ratings (attachment 1) Observation/Evaluation of Teaching Performance (attachment 2) Portfolio (attachment 3) Writing Sample (attachment 4) Seven teachers are currently completing their qualification year
TRACS C: TEACHER PERFORMANCE Career Status Level: TRACS-1 Must remain in the classroom Annually select one area of student accountability and annually report results to the Professional Assignment and Compensation Committee (PAC) e.g., raising student achievement in math; identify standards, benchmarks, indicators; identify and implement instructional and/or intervention strategies; administer appropriate assessment measure. 24 teachers currently on TRACS-1 Career Status Level Earn an annual stipend equal to five percent of teacher’s basic salary
TRACS C: TEACHER PERFORMANCE Accomplished Status Level: TRACS-2 Must remain in the classroom Professional Assignment and Compensation Committee makes placements in TRACS-2 based on district’s needs and expertise of the applying teacher. Current assignments Develop and implement standards-based thematic lessons targeting the mathematics measurement standard and grade level indicators for grades K-7; design and provide district-wide professional development Develop computerized grade cards for grades K-6 utilizing standards, benchmarks, and grade level indicators; align district grade books to the State Standards and the district report card; and design and provide district-wide professional development Develop lesson plans and activities related to targeted weak standards identified from previous OGT testing results; design and deliver professional development and on-site support during the summer OGT camps that utilize the developed curriculum 12 teachers on TRACS-C Accomplished Status Level. Earn an annual stipend equal to ten percent of teacher’s base salary.
TRACS C: TEACHER PERFORMANCE Distinguished Status: TRACS-3 Teacher must accept difficult to fill teaching assignments as mutually agreed to by the Board and Federation Teachers may be required to perform peer evaluations of teachers applying for TRACS Qualification Year, teachers who are on their renewal year evaluation cycle, or teachers who qualify for district evaluation
TRACS C: TEACHER PERFORMANCE Distinguished Status Level: TRACS-3, Continued Must remain in the classroom. Accept teaching assignments at a school identified as high needs or other difficult to fill teaching assignments as mutually agreed to by the Federation and the Board. Remain at assignments for not less than three years. After three years, first right to return to previous assignment when opening occurs. Current Distinguished Status Level Assignments: Two science positions at high needs, high poverty inner-city high school. One music position at a high needs, high poverty inner-city high school. Earn an annual stipend equal to fifteen percent of the teacher’s base salary.
TRACS C: TEACHER PERFORMANCE What Influences Teachers to Accept a TRACS-3 Placement? Right to return to previous teaching assignment Placement as part of a TRACS-3 team Welcome by faculty at the high needs school Administrative support Greater monetary compensation
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