1. 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

2. 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

3. 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.

4. 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.

5. 5 District Awards for Teacher Excellence Created by House Bill 1, Article IV 79 th Legislature, 3 rd Special Session, 2006

6. 6 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;

7. 7 DATE Program Purpose Continued target the district’s most in-need campuses to improve teacher quality; and create capacity and sustainability for improved instruction within the district.

8. 8 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.

9. 9 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;

10. 10 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).

11. 11 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.

12. 12 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.

13. 13 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.

14. 14 District Award Plan Continued 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:

15. 15 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:

16. 16 District Award Plan Continued 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 performance measures:

17. 17 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 funding after all grant funding has ended. District award plans should identify:

18. 18 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:

19. 19 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.

20. 20 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

21. 21 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

22. 22 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.

23. 23 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.

24. 24 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

25. 25 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

26. 26 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 I Funds Continued

27. 27 Part II Funds 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. School districts can use up to 40 percent of the grant funds on other allowable activities, including stipends and awards for:

28. 28 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.

29. 29 Phase I: Organization and Goal Setting ActivityPurposeCompletion Date(s)* Hold preliminary grant informational meeting(s) Engage district-level planning committee September 28, 2007 Attend regional information sessions Acquire program information from the TEA September – October 2007 Submit Notice of Intent to ApplyDetermine district grant participationOctober 26, 2007 Review publicly released DATE application Learn the application expectationsOctober 26, 2007 Hold stakeholder meetings (3) Gather campus staff input on the district award plan October 26, 2007 December 17, 2007 February 8, 2008 Designate District Technical Assistance teams Determine team that will attend Technical Assistance sessions November 2, 2007 Identify participating campuses for district award plan Inform campuses of eligibilityNovember 9, 2007

30. 30 Phase I: Organization and Goal Setting Continued ActivityPurposeCompletion Date(s)* Hold district meeting(s) with selected campuses Share goals and purpose of district’s award plan November 14 – November 23, 2007 Participate in select Fall Technical Assistance Workshops Participate in workshops and trainings to help develop district award plans  Austin: Nov. 26, 2007  San Antonio: Nov. 27,2007  Dallas: Dec. 3, 2007  Fort Worth: Dec. 4, 2007  Lubbock: Dec. 5, 2007  Houston: Dec. 10, 2007  Harlingen: Dec. 11, 2007  El Paso: Dec. 13, 2007 Hold campus-wide vote (required, if awards program is not district-wide) Approve, by a simple majority and through a campuswide vote, participation in the award program December 14, 2007 Identify goals for the district award plan Inform the selection of appropriate performance measures December 31, 2007 Identify how district-wide DATE goals align to TEEG performance criteria (if applicable) Ensure similar state programs align

31. 31 Phase II: Plan Development ActivityPurposeCompletion Date(s)* Identify teacher eligibility criteria for awards under Part I Funds Address specific program guidelines and requirements January 11, 2008 Identify performance indicators for various teacher types corresponding to district goals Identify the amount of awards under Part I Funds (Required) January 25, 2008 Identify additional awards and activities to be funded under Part II (Optional) Develop Contingency Plan for Fund Redistribution of Part I (Required) Address unplanned circumstances February 15, 2008 Develop Contingency Plan for Fund Redistribution of Part II (if applicable) Participate in select Spring Technical Assistance Workshops Participate in workshops and trainings to help complete district award plans February – March TBD

32. 32 Phase III: Finalizing and Approving Plan ActivityPurposeCompletion Date(s)* Present draft district award plan to local school board Inform local school board of goals, performance indicators, and contingency plan as written in the district award plan February 15, 2008 Hold district award plan information meeting (s) Inform stakeholders of content of the district’s award plan March 3, 2008 Make the district plan available for public viewing March 7, 2008 Acquire approval by the local school board for award amounts outside parameters set in statute Ensure meaningful awards are distributed March 17, 2008

33. 33 Phase III: Finalizing and Approving Plan Continued ActivityPurposeCompletion Date(s)* Submit district award plan for approval by the local school board Prepare award plan for submission March 24, 2008 Receive final local school board approval of district award plan April 4, 2008 Grant application submissionFinalize application processApril 8, 2008 Program implementationImplement district award planSeptember 1, 2008

34. 34 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.

35. 35 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

36. 36 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.

37. 37 Outreach Research has shown that full stakeholder involvement is essential to award plan implementation. The outreach component will provide: Professional development to school leaders and board members in communications and stakeholder engagement strategies.

38. 38 Writing/Setting Performance Measures

39. 39 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.

40. 40 Quality Performance Measures Quality performance measures state desired: Skills; Conditions; Behaviors; Criteria; and Clarify expectations—how many, to what degree, under what conditions, etc., the individual is clear about what is expected.

41. 41 Quality Performance Measures Continued Measurable Time bound Specific Meaningful Realistic Assigned Based on the daily responsibilities of the staff position Related to improved student achievement and the success of the campus Are the established performance measures:

42. 42 Measurable 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.

43. 43 Meaningful 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."

44. 44 Assigned Assigned performance measures: target the audience as specifically as possible. specify a specific group of people or individuals.

45. 45 Realistic Realistic performance measures: seem achievable. encourage successful behaviors. benefit everyone involved. contribute to success.

46. 46 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.

47. 47 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.

48. 48 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.

49. 49 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).

50. 50 Common Mistakes and Solutions Common MistakesSolutions The performance measure is too broad in scope or actually includes more than one measure/target. Simplify/break apart The performance measure does not list an appropriate behavior, condition, and/or degree, or this requirement is omitted from the measure. Be more specific, make sure the behavior, condition, and degree is included. The performance measure describes instruction, not conditions. Simplify, and include a(n): Audience – who Behavior – what Condition – how Degree – how much The performance measure does not provide a true overt, observable goal/performance expectation. Describe the behavior/performance expectation that must be observed/achieved.

51. 51 Communication Strategy

52. 52 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.

53. 53 Communication Strategy To organize, develop, and build a strategy, consider: 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)

54. 54 Communication Strategy Continued Consider: 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)

55. 55 Communication Strategy Continued. Consider: 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)

56. 56 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)

57. 57 Effective Strategy Components Continued 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)

58. 58 Effective Strategy Components Continued 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)

59. Texas Teacher Advancement Program (TAP) Dr. Tammy Kreuz Executive Director, Texas TAP

60. 60 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

61. 61 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.

62. 62 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.

63. 63 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

64. 64 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)

65. 65 Texas Teacher Advancement Program Hays CISD Manor ISD Judson ISD Lytle ISD Richardson ISD Lancaster ISD Geographic Location of TEA Funded Pilot Schools

66. 66 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

67. 67 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.

68. 68 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.

69. 69 Ongoing Applied Professional Growth  Traditional Professional Growth Model:  Individual teachers go to selected training sessions and try to implement new practices on their own.

70. 70 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”

71. 71 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.

72. 72 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.

73. 73 Performance-based Compensation  Traditional model:  Compensation is based on years on the job and training credits/units accumulated and ignores individual performance and effort.

74. 74 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

75. 75 Proven Success of TAP in Texas Richardson ISD Student Performance Data

76. 76 Proven Success of TAP in Texas Richardson ISD Staff Retention Data

77. 77 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!!

78. 78 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

79. 79 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.

80. 80 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.

81. 81 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.

82. 82 For more information about Texas TAP, contact: Tammy Kreuz, Ph.D. Executive Director, Texas TAP tkreuz@utsystem.edu (512) 322-3757 tkreuz@utsystem.edu

83. Timelines, Resources, Questions and Answers

84. TEEG Primary Resources TEEG Website: www.tea.state.tx.us/ed_init/teeg/ TEA Grant Opportunities: http://burleson.tea.state.tx.us/GrantOpportunities/forms/ Notice of Intent to Apply: http://www.tea.state.tx.us/ed_init/eeg/datex/apply.html

85. TEEG Regulatory Resources Statute: www.capitol.state.tx.us/tlodocs/793/billtext/pdf/HB00001F.p df Commissioner's Rules: www.tea.state.tx.us/rules/tac/chapter102/ch102ff.html

86. TEEG Program Content Resources Appendix A: Glossary of Terms: www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_A.pdf Appendix B: Part I Model Plans: www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_B.pdf Appendix C: Part II Model Plans: www.tea.state.tx.us/ed_init/teeg/Appendix_C_FINAL.pdf

87. TEEG Program Planning Resources TEEG Requirement Checklist: http://www.tea.state.tx.us/opge/disc/EducatorExcellenceAw ard/TEEG_TETN.doc Supplemental Planning Tool: http://198.214.97.41:8080/Guidelines/non- eGrants%20Documents/591- 08/TEEG%20Supp%20Planning%20Tool%20Cycle%20 2_EM.pdf Frequently Asked Questions, TEEG Cycle 1: www.tea.state.tx.us/opge/disc/EducatorExcellenceAward/F AQ_090806.pdf

88. 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 Application Available Friday, October 26, 2007 Due Tuesday, April 15, 2008 * Note all dates subject to change

89. DATE Timelines Continued Technical Assistance Information Sessions: September - October 2007 Workshop Sessions: November – December 2007 February – March 2008

90. DATE Grant Resources DATE Website: www.tea.state.tx.us/ed_init/eeg/datex/ TEA Grant Opportunities: http://burleson.tea.state.tx.us/GrantOpportunities/forms/ Statute: www.capitol.state.tx.us/tlodocs/793/billtext/pdf/HB0000 1F.pdf Teacher Advancement Program: http://www.talentedteachers.org/

91. DATE Program Planning Resources DATE Implementation Year Calendar of Events timeline: http://www.tea.state.tx.us/ed_init/eeg/datex/timeline.html Supplemental Planning Tool: http://www.tea.state.tx.us/ed_init/eeg/datex/pd_req.html DATE Fact Sheet: http://www.tea.state.tx.us/ed_init/eeg/datex/pd_factsheet.ht ml

92. 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