Quality Compensation Program June 12, 2017 Year Five

Q-Comp Agreement- March/April 2012 Voluntary agreement between BFT and the Bloomington Public Schools The Q-Comp MOU is reviewed annually by the Teacher Evaluation Governing Board. Teacher Evaluation Governing Board oversees the program

Governing Board Members Eric Melbye - Administration Mary Burroughs – Human Resources Carol Kampa – Secondary Site Leader Steve Abrahamson – Elementary Site Leader Wendy Marczak – BFT President Ryan Meyering – Secondary Teacher Rep Anne Robertson – Elementary Teacher Rep Sarah Dahl- Wyland – Q-Comp Rep Kelley Spiess- Teacher Evaluation Coordinator

Components of Q-Comp Teacher Observation/Evaluation Job-Embedded Professional Development (PLC) Goal Setting Teacher Leadership

Q-Comp Program Data Sources Teacher observation/evaluation data collection on engagement by coaches Program Review- Staff Interviews and questions about PLC and the Evaluation Process designed by MDE PLC Facilitator Survey – Informs professional development and program development Continuous Improvement model -

Teacher Observation/Evaluation Teacher Evaluation in Bloomington aligns with Minnesota’s Teacher Development and Evaluation Statute Annual training for new teachers, administrators, mentors, and coaches is assured and aligned. Written feedback, including comments and areas for further coaching is provided after each evaluation that allows teachers to track growth and progress toward student engagement, growth and building goal setting. Coaching and other forms of support are provided to promote teacher growth. Include of survey percentages on another separate sheet.

Teacher Observation/Evaluation Staff receive ongoing formative feedback on practice, student growth, student engagement, and specific goals set yearly by staff members. At least 88 hours(16 required) hours of training for new evaluators and coaches. Evaluators and coaches engage in inter reliability observations at least twice a year. The Danielson rubric aligns with state standards of effective practice for teachers and includes four defined performance levels.

Job-embedded Professional Development (PLC) Best Practices: Licensed staff receives a minimum of 180 minutes per month for ongoing professional development and all members of the PLC are able to actively participate. Learning from Professional Development is directly tied to classroom instruction. Staff uses data and evidence-based instructional strategies to enhance engagement for all students. Teachers are given support for classroom instruction and management as needed.

Performance Pay and Alternative Salary Schedule The compensation structure is aligned to performance indicators and measures of student growth. School wide goals assess annual gains and are written in specific/strategic, measureable attainable, results based and time bound format. The measure of student growth is measured by a valid and reliable assessment aligned to state standards. Student growth is disaggregated for all student groups.

PLC Facilitator Training Occurs twice yearly –Research Based Strategies Engaging Students with Poverty In Mind Eric Jensen

Three Year Professional Growth Plan Teachers select a different set of instructional components to work on every year and create an individual professional growth plan Teachers individual and PLC goals are based on ongoing analysis of student achievement data These components are part of a four domain rubric Teachers analyze student achievement to determine goals.

Goal Setting Data sources that drive goals: Standardized test data Observation data Electronic Responses Exit Slips Examining student work Formative and Summative Assessments Thank the board for the time.

Exemplary Results in Year Five: Teacher Leader Roles and Expectations Purpose and goals for PLC meetings Implementation of new classroom strategies and improved student achievement based on the evaluation process Targeted professional development differentiated for the specific needs of staff Exemplary, proficient , basic

Last years….. NEXT STEPS: Continue to support teachers ongoing professional growth and improvement through evaluation/coaching Continue to analyze student engagement strategies and data collected this year to provide more training and modeling of effective techniques. Provide ongoing resources and instructional support for individual PLC, guide the development of rubrics and assessments.

2017/18 Next Steps Continue to work with staff to implement engagement strategies specially targeting social emotional learning competencies. Continued collaboration with Curriculum, ELL, Technology, G and T, Learning Supports and the office of Equity support staff to better coordinate resources for teachers and students. Work closely with our District Instructional Mentor Program staff to create a continuum of support for our new staff.

Teacher Led Evaluation and Curriculum Development