1. Quality Compensation Program
June 12, 2017
Year Five

2. 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

3. 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

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

5. 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 -

6. 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.

7. 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.

8. 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.

9. 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.

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

11. 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.

12. 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.

13. 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

14. 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.

15. 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.

16. Teacher Led Evaluation and Curriculum Development