1. Minneapolis Public Schools QComp An Overview of Quality Compensation In Minneapolis Bill Gibbs Site administrator Kenny School Former district QComp Coordinator Minneapolis Public Schools

2. Conclusion Without a talented teacher in the classroom, no piece of technology, no instructional tool, no curriculum will have a positive impact on improving student achievement.

3. TAP/MPS/MFT/MDE = QComp Brought to MPS by Louise Sundin, former Minneapolis Federation of Teachers president. Framework: Includes PDCs, PDPs, peer coaching, pro pay, professional standards, and mentors.

4. The Teacher Advancement Program (TAP) is a research- based school improvement model designed to attract, retain, support, and motivate teachers. What is the Teacher Advancement Program (TAP)? The comprehensive TAP system is built on four elements: 1. Multiple Career Paths 2. Instructionally Focused Accountability 3. Ongoing Applied Professional Growth 4. Performance-based Compensation The comprehensive TAP system is built on four elements: 1. Multiple Career Paths 2. Instructionally Focused Accountability 3. Ongoing Applied Professional Growth 4. Performance-based Compensation

5. Meeting Our Challenges Through TAP Accountability Support

7. Current QComp schools Andersen Open Elizabeth Hall Folwell Edison High School Andersen Elementary Hmong International Academy Windom Sanford Nellie Stone Johnson Jefferson Cityview Green Central Loring Anne Sullivan More than 600 members of the collective bargaining unit 14 of the current 58 tradition MPS schools

8. 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. 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. Multiple Career Paths Multiple Career Paths TAP model: Allows for advancement while allowing the teacher to remain in the classroom Career Teacher* Instructional Coach Teacher* Mentor Teacher * Each step on the career path requires increased skills and knowledge and offers additional responsibility and compensation. Coach and mentor teachers become part of the TAP Leadership Team. * See attached job descriptions. TAP model: Allows for advancement while allowing the teacher to remain in the classroom Career Teacher* Instructional Coach Teacher* Mentor Teacher * Each step on the career path requires increased skills and knowledge and offers additional responsibility and compensation. Coach and mentor teachers become part of the TAP Leadership Team. * See attached job descriptions.

9. 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. 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. 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. 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.

10. TAP Teaching Performance Standards: Skills, Knowledge & Responsibilities Planning Instruction Instructional Plans Student Work Assessment Learning Environment Managing Student Behavior Expectations Environment Respectful Culture Responsibilities Staff Development Instructional Supervision School Responsibilities Reflecting on Teaching Planning Instruction Instructional Plans Student Work Assessment Learning Environment Managing Student Behavior Expectations Environment Respectful Culture Responsibilities Staff Development Instructional Supervision School Responsibilities Reflecting on Teaching Implementing Instruction Standards and Objectives Motivating Students Presenting Instructional Content Lesson Structure and Pacing Learning Activities and Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving Implementing Instruction Standards and Objectives Motivating Students Presenting Instructional Content Lesson Structure and Pacing Learning Activities and Materials Questioning Academic Feedback Grouping Students Teacher Content Knowledge Teacher Knowledge of Students Thinking Problem Solving

11. Traditional Professional Growth Model: Individual teachers go to selected training sessions and try to implement new practices on their own. Traditional Professional Growth Model: Individual teachers go to selected training sessions and try to implement new practices on their own. 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”. 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”.

12. STEPS for Effective Learning Evidence of need (using pre-test) is clear, specific, high quality, and measurable in student outcomes Evidence of need (using pre-test) is clear, specific, high quality, and measurable in student outcomes Using credible Sources Proven application showing student growth Using credible Sources Proven application showing student growth Step 1 Step 2 Step 4 Step 5 Address student content learning with links to teacher strategies and the Rubric. Address student content learning with links to teacher strategies and the Rubric. Step 3 Identify problem or need Identify problem or need Obtain new teacher learning aligned to student need and formatted for classroom application Obtain new teacher learning aligned to student need and formatted for classroom application Develop new teacher learning with support in the classroom Develop new teacher learning with support in the classroom Development through demonstration, modeling, practice, team- teaching, and peer coaching with subsequent analysis of student work. Development through demonstration, modeling, practice, team- teaching, and peer coaching with subsequent analysis of student work. Apply new teacher learning to the classroom Apply new teacher learning to the classroom Evaluate the impact on student performance Evaluate the impact on student performance Evidenced through observation, peer coaching, and self- reflection applied to student work as a formative assessment. Evidenced through observation, peer coaching, and self- reflection applied to student work as a formative assessment. Evidence includes student assess- ment (post-test) aligned with data analysis and the new teaching strategies. Evidence includes student assess- ment (post-test) aligned with data analysis and the new teaching strategies.

13. Traditional model: Compensation is based on years on the job and training credits/units accumulated and ignores individual performance and effort Traditional model: Compensation is based on years on the job and training credits/units accumulated and ignores individual performance and effort 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. Bonus awards are earned based on performance: Student Achievement Teacher performance Additonal responsibilites TAP salary enhancements are all over and above traditional salary schedule Teacher Advancement Program (TAP) model: Compensation is given for taking on increased responsibility and authority Salary augmentations for master and mentor positions. Bonus awards are earned based on performance: Student Achievement Teacher performance Additonal responsibilites TAP salary enhancements are all over and above traditional salary schedule

14. Category 1 Education, Degrees, and Certificates-Earned after 7-1-2008 PGCs to base One-time Payments Page#Page# 1.College Credits (1 per quarter credit, 1.5 per semester credit)1/1.5 1.Masters Degree15* 1.Ed Specialist Degree15* 1.Doctorate Degree15* 1.National Certifications15* 1.Autism Certificate15* 1.Montessori Certificate15* * In addition to coursework credits earned Category II Professional Development– Earned after 7-1-2008PGCs to base One-Time payment 1.MN TAP-(based on SKR score)3-15 1.ProPay 1-2-3 Course15 1.Achievement oF Tenure (successful completion of 3 year process)15 1.ProPay Professional Skill Set1 PGC 10 hours 1.PDP/IGP – Fall, Winter, Spring Progress Reports /Surveys 5 1.Guided PDP Team Participants$200 1.PSP or AoFT Action Plan Team Participant$300 1.National Board Certification$1,500 1.Quality Performance AwaardsN/AUnder re- development by District

15.  Hiring Procedures and Job Descriptions  Augmentations  Bonus Award Pool  Contracts  Additional Days  TAP Training  School schedule/Cluster Times  Principals  District leadership Early Considerations

16. © 2006. National Institute for Excellence in Teaching. All rights reserved.

17. wgibbs@mpls.k12.mn.us gstark@talentedteachers.org www.talentedteachers.com © 2006. National Institute for Excellence in Teaching. All rights reserved.