How the Pieces Fit Teacher Town Hall Meeting Thursday, August 25, 2011

1. How the Pieces Fit Teacher Town Hall Meeting Thursday, August 25, 2011

2. A Remarkable Time for Public Education in Tennessee • Change and Reform • Radically higher academic standards • New performance evaluation system • Strategic compensation • Key changes in state education policy • Tenure Restructuring • Collaborative Conferencing

3. Alignment and Coherence • The good news: • These changes are intended to enhance instruction and student learning • These changes are aligned with the work we have been doing for the past several years • These changes build upon the work that we have been doing (Strategic Plan, Standards, PLCs, Marzano, TAP, etc.) • These changes are largely things that we wanted (and in some cases asked for!)

4. Alignment and Coherence • The good news: • These changes are not just random, unrelated mandates imposed upon us • Many of these initiatives were contemplated in our Strategic Plan, Excellence for All Children. • Our Strategic Plan coupled with Tennessee's reform efforts and Race to the Top have created a compelling and coherent education landscape conducive to student academic success.

5. Alignment and Coherence • Common Themes in Reform Efforts & our Strategic Plan: • High standards and expectations • Instructional effectiveness • Focus on student academic outcomes • Instructional leadership and teacher collaboration • Accountability • Removing barriers and constraints to success • Human capital development • Use of research and data to inform decisions

6. Where we have been… • Developed comprehensive Strategic Plan – Excellence for All Children • Focus on the Student • Effective Educators • Engaged Parents and Community • Infrastructure to Support Learning • Embraced and implemented more rigorous Tennessee standards for student learning • Provided instructional support through teacher leadership • Established and refined viable PLCs in our schools • Focused pedagogical improvement efforts around Marzano’s research-based instructional strategies

7. Where we are going… Teacher Evaluation A positive step in preserving a clear focus on instructional quality and student learning every day in every classroom. • New Teacher Evaluation System • Tennessee Educator Acceleration Model - TEAM • Every Teacher, Every Year • Two Complementary Components: • Student Academic Growth / Achievement • Observation of Instructional Practice • Observation tool is essentially the TAP rubric • Marzano’s Strategies Reflected in the Rubric • Implementation Leverages Teacher Leadership • Developmental, not Punitive

8. Multiple measures for evaluating performance.

9. TEAM – Summative Evaluation Rati Solid, Effective Teaching The three components (50% observation, 35% student growth, 15% student achievement) will be combined into a single rating on a 5-category scale. TN Dept. of Education to provide guidance on how component score ranges relate to 5-category scale.

10. Where we are going… Teacher Evaluation Strategic Compensation Advance. Perform. EXcel. - APEX! Designed over a 12-month period with multiple opportunities for stakeholder input and feedback Reflects increased expectations for students and staff Aligned to Strategic Plan goals Relies heavily on Tennessee’s Performance Evaluation System – TEAM

11. APEX Strategic Compensation System • The APEX system incentsand rewards the inputs and outcomes that support greater student academic achievement and growth. • It is part of KCS’ comprehensive improvement efforts to establish a district in which all students achieve at high levels and every school is a school of distinction. • APEX promotes four major objectives, all integral to the success of our strategic plan: • Student success • Effective instruction • Teacher leadership • High-needs schools

12. Our Theory of Action Objective 1 Student Success Objective 2 Effective Instruction Objective 3 Teacher Leadership Objective 4 High-Needs Schools We maintain universally high standards and expectations, ensuring that every student has access to outstanding classroom instruction. We focus on the professional growth and continuous improvement of the instructional skills of our existing teacher force. . We expand and formalize teacher leadership roles in every school across our district. We encourage effective teachers and strong school leaders to apply their skills to our greatest challenges. THEREFORE… THEREFORE… THEREFORE… THEREFORE… Each student is challenged academically and graduates fully prepared for postsecondary learning opportunities, a rewarding career, a meaningful role in the American democracy, and an enlightened, fulfilling life. Teachers have the necessary support and resources in the classroom so that they can do the important job with which they have been entrusted. Model teachers have more instructional leadership opportunities, leveraging one of the greatest untapped resources in education – the expertise within our teacher force. We work aggressively to match our best and most experienced instructional talent with our highest-needs schools and children. AS A RESULT… AS A RESULT… AS A RESULT… AS A RESULT… Every student achieves his or her fullest potential. An effective educator is in front of every classroom every day. Teacher leaders impact instruction beyond their individual classrooms, broadening student success. Achievement gaps defined by race, income, geography, language and/or special needs are eliminated. Excellence for All Children The Knox County Schools will be a system where all students achieve at high levels and every school is a school of distinction.

13. Strategic Objectives • All four objectives reflect KCS’ belief that our strategic compensation system: • Should be aligned with our most important instructional goals, and • Must continue to focus on increased student learning through effective classroom teaching

14. Strategic Compensation Overview Objective 1 Student Success Objective 2 Effective Instruction Objective 3 Teacher Leadership Objective 4 High-Needs Schools Components A. Teacher Performance Incentive Available for teachers and administrators and addresses all 4 objectives. B. School Excellence Award Monetary award to school. Awarded to highest-rated schools at each level (elementary, middle, high). All schools are eligible, including TAP schools. C. Coaching and Other Support Resources Lead or Master/Mentor Teacher (TAP) to support instruction at all schools. Instructional coaches and other resources to enable site-based professional development. D. Lead Teacher Classroom teacher who provides instructional support and coaching to his/her peers via classroom observations within the formal TEAM evaluation process. E. TAP System Adopted as comprehensive school reform model in 18 high needs schools. Includes: teacher collaboration, teacher leadership, instructional rubric and performance compensation. School-wide growth and/or % of students achieving expected growth in each subject area. Must also achieve AYP to earn award. Resources allocated based upon number of certified staff in school and student data highlighting need for additional targeted support. Selected through school-based application process. Key qualifications include demonstrated teaching effectivenessand leadership abilities. Must obtain TAP Observer Certification. Schools selected for implementation based on designation as a high needs school. Teachers approved adoption by vote of at least 75%. Criteria Structure School Award Potential use for equipment, professional development, or other tools for instructional support. Instructional Support To improve working conditions and enable on-site professional development for teachers. Formal Leadership Role 200-day contract with supplement; 4-day TEAM observer training, with additional $100 per day stipend. Comprehensive Reform Includes performance pay determined by individual and/or school-wide growth (50%) and skills, knowledge and responsibilities (50%). Teachers and administrators eligible for bonuses. Compensation Performance Compensation School Excellence Award $5,000 $10,000 Teacher Performance Incentive $1,500 $2,000 Lead Teacher $2,000 $2,500 Administrator Performance Incentive $1,500 $2,000

15. Five Core Components • To achieve our district’s objectives, the APEX system includes five core components that align with our most important goals: • Teacher and administrator performance incentives • School excellence awards to recognize school-wide growth • Coaching and other support resources to help teachers learn and grow • Teacher Leadership Exemplified by Lead Teacher Role • TAP®- The System for Teacher and Student Advancement - for 18 high-needs schools

16. Teacher and Administrator Performance Incentives Provides additional compensation for teachers who deliver high-quality instruction, achieve positive academic outcomes for their students and are instructional leaders Recognizes principals and assistant principals who provide high-quality leadership and support for teachers Incents consistent, effective instruction/leadership in high-needs schools (teachers and administrators) and Adequate Yearly Progress benchmarks (administrators)

17. Teacher and Administrator Performance Incentives Offers more than one way to achieve demonstrated excellence Awards range from $2,000 for exemplary performance and $1,500 for model performance Annual payout each year the educator meets the criteria Majority of incentive based on the educator’s performance as part of the new TEAM(Tennessee Educator Acceleration Model) framework

18. Teacher Performance Incentive 20% 35% 35% 10% Metric Objective 1 Student Success Objective 2 Effective Instruction Objective 3 Teacher Leadership Objective 4 High-Needs Schools Summative Evaluation Based on TEAM evaluation framework. Student Growth + Observation (Quantitative-50%) (Qualitative-50%) Responsibilities and Contributions Measured by quality and impact. Value and priority for additional duties that support learning (student growth), instructional practice (professional development) and/or whole-child development. % Free/Reduced Lunch and Years of Continuous Service at School Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability. (35% TVAAS® + 15% Other Student Achievement) (50% TAP Rubric and Professionalism) Maximum = 10 Maximum = 70 Maximum = 20 Above Expectations (55) Performance Level (Index) Planner (10) Significantly Above Expectations (70) Supporter (5) 50%+ FRL and at least 3 years (5) At Expectations (40) Promoter (15) Sustainer (20) 75%+ FRL and less than 3 years (5) 75%+ FRL and at least 3 years (10) Teacher Performance Incentive Add index across all metrics to determine teacher award. (Maximum = 100) Award (Maximum = $2,000) Model Performance ≥ 65 $1,500 Exemplary Performance ≥ 80 $2,000

19. Administrator Performance Incentive 20% 35% 35% 10% Metric Objective 1 Student Success Objective 3 Instructional Leadership Objective 1 & 2 Effective Instruction and Student Success Objective 4 High-Needs Schools Summative Evaluation Based on TEAM evaluation framework. Student Growth + Observation (Quantitative-50%) (Qualitative-50%) Adequate Yearly Progress NCLB accountability standard based on progress towards student proficiency for all students and applicable sub-groups. % Free/Reduced Lunch and Years of Continuous Service at School Recognition of school administrators maintaining stable, effective leadership in High-needs schools. (50% TILS Rubric, Survey, Teacher Evaluation Quality) (35% TVAAS® + 15% Other Student Achievement) Maximum = 10 Maximum = 70 Maximum = 20 Above Expectations (55) Performance Level (Index) Significantly Above Expectations (70) At Expectations (40) 50%+ FRL and at least 3 years (5) Adequate Yearly Progress (AYP) (20) 75%+ FRL and less than 3 years (5) 75%+ FRL and at least 3 years (10) Administrator Performance Incentive Add index across all metrics to determine administrator award. (Maximum = 100) Award (Maximum = $2,000) Model Performance ≥ 65 $1,500 Exemplary Performance ≥ 80 $2,000

20. School Excellence Awards to Reward School-Wide Growth Recognizes and reinforces collaboration, Professional Learning Communities and the impactof teamwork Awards based on school-wide growth and/or percent of students achieving expected growth in each subject area Schools must also achieve Adequate Yearly Progress (AYP) to receive award

21. School Excellence Awards to Reward School-Wide Growth • Awards of $5,000 or$10,000 will be granted to the highest-rated schools at each level: • Five elementary schools • Three middle schools • Three high schools • Award monies will support educational-improvement efforts, such as purchasing instructional equipment and/or providing professional development • All schools eligible, including TAP® schools

22. Coaching and Other Support Resources to Help Teachers Learn and Grow KCS is implementing a robust support structure built on a foundation of teacher leadership. Leveraging teacher leadership roles, including Master, Mentor, and Lead Teachers, to make the TEAM framework and TAP system meaningful, developmental and tightly connected to KCS’ instructional-improvement efforts Providing instructional coaches and support resources to enable site-based professional development Allocating resources based on number of certified staff in school and student data highlighting need for additional, targeted support

23. Teacher Leadership Exemplified by Lead Teacher Role • Introducing new formal teacher leadership role—“Lead Teacher”—to provide career opportunities outside of administration across district • Core competencies include demonstrated teaching effectiveness and leadership abilities. • Lead Teachers will earn a supplement to their base salary, complete TEAM evaluation training and receive a training stipend. • Additional compensation for these duties is $2,000 or $2,500 annually. • Informal teacher leadership also recognized in teacher performance incentive • Supporter, planner, promoter, or sustainer designation • Designation earned based on well-defined rubric

24. The TAP® System for 18 High-Needs Schools • TAP® (The System for Teacher and Student Advancement ) is a proven school reform and educational-improvement model consistent with APEX system objectives: • Instructionally Focused Accountability • Multiple Career Paths (Teacher Leadership) • On-site Applied Professional Development • Performance Compensation • Performance incentive based on skills, knowledge, responsibilities and student growth • Potentially larger awards

25. Where we are going… Teacher Evaluation Strategic Compensation Higher Standards • Higher Academic Standards • Moved to much higher standards in Tennessee two years ago • Moving to full implementation of Common Core over the next several years (Grades K-2 this year) • Similar to new academic standards for Tennessee, but some important differences • Provides for the knowledge, skills, and competencies our students need to be successful and globally competitive

26. Where we are going… Teacher Evaluation Strategic Compensation Higher Standards State Policy • Changes in State Education Policy • Tenure Restructuring • Teachers eligible for tenure after 5 years, not 3 years. • Must score in top two categories on evaluation system in two consecutive years to be eligible for tenure. • Once tenured, teachers who score in lowest two categories in consecutive years can revert to probationary status. • Teachers with tenure as of July 1, 2011 will largely not be affected by these changes.

27. Where we are going… Teacher Evaluation Strategic Compensation Higher Standards State Policy • Changes in State Education Policy • Collaborative Conferencing • Professional Educators Collaborative Conferencing Act (PECCA) replaces the traditional collective bargaining process • KCEA MOA ended on June 30, 2011 • Creates new avenue of communication between teachers and school districts • Broadens opportunity for teacher voice to be represented by multiple organizations in the collaborative conferencing dialogue

28. Simple Advice Teacher Evaluation Strategic Compensation Higher Standards State Policy • Teach the Children. • Do the job you love with passion and enthusiasm • Keep Learning. • Collaborate to deeply understand effective instruction and work to continuously enhance your craft

29. How the pieces fit... Teacher Evaluation Strategic Compensation Higher Standards State Policy The changes in our profession: Align with the work we have been doing for the past few years Build upon the foundation we have put in place Connect to the everyday work of effective instruction Support our very ambitious goal of … Excellence for All Children

30. How the pieces fit... The changes in our profession: Align with the work we have been doing for the past few years Build upon the foundation we have put in place Connect to the everyday work of effective instruction Support our very ambitious goal of … Excellence for All Children

31. TEAM and APEX 2011-2012 Timeline September 2011: District professional development for TEAM instructional rubric. (Teacher U/ERO) October 2011: Formal observation cycle begins. October 2011: APEX professional development sessions at locations across the district. (Teacher U/ERO) April 2012: Public discussion of potential updates to the plan for 2012-2013 (e.g. instructional assistants). May 2012: Formal observation cycle complete. Evaluation conferences with teachers and principals. Summer 2012: TEAM summative evaluation reports. APEX award estimates for 2011-2012 school year released to staff. August – September 2012: APEX related inquiry/appeal submission and review period. November 2012: APEX award payout period.

32. Discussion and Questions