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Policy Decisions to make on Teacher Compensation

Policy Decisions to make on Teacher Compensation. Prepared for the Washington Learns K-12 Advisory Committee April 18, 2006 Lawrence O. Picus and Associates. Ambitious Goals. Double student performance by the year 2020

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Policy Decisions to make on Teacher Compensation

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  1. Policy Decisions to make on Teacher Compensation Prepared for the Washington Learns K-12 Advisory Committee April 18, 2006 Lawrence O. Picus and Associates

  2. Ambitious Goals • Double student performance by the year 2020 • Students must learn more content and be able to use it to solve problems in order to be successful in the high wage jobs of the knowledge-based 21st century, global economy • So the 3 Rs of the 20th century are not sufficient • Need 6 Rs for the 21st century

  3. The 6 Rs of K-12 Reform ….. • Recalibrate outcome goals to the rigorous demands of the knowledge-based , 21st century global economy • Double current levels of achievement • Reduce if not close the achievement gap • Re-engineer schools so that all current and any new dollars are used in more effective, evidence-based ways

  4. The 6 Rs of K-12 Reform ….. • Redesign teacher development, so teachers have the instructional capacity to educate all students to thinking, problem solving & communication • Reinforce the learning of struggling students through extended learning opportunities and re-engaging families and communities in schools

  5. The 6 Rs of K-12 Reform ….. • Retool the technology infra-structure of schools to position them to tap the teaching potential of the Internet as powerful education strategies come on-line • Restructure teacher compensation so that pay raises are linked to enhanced instructional expertise and annual bonuses are provided for increased student achievement

  6. Embrace NCLB performance goals …. • If not all students, at least 90 percent of students to or above proficiency standards • If not by 2014 then by 2020 • Knowing we can get there if we • Have a clear vision • Use our reform strategies as a lens to focus efforts and energies

  7. Contents • Goals and Objectives for a Salary Structure Aligned with Washington’s strategic education policy and teacher development • Policy decisions for a new salary structure • Policy decisions for a bonus program based largely on student performance

  8. 1. Goals for an Aligned Pay Structure • Recruit and retain high quality teachers • In all districts • In places experiencing shortages • Urban and some rural districts • Some content areas – math, science, technology, etc. • Provide incentives for teachers to develop their instructional expertise to world class levels, with a focus on problem solving and application • Provide incentives for improving student academic achievement – for all students

  9. Specific Objectives to Attain Goals • Set market competitive salary levels • Adjust average salary levels by regional indices to ensure adequate salaries for urban and rural districts • Provide wage premiums for shortage areas: • Math and science • High poverty schools • Rural, isolated schools • Identify an instructional vision that can attain these goals and an aligned teacher performance assessment system, and use the results in a new pay structure • Ensure Washington’s teacher development system aligns with the new instructional vision • Incorporate student performance targets into a new teacher pay element, such as a bonus program

  10. The Features of a New Pay System for Teachers ….. • Comparable wages for comparable jobs • Hike average pay to average of jobs comparable to teaching • Provide wage premiums for math and science • Adjust averages by comparable wage index to correctly position teacher wages in each regional labor market of the state

  11. The Features of a New Pay System for Teachers ….. • Link pay increases to teacher development and education goals • Category 1: Residency certificate • Category 2: Professional certificate – could be strengthened by also having a performance eval too • Category 3: Career – needs development • Category 4: Master – needs development • Plus National Board Certification incentive • Limited/focused incentive for Masters and Doctorate/Specialist – only in area of basic licensure

  12. 2a. Policy decisions for a new salary structure – salary levels • What should the average teacher salary benchmark be? • Imazeki report suggests about a $1300 increase from 04-05 average of ~$45,500 (NEA) v. ($45,200 in BLS) to ~$46,800, v. $45,738 actual in SAM, or • Use current estimated average of Base + TRI of about $51,000, which excludes stipends for sports and clubs?

  13. 2b. Policy decisions for a new salary structure – wage premiums • What should the wage premiums be for the following: • Math and science teachers • $5000 at least? • $10,000? • Hard to staff/high poverty schools? • $5000?? • For geographic differences re urban and rural issues • Regional indices based on comparable wages from Imazeki report for geographic differences?

  14. 2c. Policy decisions for a new salary structure – knowledge and skills • Should the current SAM be replaced by a KSBP structure on next page? • If not, what type of alternative? • If so, what should be the following parameters? • Beginning salary: $30,383 or • A figure that would produce an average in old SAM of $46,800?

  15. 2d. Policy decisions for a new salary structure – knowledge and skills • Salary increase across performance categories? • 10% • Want to differentiate by category? • Salary increase for steps within performance categories • 1.5% • Salary increase for MA, Doctorate/Specialist • 10% • Restrict degree to teaching license • Salary increase for National Board Certification • $6000 or some percentage • Salary stipend for special roles • Mentor teachers, etc.; a $5000 stipend?

  16. 2e. Policy decisions for a new salary structure – knowledge and skills • What is the proposal for creating a performance assessment system needed to operate the system: • Use Residency Certificate for Level 1? • Use Professional Certification for Level 2, which requires a professional growth plan? • Could replace or augment with a score of 2 on following performance assessment systems • Use a performance evaluation for Levels 3 and 4 – TEC system, Connecticut adaptation, or what?

  17. A Performance Evaluation Aligned with Ongoing PD • Performance evaluation usually has teaching standards and scoring rubrics, to four levels of performance • Based largely on a curriculum-unit based instructional portfolio – National Board, CT, IN, TEC

  18. Standards-Based Professional Development • Organize professional development around creating and refining standards-based curriculum units • Lesson plans • Instructional strategies • Formal and informal assessments • Reflections • If just add videos of actual instruction, have PD and teacher assessment tightly couples

  19. 3. Policy decisions for a bonus program based largely on student performance • Assuming of all teachers (60,000) that half are in schools that would qualify for the bonus, and that the average bonus would be $3000, we estimate the cost of such a program at $90+ million • Do you want to recommend such a bonus program? • If so, then we need to design one

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