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PAY FOR PERFORMANCE

PAY FOR PERFORMANCE. PACE Conference Oakland and Los Angeles, CA March 2009. PAY. DIFFERENTIAL PAY. PAY for PERFORMANCE. What is wrong with the current system?. Traditional pay systems do not reward educators for results.

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PAY FOR PERFORMANCE

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  1. PAY FOR PERFORMANCE PACE Conference Oakland and Los Angeles, CA March 2009

  2. PAY

  3. DIFFERENTIAL PAY

  4. PAY forPERFORMANCE

  5. What is wrong with the current system? • Traditional pay systems do not reward educators for results. • Traditional compensation programs that pay extra for degrees, credits and professional development do not necessarily result in improvements in student achievement. • Providing compensation based on tenure restricts the ability of a district to use compensation to attract and retain talent.

  6. Early and mid-career teachers are over 10x more likely to leave the district than late career teachers, yet the lion’s share of compensation is focused on late career teachers. Source: Denver Public Schools 6

  7. How can pay for performance help? • Pay forperformance can be an important lever in • improving teacher quality. • Linking educator pay to student performance can • attract, motivate, reward and retain the most • effective teachers. • By rewarding and retaining the most effective teachers, we can accelerate the improvement in student achievement even more.

  8. Are teachers really motivated by M O N E Y? • “Compensation” and recognition for a job well done comes in many forms, and not all of them are green. • Compensation policies impact employee behaviors, practices and expectations, and have a direct connection to the norms and culture of those organizations. • A new generation of teachers are interested in the green stuff – and in tying a portion of their compensation to quantifiable results. • P4P has the potential to transform the K-12 education labor market. • A number of pioneering school systems and teacher unions are leading the way – and their teachers are embracing pay for results in significant numbers.

  9. The Broad Foundation’s investments in P4P • Denver • Teacher Advancement Project (Minneapolis and Chicago) • New York City • Houston

  10. TBF Grants to Date: Program Descriptions

  11. TBF Grants to Date: Program Descriptions

  12. TBF Grants to Date: Results

  13. TBF Grants to Date: Results

  14. Critical Program Design Elements

  15. Critical Program Design Elements

  16. Critical Program Design Elements

  17. Facets of a Successful P4P Implementation Commitment • District, school board and union leadership must embrace the program as a central element of the district improvement strategy Communications • District determines non-negotiable elements of the program, but involves the union early on in design and implementation roll out • Teachers receive significant information and training regarding the design of the program and their bonus potential Data • Bonuses are determined by a statistical methodology that is clear, credible and transparent

  18. Facets of a Successful P4P Implementation Human Capital Management • Data from the P4P program is utilized to make decisions regarding recruitment, selection, retention, promotion remediation and removal of teachers Financial Sustainability • A set-aside pool of funds (tax levy, compensation pool carve out) is established that is dedicated to P4P Continuous Improvement • Acknowledge that we are in the early innings of paying educators for results and be open to modifying and improving the program based on results, an independent evaluation and teacher feedback

  19. DISCUSSION

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