A comprehensive compensation system must include pathways as a foundation to ensure North

Carolina can retain, recruit and reward teachers, as well as plans that consider working in at-risk

schools, high subject demand areas and teacher leadership roles. The plan needs to have a robust

evaluation system, which NC has in place and inclusion of student growth that NC is working on a to

ensure all teachers are included in a fair and equitable manner. Career pathways with clear roles

and responsibilities that will help with the retention, recruitment of the teaching force are needed.

Research shows that increased compensation does not equal better student outcomes (pay for per-

formance).

There must be more dialogue, as supply and demand is becoming a problem and quick fixes will

not solve the growing problem. There is not much optimism for Teacher Education Programs.

Teacher Ed candidate trends are declining; a five-year trend shows a 27 percent decrease and last

year a 12 percent decrease in students pursuing teaching as a career.

Data shows that the teaching force in NC consists of third who pursue the traditional route, a third

are from out of state and once gain experience return to their home state. A third are alternative

routes such as Lateral Entry or Teach for America. NC must develop a plan that does not make our

state the training ground for other states.

The average teacher salary in the Southeast for NC remains the same; 11th out of 12 states. The

recent NEA Salary Rankings shows that NC moved from 46th to 42nd in the nation. Data shared

on the new NC salary “bands” where teacher salaries will remain constant for five years before they

move to the next band; however the cost of inflation a 2.0 percent a year will have a negative impact

on teachers. A COLA adjustment needs to be considered for each step within these bands. A 1

percent COLA would run the state about $54 million.

Student Growth and Teacher Rewards/Evaluations can be used in a “bonus system” but the follow-

ing need to be considered: Statewide assessments and comparability, multiple years of data, individ-

ual performance of each teacher for student growth. ALL evaluation standards need to be included,

not just student growth.

If rewarding teachers on school-level performance based on 2013-14 data: 4,185 schools,

107,173 certified staff = 36.51percent (39,129) would be eligible for a bonus. If the bonus was

only $100 that would cost the state $3,912,900.

If rewarding teachers on projected status of being Highly Effective based on 2013-14 data: 14.2

percent (2,673) of teachers would be eligible for a bonus.

There is much work to be done regarding salaries. It is encouraging that the SBE has salary com-

pensation as one of its legislative agenda items.

Options for Differentiated

Pay: A Presentation by NCDPI Staff

NCAE SBE Review:

Instructional Policy Updates A P R I L 2 0 1 5

ACT Awards

NC is one of 30 states that will

participate in the ACT National

Competition for preparing

College Career Ready Students.

The state winners:

Jeffrey Barahona of CMS Har-

ding High School (class Valedic-

torian) principal NCAE member

John Floyd.

Issac Bear Early College High

School in New Hanover.

Mayland Community College in

Spruce Pine, NC.

SBE Student Advisor, Shykeim

Williams, of Randolph County

conducted a webinar with SBE

staff to gather feedback on testing

in NC.

Students noted: One test at the

end of the year developed by

teachers, instead of multiple

tests during the year was a better

use of time.

Stop taking time away from in-

struction and allow us to have

time to learn.

Current NC Final Exams don’t’

reflect what we have been taught.

Paper & pencil tests are better.

Students rush and don’t reflect

when sitting at a computer.

Need an assessment different

from the ACT for students not

attending college. Assessments

similar to CTE or WorkKeys.

Schools need more textbooks!

We are sharing classroom sets

and don’t have books to take

home.

Maybe the Graduation Project

should be required as it is

relevant to real world and builds

one’s confidence.

NCAE SBE Review APRIL 2015

P A G E 2

Other SBE Action

Multi-Tiered System of Support Update

NC DPI is moving toward a multi-tiered system of support where all data teams meet together to support students.

The MTSS is built on six critical components that should be part of each LEA school improvement plan and the

framework should address the needs of staff and students.

1. Leadership and Shared Responsibility

2. Problem-Solving and Data Driven Decision-Making

3. Assessment

4. Curriculum and Instruction

5. Sustainability and Integration

6. Family and Community Collaboration

The three tiered approach will work similarly to the Response to Instruction. Tier I = Core, Tier II = 20 percent of

the student population needing extra support for success, and Tier III approximately 5 percent of the population.

1. Approved waiver requests for LEAs from including results or participating in ASW and NC Final Ex-ams. Discussed the request from Wake seeking a wavier not to use ASW or NCFE.

How the waiver process impacts teacher’s Standard Six can be found in this example for Wake: Teacher

With Waiver: Did not meet growth 17%, Met Growth 45%, Exceeded Growth 37%

Without Waiver: Did not meet growth 9%, Met Growth 63%, Exceeded Growth 27%

2. Based on the numerous waiver requests and concern for collecting valid data on teacher impact of student growth. The SBE created a study committee to review SBE policy regarding waivers to be exempt for ASW and/or NC Final Exams . The small amount of data being collected will not provide a clear picture for the impact of teachers for Standard Six.

3. Approved reports and Local Alternative School Accountability System.

4. Approved Charter School Agreement changes a long with other minor charter school issues.

NCAE SBE Review: Instructional Policy Updates

NCAE SBE Review APRIL 2015