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Blueprint for Bargaining a Professional Compensation System (PCS)

Process and Components aligned with Alternative Teacher Professional Pay Systems (ATPPS)

I. SequencedProcessforBargainingaProfessionalPaySystem

II. StatutoryComponentsoftheEducationalImprovementPlan(EIP) Minn.Stat.§122A.413

III. StatutoryComponentsoftheSchoolSiteAccountabilityPlan Minn.Stat.§122A.413,subd.3.

IV. ComponentsoftheAlternativeTeacherProfessionalPaySystemNegotiatedAgreement Minn.Stat.§122A.414

A. PerformanceImprovementTrustCommittee B. AppealsProcess C. TeacherEvaluation* D. ProfessionalDevelopment* E. ProbationaryTeacherInductionandMentoring F. StudentAchievement–StudentGrowth* G. Conversion H. TransitionPeriodforPlanningandImplementation I. DifferentiatedPayforIdentifiedResponsibilities,Licensure,orSites* *requiredbyATPPSstatute

V. Appendix

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KEY

TexT in Blue Boxes = Key Questions TexT in Blue iTalics = suggested Language

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I.SequencedProcessforBargainingaProfessionalPaySystemLocalUnion • Gainverifiablesupportoflocalmemberstobeginthediscussion. • ReviewtheEducationMinnesotaPrinciplesforAlternativeCompensationasabasisfor

designingthenewsystem.

JointLocalUnion&SchoolDistrict • Developarationaleforchangethatarticulatesthegoalsandbenefitsofanew

compensationsystem. • Implementaconsistentcommunicationplantothemembershipandstakeholders. • EstablishaPerformanceImprovementTrustCommittee(ProfessionalCompensation

JointCommittee)todesignthenewcompensationsystem.(SeeSectionIIfordetailsonCommitteemakeupandduties.)Additionalcommitteesmaybeneededtoaddressspecificcomponentsthatmaybeincludedinorwillimpactthenewsystem,suchasstaffdevelopmentandteacherevaluation.

• CompleteaMemorandumofUnderstanding(MOU)articulatingtheprocessandtimelinetobefollowedtoestablishthenewsystem.ThisMemorandumshouldreferencetheappropriatearticlesintheCollectiveBargainingAgreement(CBA).Itmustberatifiedasanyothercontractsinceitcoverstermsandconditionsofemployment.

Ensurethatallagreementsareproperlydocumentedandretained. (seesamplelanguagepage2)

TIMELINES

By ocToBer 1 Must fuLLy iMpLeMent an approved atpps pLan to receive state funding

By DecemBer 31 Levy Must be certified for foLLowing year

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Issue: Alternative Compensation SAMPLE LANGUAGE

Memorandum of Understanding ALTERNATIVE COMPENSATION*

Section1.Rationale TheUnionandtheDistrictagreethatitisinthebestlong-terminterestsofbothpartiesto

examinealternativestothetraditionalstepsandlanes.Suchanalternativemightreplacestepsandlaneswithdemonstratedproficienciesandresponsibilities,dividedoverfivelevels,withatargetedstartingsalaryof$37,500forafullylicensedteacherandatargetedsalaryatlevel5of$75,000.Suchasystemofalternativecompensationwouldbedependentondevelopmentofacleardefinitionofeachlevelofproficiencyandresponsibilityandprovisionforpeerreview.

Section2.JointStandingCommittee jointstandingcommitteeshallbeestablishedtoexaminepossibleplansandproposechanges

inthecurrentsalarystructureiffundingfromanysourcebecomesavailable.ThejointstandingcommitteeshallbemadeupoftheSuperintendent,theUnionpresident,theDirectorofHumanResources,twobuildingprincipals,twoschoolboardmembers,andelectedmembersoftheUnionnegotiatingteam.TheDirectorofBusinessAffairsandtheEducationMinnesotaFieldRepresentativeshallserveasnon-votingresourcestothejointstandingcommittee.

Section3.Authority Thejointstandingcommitteeshallhavetheauthoritytoexamineplansforalternative

compensation,requirementsofalternativefundingsources,preparegrantsandotherfundingrequests,andproposealternativestotheUnionandtheDistrictduringthedurationofthisMemorandum.Thejointstandingcommitteewouldhavetheauthoritytomakerecommendationstothe2005-2007negotiatingcommitteesrepresentingeachside.

Section4.Limitations Thejointstandingcommitteeshalloperatewithinthefollowinglimitations: 1. Anyproposalforchangeduringthedurationofthiscontractshallbesubjecttoavote

ofboththeBoardofEducationandthemembersoftheUnion. 2. Noproposalshallbebroughtforwardduringthedurationofthiscontractthatwould

changethetotalcontributionofthelocalBoardofEducationtoteachercompensation.(Anyadditionalmoneymustbeaccountedforthroughadditional,outsidesourcesoffunding.)

Section5.Costs Costsofthecommitteerelatedtoitswork,wouldbebornebytheDistrict,uptoamaximum

totalof$5,000eachyearofthecontract.Costsofthecommitteewouldbeforsubstituteteachers,travel,andconferenceorconventionattendance.Suchexpenseswouldbethoseasauthorizedbythecommitteeorbythesuperintendent.

Section6.Duration ThisMemorandumwillbeineffectthroughMarch30,2005only.Afterthatdate,allwork

wouldbecomepartofthe2005-2007negotiationsprocess.

*EducationMinnesotaSt.Francis

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II.StatutoryComponentsoftheEducationalImprovementPlan(EIP)Minn.Stat.§122A.413(seeAppendixforcompletestatute)

TheEducationalImprovementPlan(EIP)mustincludemeasuresforimprovingschooldistrict,schoolsite,teacher,andindividualstudentperformance.TheplanmustbedevelopedwithsubstantialparticipationoftheexclusiverepresentativeandthefinalEIPmustbeapprovedbythelocalSchoolBoard.

TheUnionmustdevelopstrategiesandplanstomeettheEIPrequirements.TheEIPwillestablishthegoalsoftheATPPSplanthatwilllinkthelanguagearoundmeasuresofassessmentandcompensation.Inappropriateorunattainablegoalswilldoomthesystem.Accessinglocalunionmemberswithexpertiseisvital.UnionmemberswhohavebeentrainedasProfessionalDevelopmentActivists(PDA)andactiveinEducationMinnesota’sTeachersasLearnersandLeadersProgram(TALL)havehadtraininginprofessionaldevelopmentandassessmentthatwillhelpguidetheprocess.

1. Assessmentandevaluationtoolstomeasurestudentperformanceandprogress. SeePartIV.F(page9)

2. Performancegoalsandbenchmarksforimprovement Thesegoalsmaybedistrict,siteand/orteacher.Itisimportantthatallgoalsand

benchmarksbealignedwiththeEIP. 3. Measuresofstudentattendanceandcompletionrates AlthoughthisisrequiredbyNCLB,itisimportantthatthelocalunionhasinputintothe

proceduresincethiswillbecomepartofthepayplan. 4. ProfessionalDevelopmentSystem(Minn.Stat.§122A.60) a. Alignedwitheducationalimprovement b. Designedtoachieveteacherqualityimprovement c. Consistentwithresearch-basedstandards

LocalPDA’sintheTALLprogramwillhaveinvaluableinsightintothiscomponent.Thestatutorylanguagemustbefollowedastocommitteestructureandexpenditureoffunds.Morethanever,theexclusiverepresentativemusthavetheauthoritytoappointitsmemberstothedistrictandsitestaffdevelopmentcommittees.

5. Measuresofstudent,family,andcommunityinvolvementandsatisfaction Thesemeasurescanbeinavarietyofformsandtheunionmustbepartofthe

determinationofnotonlytheform,butthetimingandreportingprocess.

6. Datasystemforstudentacademicprogress ThisisarequirementofNCLB.Butiftheunionhasideastomakeitmoreeffective,they

shoulddiscussthemwiththedistrict.

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7. Probationaryteacherinductionandmentoringprogram Thisisbeyondanorientationworkshop.Theinductionandmentoringprogrammust

providecontinuouslearningandsustainedteachersupport.Theplanneedstoaddressnotonlyhow,butwhenandbywhom.

III.TheStatutoryComponentsoftheSchoolSiteAccountabilityPlanMinn.Stat.§122A.413,subd.3.(seeAppendixforcompletestatute)

Eachschoolsite,withtheexclusiverepresentative,mustdevelopaplanthatisalignedwiththedistrictEIP.Thesiteplanmustbeconsistentwiththedistrictlevelplan,butsitesmaysetgoalsandbenchmarksthatmeetorexceedthoseofthedistrict.

Thisplanmustbedonecollaboratively.Bothpartiesmustworktogethertodeterminewhatthesiteplanincludes.Neitherpartymaycompleteasiteplanunilaterally.Thefinalsiteplanmustalsobeapprovedbytheschoolboard.

IV.ComponentsoftheAlternativeTeacherProfessionalPaySystemNegotiatedAgreementMinn.Stat.§122A.414(seeAppendixforcompletestatute)A. PerformanceImprovementTrustCommittee

KEY QUESTIONS:

who wiLL design the professionaL coMpensation systeM?

how wiLL this group be forMed?

to whoM do they report?

what current practices can be incorporated?

TheprocessofdesigningaProfessionalCompensationSystem(PCS)isacomplexundertakingandrequiresthebestthinkingofmanystakeholders.

Thestructureforworkingouttheseissuesshouldbeajointlabor-managementcommittee.SincethepurposeofthePCSistoimprovetheperformanceofthesystem,andwithouttrustthereislittlechanceofsuccess,asuggestedtitleisthePerformanceImprovementTrustCommittee(PIT).Thiscommitteeshouldbeformallyestablishedthroughthecollectivebargainingprocess,orthroughaformalMemorandumofUnderstanding(MOU).

ThisPerformanceImprovementTrustCommittee(PIT)wouldbecomethevehicleforthebuildingoftrustbetweentheunionandthedistrict;andtheworkofthecommitteewouldrequiresomeauthenticcollaborationbetweenthepartiesastheymutuallydevelopadesignforanynewcompensationsystem.Afterreviewbythelocalunion,anyrecommendationsforrevisionmustberesubmittedtothefullPITCommitteeforfurtherrevisions.Thefinalrecommendationsorproductofthecommitteewouldthenbeconsideredforratification.RatificationwouldoccurafterfinalplanapprovalbytheCommissionerofEducation.

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TheMemorandumofUnderstanding(MOU)thatestablishesthecommitteecouldincludelanguagetoaddressthefollowingissues:

• Membership:Teachers,Union,SchoolBoard,Administrators,Others

• Expertisein:testing,evaluation,professionaldevelopment,andnegotiations

• SelectionProcess:Partieswouldberesponsiblefortheirownrepresentatives.Criteriaformembersshouldbedefined.

• Termsandtimelines

• Workingresponsibilitiesandimplementationprocess

• Jointcommunicationguidelines

• Otherissuesthatarebasedonlocalneedsorcircumstances

AstandardMOUformatisadequatefortheformalestablishmentofthiscommittee.AnyMOUmustdefinethescopeofauthorityofthePITcommitteeandanyotherlocalissuesofconcern.Itmustalsoclearlydefinetherelationshipbetweenthiscommitteeandtheunionnegotiatingteam.Thiscommitteeisnotthenegotiatingteam,buttheworkitdoeswillhavebargainingimplications.

Acriticalconsideration:TheworkproductofthePITcannotbeimplementedwithoutratificationbytheexclusiverepresentativeanddistrictinaccordancewiththeirrulesandprocedures.

B. AppealsProcess

KEY QUESTIONS:

how wiLL a MeMber’s rights be protected?

how does a MeMber chaLLenge or Question his/her saLary?

is the new pay pLan avaiLabLe to aLL MeMbers of the bargaining unit?

does the appeaL process aLLow for grievance to arbitration?

TheappealandreviewprocesswillensurethePCSprotectsthelegalrightsoftheteacherswhoworkunderit.Theseproceduresmustbeadoptedthroughthecollectivebargainingprocess.Itiscriticalthatthereviewprocessbeeasilyunderstoodbyeducators,administrators,schoolboardandcommunity.

Theappealandreviewprocesscanhelpensurethatthecriteriaforadvancementonthecompensationstructureareeasilyunderstoodbyteachersandthecriteriaforadvancementaremeasuredobjectively.

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Anyeligibleemployeedeniedanyportion/partoftheProfessionalCompensationSystemhastherighttoatimelyappealofthedecision.TheAppealPanelshallconsistoffour(�)people;two(2)appointedbytheExclusiveRepresentativeandtwo(2)appointedbytheSuperintendent.ThisAppealsPanelshallheartheconcernsfromtheteacher,andexaminetheassessmentoftheintendedoutcome/goalsoftheProfessionalCompensationSystem.ThePanelwillneed�(three)votestoreachadecisionontheappeal.ThedecisionoftheAppealPanelissubjecttothegrievanceprocess.

Anemployeemustrequestanappeal,inwriting,within�0daysofthetimetheemployeewasnotified

ofthedenialofany/allpartsofthecompensationplan.TheAppealsPanelshallsetatimetoheartheappealwithin��daysofthewrittenrequestandwithin�daysofthehearingtheAppealsPanelwillreporttheresultsofthehearing.

Acriticalconsideration:WillappealsunderthenewpayplanfollowthePCSappealsprocessonlyorthestandardgrievanceprocedureuponcompletionofthePCSappealprocess?Thismustbelocallydetermined.

C. TeacherEvaluation

KEY QUESTIONS:

is the teacher evaLuation process deveLoped coLLaborativeLy in your district?

is a pit coMMittee forMed to Monitor the iMpLeMentation of teacher evaLuation in your district?

is the LocaL’s roLe in teacher evaLuation cLearLy understood and LegaLLy defensibLe?

are any/aLL LinKs between teacher evaLuation and coMpensation based on research and coLLectiveLy bargained?

are the advanceMent criteria understood by aLL?

how are MeMbers trained and how is rater reLiabiLity assured?

Thestatutespecificallystatesthatlocallyselectedandperiodicallytrainedevaluationteamswhichunderstandteachingandlearningwillusemultiplecriteriatoevaluateteachers.

Theevaluationsystemshouldbedifferentiatedtosupportcategoriesofteachers:

• Non-tenuredorProbationaryTeachers,whoneedsupportandassistance: • ExperiencedTeachers,withassumedcompetenceandpursuingprofessionalgrowth • ExperiencedTeachersencounteringdifficulty,whoneedsupportandrealistictimelinesfor

improvementTheMasterAgreementmustinclude:

• DefinitionofRoles • Instruments/toolsandprocedurestoproduceevidenceofteaching

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• Trainingagreementsforallparticipantsonraterreliability • Processforteacherstounderstandcriteria • Processformakingfinaljudgments • Appealsystem(seeIV.B.page5)

Ajointteacher-administrativeevaluativecommittee(halftobeappointedbytheSuperintendentandhalfbytheUnionPresident)willbeestablishedtorecognize,supportandreinforceeffectiveteaching.Theworkofthiscommitteeistoestablishasystemforevaluatingteachersthatwilladdresstheneedsofafacultywithvaryingyearsofexperienceandlevelsofexpertise.Thedesignoftheevaluationsystemwillincludeaprofessionalgrowthcomponent,aninductioncomponentwithassistancetosupportteachersreachingtheirgoals.TheteacherevaluationprocessshallnotbeamendedinDistrict[districtname]withoutfirstreferringproposedamendmentstothejointteacher-administrativecommittee.Thiscommitteewillconsiderandreacttosuchamendments.Theevaluationcommitteewillmeeteachspringtoassesstheoperationoftheteacherevaluationplanandtoimplementanyacceptedchange.

D. ProfessionalDevelopment

KEY QUESTIONS:

why are we discussing changing our pay systeM?

how wiLL changing the pay systeM iMprove instruction and Learning?

why shouLd the union have a roLe in deterMining instruction, assessMent, and professionaL deveLopMent?

Professionaldevelopmentisthekeytoimprovinginstructionalpracticeandstudentlearning.Itrequiresteachers,theschooldistrictandtheuniontoprovideadultlearningopportunitiesthatfocusontherelationshipbetweeneffectiveteachingandsuccessfulstudentlearning.

Anyplanforcompensatingteachersusingstudentachievementasacomponentmustincludeeffectiveprofessionaldevelopment.Forprofessionaldevelopmenttobeeffectiveitmust:

• Focusontherelationshipofinstructiontostudentlearning • Useresearch-basedstrategies • Beon-going • Alignwithstate-widestandardsanddistrict/sitegoals • Containtheelementsofcollaborationandreflection • Targetcontentandthepedagogythatfacilitatesstudentlearning • Bedevelopedbyteachers • Undergomonitoring,evaluationandadjustmentonaregularbasis.

Thelocalunionmustensuretheplan:

• Guaranteestheschooldistrictimplementsallstatestaffdevelopmentstatutes

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• AccessesthetheresourcesofEducationMinnesota’sTALLprogramwithtwoProfessionalDevelopmentActivists(PDAs)

• Involvesthelocal’sPDAsindevelopingcollectivebargainingagreementprovisionsandimplementingprofessionaldevelopmentactivities

Foursuggestionsforarelevantandeffectiveprofessionaldevelopmentprograminadistrictare:

1. Theunionappointsteachermemberstoalljointcommitteesrequiredbythestateandthosedistrictcommitteesrelatingtotheimprovementofteachingandlearning.Themajorityofmembersonsuchcommitteeswillbeteachers.

2. Thedistrictandtheunionworktowardincorporatingprofessionallearningthatfeaturescollaborationandtimewithintheschooldayforsuchactivities.

3. Teachersatthedistrictandsitelevel,inconjunctionwiththedistrict,areresponsibleforplanning,developing,implementingandevaluatingprofessionallearningopportunitiesforcontent,relevanceandtime-effectiveness.

4. Professionaldevelopmentiscoordinatedwiththedistrictrelicensurecommitteetoensurealignmentbetweenstatelicensurerequirementsanddistrictlevelactivities.

Acriticalconsideration:Theratifiedagreementmustdescribehowprofessionaldevelopmentwilloccurduringtheschoolday.Theschooldayisamandatorysubjectofbargainingunderthisstatute.

E. ProbationaryTeacherMentoringandInduction

KEY QUESTIONS:

how are Mentors seLected?

how are Mentors trained?

when wiLL the worK of the Mentoring process be done?

wiLL the Mentor’s evaLuations be used to deterMine coMpensation and/or continued eMpLoyMent of the Mentee teacher?

ProfessionalCompensationSystemsrelyoncontinuousimprovementofteachingskills.Effectivementoringisthefoundationforsuchimprovementforbothnoviceandexperiencedteachersandisalsothekeytoretentionofnoviceteachers.

One-thirdofbeginningteachersleaveteachingwithinthefirstfiveyears,andtheattritionratesareevenhigherinurbanandhigh-povertyschools.Inductionthroughmentoringoffersawaynotonlytokeepnewteachersintheprofession,butalsotohelpthemconsolidatetheircraftandmovebeyondaninitialfocusonclassroommanagementissues.Theimportanceofhighlyqualified,well-trainedmentorsisrevealedintheresearchthatshowsthatinschools/districtswitheffectivementoringprograms,athirdyearteacherwhoismentoredhastheequivalentexpertiseofateacherwitheightyearsexperience.Well-designedandwell-fundedmentoringprogramshelpretainandimprovetheskillsofnewteachers.

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Theprocessforselectingandcompensatingmentorteachersmustbebargainedandshouldinclude:

• Criteriatoapplytobeamentor • Applicationandselectionprocess • Trainingandsupportofmentors • Dutiesofamentor • Mentor’sroleinevaluations • Useofmentor/menteenotesanddocumentation

F. StudentAchievement–StudentGrowth

KEY QUESTIONS:

can student achieveMent be LinKed to teacher coMpensation in a way that can iMprove student Learning?

how can student achieveMent be Measured?

is student achieveMent siMpLy one test score?

what is the roLe of the district in providing resources to heLp teachers?

who deterMines how individuaL or group achieveMent is reLated to teacher and schooL factors?

Thecollectivebargainingagreementmustdefinestudentachievementandhowitwillbemeasured.Itmustalsodeterminehowfactorsbeyondtheteacher’scontrolwillbeaddressedandwhatresources,mostimportantlyprofessionaldevelopment,willbeprovidedtoimproveteachingpractices.

Studentachievementdoesnotequalonestandardizedtestscore,butratherisbestviewedasstudentgrowth.Optionsformeasuringstudentgrowthinclude:

• Standardizednorm–referencedtests • Standardizedcriterion-referencedtests • State-widetests • Districttests • Studentwork • Studentattendance • Graduationrates • Teacherdevelopedclassroomassessments • Studentparticipationincoursesandotherextracurricularactivities • Anyothermeasurablefactorsthatsignificantlycontributetostudentgrowthandthatthe

district/school/orteachercancontrolinordertoimproveperformance.

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G. Conversionfromtheexistingpaymodeltoadifferentpayplan

KEY QUESTIONS:

how wiLL teachers be Moved froM their saLary on the current steps and Lanes to a different pay ModeL?

how wiLL the saLary be deterMined for teachers new to the district?

Contractlanguagemustbebargainedtoguaranteethatexistingstaffwillsuffernolossintheircurrentlevelofcompensationinatransitiontoanewpayplan.Theissueofvoluntaryversusmandatoryparticipationisonethatmustbecarefullyconsideredandthediscussionmustinvolveallmembersofthebargainingunit.

Onechallengewithadifferentpaymodelisplacementofnewlyhiredteachers.Bothpartiesmustbargainlanguagethatdetermineshowteacherswillbeplacedandcompensated,aswellashowtheymightappealtheirplacement.

Conversiontothenewcompensationsystem:

Teacherswillbeplacedonthenewsalaryplanbasedonthefollowingcriteria:thedescriptorsofeachcategorywhichmostcloselyalignwiththeindividualteacher’sexperience,qualifications,additionaltrainingorcertificationandcurrentlevelofcompensation.Innoinstanceshallateacher’scurrentlevelofcompensationbereduced.Intheeventtheteacher’ssalaryishigherthantheplacementcategory,thesalarywillremainineffectuntiltheteacherqualifiesforprofessionalcompensationadvancement.

TheProfessionalImprovementTrustCommitteeshallprovidetheprocessforthisconversion.Anyteachermustrequestanappeal,inwriting,within�0daysofthetimetheteacherwasnotifiedoftheplacementonthecompensationplan.TheAppealsPanelshallsetatimetoheartheappealwithin��daysofthewrittenrequestandwithin�daysofthehearingtheAppealsPanelwillreporttheresultsofthehearing.

Conversionfromprofessionalcompensationmodeltotraditionalstepsandlanes:

Inaconversionbacktoa__-step,costneutralschedulewith__numberoflanes,teacherswillbeplacedonthesalaryscheduleinaccordancewithArt.VII.*Noteacherwouldhaveareductioninsalaryduringthisconversion.However,ifateacher’ssalaryexceedsthesalaryforthestepsandlanessalarycell,theirsalarywillbefrozenuntiltheschedulecatchesuptotheirsalary.

*orwhateverarticleorMOUwilladdressissuessuchaswhatqualifiesforlaneadvancement,hownewteachersareplacedonsteps,etc.

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H. TransitionPeriodforPlanningandImplementation

KEY QUESTIONS:

how Much tiMe wiLL it taKe to phase-in the new coMpensation systeM?

wiLL it MaKe any difference if pLanning and iMpLeMentation occur at the saMe tiMe?

Anextendedtimeframe,ofatleastoneyear,isrecommendedforplanningandimplementation.Bargainingtimelinesmustalsobeconsidered.

Year1:Planning

• Considerwhatprogramsareworkingandshouldbecontinued. • Designnewprogramstomeetgoalsandaddressneedsofthedistrict/site. • Collectivelybargainallcomponents.

Year2:ImplementationandMonitoring

• Entiredistrict • Individualsites

Regardlessofthemodelchosen,individualteacherscanvoluntarilyoptinoroptout,basedontheplandesign.Anongoingreviewprocessofthesystemshouldbedesignedaspartofthenegotiatedplan.

I. DifferentiatedPayforAdditionalResponsibilities,Licensures,orSites

KEY QUESTIONS:

what extra duties wiLL receive additionaL coMpensation?

how wiLL these duties be Made avaiLabLe?

what is the definition of a position that wouLd receive additionaL coMpensation?

what is the definition of a ‘hard to staff’ site?

wiLL this pay be an annuaL incentive or added to the teacher’s base pay?

Multiplecareerpathsaretheusuallabelforadditionalresponsibilities.Themostcommonofthesearementorormasterteachers,butthePCSshouldalsodefineresponsibilitiesordutiesthatbothpartiesagreeareneededintheirdistrict,suchascurriculumwritingorsiteteamchairs.

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Thecollectivebargainingagreementshouldclearlylayout • howteachersapply • howtheyareselected • howtheyareevaluatedontheseadditionalresponsibilities • howlongthisassignmentremainsineffect.

Anyteacherwhomeetsthecriteriaforadditionalresponsibilitypayshouldbeeligibletoapply.ThePCSmustaddressanyadditionaltrainingrequirements.ThePCSalsoshouldclearlylayoutwhenthedutieswillbeperformed,withtheunderstandingthatwhileitisalwayspreferredtohavetheworkdoneduringthedutyday,thismightnotalwaysbepossible.

Oneofthemorecontroversialaspectsofalternativecompensationmodelsispayingforhigh-needareasoflicensureandhard-to-staffsites.Bothpartiesmustbargainlanguagethatdefinestheseterms.Thisincludesthecriteriafordetermininghowaposition,eitherhard-to-filllicensureareaorhard-to-staffsite,meetsthedefinition.Factorstoconsider:

• thenumberofapplicantsforaposition • thenumberofvacanciesinaspecifictimeperiod • thelengthoftimeapositionisvacant • thenumberofvariancesappliedfor,amongothers.Insomeinstancesahard-to-staffpositionislessspecifictoalicenseareathanitistoagradelevelorasite.Inotherwords,issecondarymathahighneedareaorisitmiddlelevelmath?

Thesameholdstrueforhard-to-staffsitedefinitions.Bothpartiesmustagreeonwhatdeterminesthatasitemeetsthedefinitionandwhatadditionalcompensationwillbeaddedtothesalariesofthosewhoteachthere.Inaddition,languageshouldclarifythereevaluationprocessforalloftheseareasandwhethertheadditionalpaywillbeaddedtothebaseorasanincentiveaslongasthepositionmeetsthedefinition.

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Appendix122A.413Educationalimprovementplan.

Subdivision1.Qualifyingplan. Adistrictorintermediateschooldistrictmaydevelopaneducationalimprovementplanforthepurpose

ofqualifyingforthealternativeteacherprofessionalpaysystemundersection122A.414.Theplanmustincludemeasuresforimprovingschooldistrict,intermediateschooldistrict,schoolsite,teacher,andindividualstudentperformance.

Subd.2.Plancomponents. Theeducationalimprovementplanmustbeapprovedbytheschoolboardandhaveatleastthese

elements:(1)assessmentandevaluationtoolstomeasurestudentperformanceandprogress;(2)performancegoalsandbenchmarksforimprovement;(3)measuresofstudentattendanceandcompletionrates;(4)arigorousprofessionaldevelopmentsystem,consistentwithsection122A.60,thatisalignedwitheducationalimprovement,designedtoachieveteachingqualityimprovement,andconsistentwithclearlydefinedresearch-basedstandards;(5)measuresofstudent,family,andcommunityinvolvementandsatisfaction;(6)adatasystemaboutstudentsandtheiracademicprogressthatprovidesparentsandthepublicwithunderstandableinformation;(7)ateacherinductionandmentoringprogramforprobationaryteachersthatprovidescontinuouslearningandsustainedteachersupport;and(8)substantialparticipationbytheexclusiverepresentativeoftheteachersindevelopingtheplan.

Subd.3.Schoolsiteaccountability. Adistrictorintermediateschooldistrictthatdevelopsaplanundersubdivisions1and2mustensurethat

eachschoolsitedevelopsaboard-approvededucationalimprovementplanthatisalignedwiththedistricteducationalimprovementplanundersubdivision2anddevelopedwiththeexclusiverepresentativeoftheteachers.Whileasiteplanmustbeconsistentwiththedistricteducationalimprovementplan,itmayestablishperformancegoalsandbenchmarksthatmeetorexceedthoseofthedistrict.

HIST:�Sp200�c�art2s��;�Sp200�c�art2s��

122A.414Alternativeteacherpay.

Subdivision1.Restructuredpaysystem. Arestructuredalternativeteacherprofessionalpaysystemisestablishedundersubdivision2toprovide

incentivestoencourageteacherstoimprovetheirknowledgeandinstructionalskillsinordertoimprovestudentlearningandforschooldistricts,intermediateschooldistricts,andcharterschoolstorecruitandretainhighlyqualifiedteachers,encouragehighlyqualifiedteacherstoundertakechallengingassignments,andsupportteachers’rolesinimprovingstudents’educationalachievement.

Subd.1a.Transitionalplanningyear. (a)Tobeeligibletoparticipateinanalternativeteacherprofessionalpaysystem,aschooldistrict,

intermediateschooldistrict,orsite,atleastoneschoolyearbeforeitexpectstofullyimplementanalternativepaysystem,must:(1)submittothedepartmentaletterofintentexecutedbytheschooldistrictorintermediateschooldistrictandtheexclusiverepresentativeoftheteacherstocompleteaplanpreparingforfullimplementation,consistentwithsubdivision2,thatmayinclude,amongotheractivities,trainingtoevaluateteacherperformance,arestructuredschooldaytodevelopintegratedongoingsite-basedprofessionaldevelopmentactivities,releasetimetodevelopanalternativepaysystemagreement,andteacherandstafftrainingonusingmultipledatasources;and(2)agreetouseuptotwopercentofbasicrevenueforstaffdevelopmentpurposes,consistentwithsections122A.60and122A.61,todevelopthealternativeteacherprofessionalpaysystemagreementunderthissection.(b)Tobeeligibletoparticipateinanalternativeteacherprofessionalpaysystem,acharterschool,atleastoneschoolyearbeforeitexpectstofullyimplementanalternativepaysystem,must:(1)submittothedepartmentaletterofintentexecutedbythecharterschoolandthecharterschoolboardofdirectors;(2)submittherecordof

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aformalvotebytheteachersemployedatthecharterschoolindicatingatleast70percentofallteachersagreetoimplementthealternativepaysystem;and(3)agreetouseuptotwopercentofbasicrevenueforstaffdevelopmentpurposes,consistentwithsections122A.60and122A.61,todevelopthealternativeteacherprofessionalpaysystem.(c)Thecommissionermaywaivetheplanningyearifthecommissionerdetermines,basedonthecriteriaundersubdivision2,thattheschooldistrict,intermediateschooldistrict,siteorcharterschoolisreadytofullyimplementanalternativepaysystem.

Subd.2.Alternativeteacherprofessionalpaysystem. (a)Toparticipateinthisprogram,aschooldistrict,intermediateschooldistrict,schoolsite,orcharter

schoolmusthaveaneducationalimprovementplanundersection122A.413andanalternativeteacherprofessionalpaysystemagreementunderparagraph(b).Acharterschoolparticipantalsomustcomplywithsubdivision2a.(b)Thealternativeteacherprofessionalpaysystemagreementmust:(1)describehowteacherscanachievecareeradvancementandadditionalcompensation;(2)describehowtheschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolwillprovideteacherswithcareeradvancementoptionsthatallowteacherstoretainprimaryrolesinstudentinstructionandfacilitatesite-focusedprofessionaldevelopmentthathelpsotherteachersimprovetheirskills;(3)reformthe“stepsandlanes”salaryschedule,preventanyteacher’scompensationpaidbeforeimplementingthepaysystemfrombeingreducedasaresultofparticipatinginthissystem,andbaseatleast60percentofanycompensationincreaseonteacherperformanceusing:(i)schoolwidestudentachievementgainsundersection120B.35orlocallyselectedstandardizedassessmentoutcomes,orboth;(ii)measuresofstudentachievement;and(iii)anobjectiveevaluationprogramthatincludes:(A)individualteacherevaluationsalignedwiththeeducationalimprovementplanundersection122A.413andthestaffdevelopmentplanundersection122A.60;and(B)objectiveevaluationsusingmultiplecriteriaconductedbyalocallyselectedandperiodicallytrainedevaluationteamthatunderstandsteachingandlearning;(4)provideintegratedongoingsite-basedprofessionaldevelopmentactivitiestoimproveinstructionalskillsandlearningthatarealignedwithstudentneedsundersection122A.413,consistentwiththestaffdevelopmentplanundersection122A.60andledduringtheschooldaybytrainedteacherleaderssuchasmasterormentorteachers;(5)allowanyteacherinaparticipatingschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatimplementsanalternativepaysystemtoparticipateinthatsystemwithoutanyquotaorotherlimit;and(6)encouragecollaborationratherthancompetitionamongteachers.

Subd.2a.Charterschoolapplications. Forcharterschoolapplications,theboardofdirectorsofacharterschoolthatsatisfiestheconditions

undersubdivisions2and2bmustsubmittothecommissioneranapplicationthatcontains:(1)anagreementtoimplementanalternativeteacherprofessionalpaysystemunderthissection;(2)aresolutionbythecharterschoolboardofdirectorsadoptingtheagreement;and(3)therecordofaformalvotebytheteachersemployedatthecharterschoolindicatingthatatleast70percentofallteachersagreetoimplementthealternativeteacherprofessionalpaysystem,unlessthecharterschoolsubmitsanalternativeteacherprofessionalpaysystemagreementunderthissectionbeforethefirstyearofoperation.Alternativecompensationrevenueforaqualifyingcharterschoolmustbecalculatedundersection126C.10,subdivision34,paragraphs(a)and(b).

Subd.2b.Approvalprocess. (a)Consistentwiththerequirementsofthissectionandsections122A.413and122A.415,thedepartment

mustprepareandtransmittointerestedschooldistricts,intermediateschooldistricts,schoolsites,andcharterschoolsastandardformforapplyingtoparticipateinthealternativeteacherprofessionalpaysystem.Aninterestedschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolmustsubmittothecommissioneracompletedapplicationexecutedbythedistrictsuperintendentandtheexclusivebargainingrepresentativeoftheteachersiftheapplicantisaschooldistrict,intermediateschooldistrict,orschoolsite,orexecutedbythecharterschoolboardofdirectorsiftheapplicantisacharterschool.Theapplicationmustincludetheproposedalternativeteacherprofessionalpaysystemagreementundersubdivision2.Thedepartmentmustconveneareviewcommitteethatatleastincludesteachersandadministratorswithin30daysofreceivingacompletedapplicationtorecommendtothecommissionerwhethertoapproveordisapprovetheapplication.Thecommissionermustapproveapplicationsonafirst-come,first-servedbasis.Theapplicant’salternativeteacherprofessionalpaysystemagreementmustbelegallybindingontheapplicantandthecollectivebargainingrepresentativebeforetheapplicantreceives

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alternativecompensationrevenue.Thecommissionermustapproveordisapproveanapplicationbasedontherequirementsundersubdivisions2and2a.(b)Ifthecommissionerdisapprovesanapplication,thecommissionermustgivetheapplicanttimelynoticeofthespecificreasonsindetailfordisapprovingtheapplication.Theapplicantmayreviseandresubmititsapplicationandrelateddocumentstothecommissionerwithin30daysofreceivingnoticeofthecommissioner’sdisapprovalandthecommissionermustapproveordisapprovetherevisedapplication,consistentwiththissubdivision.Applicationsthatarerevisedandthenapprovedareconsideredsubmittedonthedatetheapplicantinitiallysubmittedtheapplication.

Subd.3.Report;continuedfunding. (a)Participatingdistricts,intermediateschooldistricts,schoolsites,andcharterschoolsmustreporton

theimplementationandeffectivenessofthealternativeteacherprofessionalpaysystem,particularlyaddressingeachrequirementundersubdivision2andmakeannualrecommendationsbyJune15totheirschoolboards.Theschoolboardorboardofdirectorsshalltransmitacopyofthereportwithasummaryofthefindingsandrecommendationsofthedistrict,intermediateschooldistrict,schoolsite,orcharterschooltothecommissioner.(b)Ifthecommissionerdeterminesthataschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatreceivesalternativeteachercompensationrevenueisnotcomplyingwiththerequirementsofthissection,thecommissionermaywithholdfundingfromthatparticipant.Beforemakingthedetermination,thecommissionermustnotifytheparticipantofanydeficienciesandprovidetheparticipantanopportunitytocomply.

Subd.4.Planningandstaffdevelopment. Aschooldistrictthatqualifiestoparticipateinthealternativeteacherprofessionalpaysystemtransitional

planningyearundersubdivision1amayuseuptotwopercentofbasicrevenuethatwouldotherwisebereservedundersection122A.61forcomplyingwiththeplanningandstaffdevelopmentactivitiesunderthissection.

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122A.415Alternativecompensationrevenue.

Subdivision1.Revenueamount. (a)Aschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatmeetstheconditions

ofsection122A.414andsubmitsanapplicationapprovedbythecommissioneriseligibleforalternativeteachercompensationrevenue.(b)Forschooldistrictandintermediateschooldistrictapplications,thecommissionermustconsideronlythoseapplicationstoparticipatethataresubmittedjointlybyadistrictandtheexclusiverepresentativeoftheteachers.Theapplicationmustcontainanalternativeteacherprofessionalpaysystemagreementthat:(1)implementsanalternativeteacherprofessionalpaysystemconsistentwithsection122A.414;and(2)isnegotiatedandadoptedaccordingtothePublicEmploymentLaborRelationsActunderchapter179A,exceptthatnotwithstandingsection179A.20,subdivision3,adistrictmayenterintoacontractforatermoftwoorfouryears.Alternativeteachercompensationrevenueforaqualifyingschooldistrictorsiteinwhichtheschoolboardandtheexclusiverepresentativeoftheteachersagreetoplaceteachersinthedistrictoratthesiteonthealternativeteacherprofessionalpaysystemequals$260timesthenumberofpupilsenrolledatthedistrictorsiteonOctober1ofthepreviousfiscalyear.Alternativeteachercompensationrevenueforaqualifyingintermediateschooldistrictmustbecalculatedundersection126C.10,subdivision34,paragraphs(a)and(b).(c)Foranewlycombinedorconsolidateddistrict,therevenueshallbecomputedusingthesumofpupilsenrolledonOctober1ofthepreviousyearinthedistrictsenteringintothecombinationorconsolidation.Thecommissionermayadjusttherevenuecomputedforasiteusingprioryeardatatoreflectchangesattributabletoschoolclosings,schoolopenings,orgradelevelreconfigurationsbetweentheprioryearandthecurrentyear.(d)Therevenueisavailableonlytoschooldistricts,intermediateschooldistricts,schoolsites,andcharterschoolsthatfullyimplementanalternativeteacherprofessionalpaysystembyOctober1ofthecurrentschoolyear.Subd.2.Repealed,1Sp2005c5art1s55

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Subd.3.Revenuetiming. (a)Districts,intermediateschooldistricts,schoolsites,orcharterschoolswithapprovedapplications

mustreceivealternativecompensationrevenueforeachschoolyearthatthedistrict,intermediateschooldistrict,schoolsite,orcharterschoolimplementsanalternativeteacherprofessionalpaysystemunderthissubdivisionandsection122A.414.Forfiscalyear2007andlater,aqualifyingdistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatreceivedalternativeteachercompensationaidforthepreviousfiscalyearmustreceiveatleastanamountofalternativeteachercompensationrevenueequaltothelesseroftheamountitreceivedforthepreviousfiscalyearortheamountitqualifiesforundersubdivision1forthecurrentfiscalyearifthedistrict,intermediateschooldistrict,schoolsite,orcharterschoolsubmitsatimelyapplicationandthecommissionerdeterminesthatthedistrict,intermediateschooldistrict,schoolsite,orcharterschoolcontinuestoimplementanalternativeteacherprofessionalpaysystem,consistentwithitsapplicationunderthissection.(b)Thecommissionershallapproveapplicationsthatcomplywithsubdivision1,andsection122A.414,subdivisions2,paragraph(b),and2a,iftheapplicantisacharterschool,intheorderinwhichtheyarereceived,selectapplicantsthatqualifyforthisprogram,notifyschooldistricts,intermediateschooldistricts,schoolsites,andcharterschoolsabouttheprogram,developanddisseminateapplicationmaterials,andcarryoutotheractivitiesneededtoimplementthissection.(c)ForapplicationsapprovedunderthissectionbeforeAugust1ofthefiscalyearforwhichtheaidispaid,theportionofthestatetotalbasicalternativeteachercompensationaidentitlementallocatedtocharterschoolsmustnotexceed$522,000forfiscalyear2006and$3,374,000forfiscalyear2007.Forfiscalyear2008andlater,theportionofthestatetotalbasicalternativeteachercompensationaidentitlementallocatedtocharterschoolsmustnotexceedtheproductof$3,374,000timestheratioofthestatetotalcharterschoolenrollmentforthepreviousfiscalyeartothestatetotalcharterschoolenrollmentforthesecondpreviousyear.AdditionalbasicalternativeteachercompensationaidmaybeapprovedforcharterschoolsafterAugust1,nottoexceedthecharterschoollimitforthefollowingfiscalyear,ifthebasicalternativeteachercompensationaidentitlementforschooldistrictsbasedonapplicationsapprovedbyAugust1doesnotexpendtheremainingamountunderthelimit.

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