compensation redesign: presentation to the board...sep 06, 2013 · effectiveness level: mentor,...

© Education Resource Strategies, Inc., 2013 © Education Resource Strategies, Inc., 2013

Compensation Redesign:

Presentation to the Board September 2013

Agenda

Why Redesign Compensation?

Where Have We Been?

ERS Compensation Recommendation

1

Objectives

Share progress to date and ideas on compensation

redesign

Listen to your feedback, understand what resonates with

you and what questions you may have

2

Why Redesign

Compensation?

33

Consistent excellence makes a difference

4

Start 1 year behind… Catch up by having excellent teachers 2 years in a row

Start 2 years behind…

Catch up by having excellent teachers 4 years in a row

Start on grade level…

Leap further ahead like “gifted” peers every year they have

excellent teachers

With excellent teachers, students who…

Source: Hassel, B. C., & Hassel, E. A. (2011). Seizing opportunity at the top: How the U.S. can reach every student with an excellent teacher (Working paper). Chapel Hill, NC: Public Impact. Retrieved from http://opportunityculture.org/seizing_opportunity_fullreport-public_impact.pdf

…but not all teachers get the same results

The current salary structure is a one size fits all

approach…

5

Teachers are generally treated the same regardless of…

performance

contribution

skills

knowledge

Current spending is not aligned with research on what impacts student learning

FY12 Total Teacher Compensation = $46.7 M

Experience Pay: Years of

teaching experience have little

effect on student performance

after the first 3-5 years1

Education Pay: There is no

demonstrated correlation

between teaching

effectiveness and educational

attainment beyond a

bachelor’s degree, except for a

slight impact in the case of

high school math and science2

What does the research say?

6

% of Total

Teacher

Compensation 42% 8% 13% 9% 2% 27%

$19.7

$3.6

$5.9 $4.1

$0.8

$12.6

$0

$5

$10

$15

$20

$25

$30

$35

$40

$45

$50

FY

12 T

eac

her

Co

mp

ensa

tio

n (

$M)

Base Pay Local Experience Education Stipends Benefits

22%

Click to edit Master title style

Doctors and lawyers

reap the full rewards of

competence in their

profession within

almost 15 years of

entrance.

Teachers must wait

much longer, even

though evidence

suggests that they

become fully competent

in their profession just

as quickly.

It takes teachers significantly longer to reach their

maximum salary

7

There are few opportunities for teachers to grow

professionally without leaving the classroom

Few districts offer career pathway opportunities that more

broadly leverage teacher skills

8

Research

Highlight

The most significant differences between teaching and the

chosen careers of top-third college graduates are rooted

in compensation and career pathway opportunities.8

Where Have We Been?

ERS met with district leaders over the course of the

last five months to discuss various topics

Month Project Topics

April Attract and Retain:

Shifting the workforce toward effectiveness

May Identifying and prioritizing the key elements of the

district’s value proposition

June Leverage and Align:

Making the most of existing workforce

July Staging and blending of multiple policy levers to create

a holistic system

August Weighing the policy options based on customized

model scenarios 10

ERS and Marietta also began conversations with a

variety of stakeholders

Central Office Steering Committee: Cabinet Members

and Finance

School-Based Compensation Redesign Committee:

Teachers & Administrators

School Administration Introductory Sessions:

Principals & Assistant Principals

General Outreach Sessions: Comprised of various

MCS staff

11

The conversations to date are only the beginning of

the dialogue to ensure that the redesign is done well

We discussed all elements of the value proposition

12

Benefits

Career

Opportunities

Salary

Growth

Opportunities Working

Conditions

Rewards

Research

Highlight

Teachers’ perceptions of their school administrators is the most important

factor affecting whether or not they decide to stay at a school, trumping

concerns about base salary.9

Strengths Areas of Improvement

Adequate facilities and security; support from CO (not

as bureaucratic as larger systems); ample resources

for teachers; consistent positive messaging and

communication; professional learning/planning days

Limited options for work hours; lack of opportunities

for teachers to observe other classrooms; lack of

TIME; employees are required to wear many ‘hats’

PLC model; Availability of coaches, CEC; culture of

continuous improvement

Need additional opportunities for collegial

planning/influence; need continuous training for

leadership

Leadership Academies; some leadership

opportunities

Leadership opportunities are limited; lack of clear,

guided career planning

End-of-year banquet; Employee of the month;

Innovation grants; Positive press; Students

recognition of teachers; Marietta Schools Foundation

support TOTY

Finding opportunities for more teachers to earn

rewards; communication of positive school successes

Competitive salary; no furlough days; some roles

are available for additional compensation

Need to find ways to fairly compensate highly

effective teachers / critical need areas; lack of tiered

opportunities for administrators

Supportive BOE to maintain benefits; Professional

and sick leave; Health care; Life insurance;

retirement benefits; In-house guidance and support

Rising cost of healthcare

District leaders and teachers identified strengths and

opportunities about the district’s value proposition

13

Career

Opportunities

Growth

Opportunities

Working

Conditions

Rewards

Benefits

Salary

ERS Recommendation


Today:

The state provides funding to districts based on the experience and education of their teaching workforce

Surrounding districts compensate teachers based on the state salary schedule and not effectiveness

Marietta has additional flexibility through their charter system status

MCS needs to

continually

evaluate its

compensation

system to ensure

that it maximizes

potential revenue

and is competitive

with surrounding

districts

Our recommendations are designed to take

advantage of current policy…

15

…and our recommendations are also grounded in

district need and best practice

The following ERS recommendation is rooted in our

understanding of:

District need

Research-based compensation best practice

Trends from leading edge districts around the country

Political feasibility

16

How can districts rebalance its compensation

system and invest in the most important areas?

17

Teacher Compensation

Pyramid

Rewards

District Incentives

Additional Roles & Responsibilities

Base

Increasing

by total amount

for a district

Five Goals for Effective Teacher Compensation to Improve

Student Outcomes

18

Attract a high-potential teaching force

Retain a high-performing teaching

force

Leverage expertise for continuous

improvement in district-wide teaching

effectiveness

Align a high-performing teaching

force to support district strategies and performance

goals

Compensate a high-performing teaching

force in a Fiscally

Sustainable way

Revised compensation should increase the number of students

taught by effective teachers

19

The change in the system leads to a 20% difference in the number of students that are being taught by top quintile vs. bottom quintile teachers

Bottom

20th to 40th

40th or 60th

60th or 80th

Top

Students Taught Students Taught Teaching

Effectiveness

Quintiles

30%

25%

20%

15%

10%

20%

20%

20%

20%

20%

What if…

20

Gap Size Δ in TE

Typical Student K-

12 Learning

Increase (yrs)

US Education

System

Impact

40% 25% 3-4 Exceeds any known

system

30% 12-18% 2-3 Above Top Tier

20% 7-11% 1.5-2.5 Top Tier

10% 5-7% 0.7-1.5 Noticeable

Improvement

What are immediate and long-term implications of this?

The conundrum: Only paying more to top performers for the

same job may be expensive and cost ineffective.

Year 1 5 10 15 20

Δ in TE 0% 0% 0% 0% 1%

Δ in cost 0% 1% 1.5% 2% 2.5%

TE/Cost 100% 99% 99% 98% 98%

20% 20% 21% 21%

20% 19% 19% 19%

0%

5%

10%

15%

20%

25%

0 5 10 15 20

% o

f S

tud

ents

wit

h t

eac

her

s

abo

ve m

edia

n

Year of Reform

Distribution of Students Across Teachers in Redesigned System

Most Effective Teachers Least Effective Teachers

21

The solution: Three sustainable ways to reward top

contributors with current revenue streams

1) Effectiveness steps: Finance slightly higher raises to top

performers by eliminating raises to lower performers

2) Define effectiveness bands (e.g.: novice, professional,

master, etc.)

3) Create roles that allow us to expand the impact of our effective teachers on students and teachers

22

Experience & Effectiveness

Pay

What We Found & Heard: Experience Pay

24

AVG. ANNUAL STEP INCREASE AVG. INDIVIDUAL CAREER EXPERIENCE

EARNINGS

Findings:

Marietta spent roughly $5.9M (13% of

teacher compensation) on experience

pay in FY12

Steps increases end after 32 years of

experience (30 total steps)

What we heard:

Annual increases are important

Increases can be tied to effectiveness

All teachers should make at least their

current annual salary

$766

$328,422

Design Considerations and Options

Design Considerations:

Increase salaries earlier in careers and create potential for higher top salaries

Must have a degree of comfort in the evaluation system before compensation decisions are tied to evaluations

Normed vs. criteria referenced evaluations

Vary and/or cap top pay based on teacher effectiveness

Design Options:

Effectiveness steps with caps

Effectiveness bands

Experience pay with caps

25

For Consideration: Effectiveness Steps Details:

o Annual raises vary by effectiveness

o Low performing teachers receive no raise

o Effectiveness steps often replace experience pay

Why effectiveness pay?

o Create opportunity for high performing teachers to accelerate earnings and increase

lifetime earning potential

o Annual raises, with 60% of teachers receiving at least the current avg. step increase

o Create reinvestment opportunities by not increasing pay for lowest performing teachers

26

Table: Avg. Step Increase and Maximum Steps in New System

Notes:$766 is average step increase; $842 is 10% more, and $919 is 20% more

Quintiles: Bottom 20% 20th - 40th % 40th – 60th % 60th – 80th % Top 20%

After Yr. 1 $0 $0 $0 $0 $0

After Yr. 2 $766 $766 $766 $766 $766

After Yr. 3 $0 $766 $766 $842 $919

Max Step (Yrs.) 2 15 30 30 30

2) Effectiveness Bands

27

*While many systems pay a significant band differential, ERS recommends

a $0 pay differential for bands in favor of “effectiveness steps” and roles

Level Criteria Pay Change* Roles/Privileges

Novice/

Probationary

New teachers or those not

meeting standards

Starting

salary + $0

Provisional contract

Mandatory PD

Professional 2 years rated as a Level 5, or 3

years rated as a Level 3 or 4

+$0 Year-long contracts

Avail roles may vary based on

effectiveness level: mentor, etc.

Master 1 Same as Professional +

Additional skills

+$0 2-3 year contracts

Additional roles which continue

to vary by effectiveness level

Master 2 Same as Master 1 + Additional

experience and evidence of

strong leadership

+$0 Additional leadership roles

ILLUSTRATIVE

Education Pay

What We Found & Heard: Education Pay

29

Bachelors Masters Specialist Doctorate

$7,010 $14,020

$20,766

Avg. Education Pay per Year, by Degree Type

Notes: Amount will vary based on when degrees are obtained. $348k is estimate based on average teacher career track from year 0 to year 30 where

teacher earns masters in year 10, specialist in year 14, and doctorate in year 18

Findings:

Avg. spending on education for

employee who obtains doctorate is

~$348k over 30 year career*


teacher compensation) on education

pay in FY12

What we heard:

Some teachers are earning non-

strategic education pay

Some education pay is needed to show

our commitment to learning and to

ensure adequate revenue flow

$0

28% % of workforce with

degree 49% 18% 4%

Design Considerations & Options

Design Considerations:

Education pay is only given for degrees that build on teacher assignment

Education pay tied to effectiveness

Amount must be high enough to both: o Demonstrate commitment to a community of continuing learners

o Incentivize teachers to get degrees, which drives state revenue

Creates savings that can be reallocated for additional roles and responsibilities

Design Options:

Reduction in Education Pay

Limiting Education Pay to Certain Priority Degrees

Lane Consolidation

Tuition Reimbursement

Additional Incentive

30

For Consideration: Tuition Reimbursement with

Additional Incentive

Details: Replace annual education salary increase with tuition reimbursement + incentive, totaling at $25-$36k spread over 3-5 years ($20k tuition reimbursement, $5k-$16k stipend)*

Why Tuition Reimbursement + Additional Incentive? o Demonstrate commitment to a community of continuing learners

o Help attract and retain teachers with advanced education

o Incentivize higher education to ensure adequate revenue flow

Going Forward: If the funding formula changes, the district must engage in a process to determine priority degrees, considering: o Whether they should be tied to their school/district role;

o The value of the degree to the district especially at the PhD level

31

Roles, Responsibilities, &

Priority Incentives

Additional roles and responsibilities can align with

specific career pathways for aspiring leaders…

33

Instructional Leaders

Content and Curriculum

Pedagogy & Coaching

Administration & Leadership

Extended Reach Teachers

Multi-classroom Leaders

Curriculum Writers

Literacy/Math Facilitators

Peer Evaluators Model Classroom Teachers

Instructional Coaches

Assistant Principals

Principal Interns

Are there enough opportunities for additional roles

and does the stipend match the responsibility?

34

$500 $585 $600 $600

$1,300

$0

$500

$1,000

$1,500

SST Coordinator Team Leader(ES/MS)

Subject AreaLeader

DSS LeadershipTeam

Department Chair

Stipend Amounts for Additional Roles

Findings:

~25% of teachers with roles; ~70% earn

exception pay averaging ~$900


teacher compensation) on stipends

Additional Investments: • Coaches: ~$700k

• Additional Assistant Principals: ~$500k

What we heard:

Creating opportunities for additional pay

and prestige through roles is critical

Current stipends for roles do not

accurately reflect responsibility

Incentives for priority positions (Math,

Science, SPED) important

# of Roles 11 70 8 1 13

Design Elements: Roles, Responsibilities, & District

Priority Incentives

Compensation for roles and incentives must be sufficient to attract high performers

Roles and incentives are only available to teachers who meet effectiveness criteria

Roles are available to teachers early in career

Certain roles and opportunities can be tied to certification levels, including advanced degree requirements

35

Roles, Responsibilities, & District Priority Incentives

Details: $3.0 M available for roles and district priority incentives by Year 7; primary mechanism for additional salary early in career

Why Roles and District Priority Incentives? o Provide opportunities for teachers to increase earnings potential

o Improve student outcomes by extending the reach of excellent teachers

o Address critical district needs

How to Fund: oCreate savings from tuition reimbursement vs. traditional

education pay

oRepurpose existing positions

36

In the new system, Marietta can redesign existing

roles and consider adding additional roles

Redesign of Current Roles:

Department Heads

Team Leaders

PLC Chairs

Mentor Teachers

RTI Coordinators

37

Potential New Roles:

Multi-Classroom Leader

Expanded Impact Teacher

Co-Evaluators

Blended Learning

Facilitators

Model Teachers/Classrooms

In the redesigned system, a significant number of teachers

can receive roles and district priority incentives

38

Year 1 Year 3 Year 5 Year 7

Roles - Total Investment Opportunity ($M) $0.6 $1.3 $1.5 $2.2

Role Type: Least Responsibility- $4K (# of roles) 100 175 200 225

Role Type: Median Responsibility- $8K (# of roles) 30 50 50 75

Role Type: Most Responsibility - $12K (# of roles) 15 25 60

% of Teachers 21% 39% 45% 59%

Priority Incentives - Total Investment Opportunity

($M) $0.2 $0.6 $0.7 $0.8

Incentive 1 - $4 K (# of incentives) 50 80 90 100

Incentive 2 - $8 K (# of incentives) 35 40 45

% of Teachers 8% 19% 21% 24%

Total Available Funds $0.8 $1.9 $2.2 $3.0 % of Teachers to Potentially Have Roles or Incentives 29% 58% 66% 93%

Illustrative Breakdown of Roles

Starting Salary

39

What We Found & Heard: Starting Salary

Starting salary of $39,144* in FY13 ranked 5th out of

12 metro Atlanta districts (and 1st out of 7 similarly sized

Georgia districts)

Entry: About 70% of new teachers in Marietta enter to

the district with some level of experience

We heard that we can leave starting salary constant if

we improve other elements of the value proposition.

40

Note: MCS has since decreased their salary to $38,500; this would change their rank to 8th and 1st, respectively, if

comparison districts did not make changes.

Starting Salary: Design Considerations

Offer a compensation structure for early career teachers

that is competitive with other professional

opportunities, including those outside of the teaching

profession.

Consider the trade-off between an attractive starting

salary vs. other strategic uses of local supplement

dollars, such as for differentiated roles.

41

ERS Recommends: Leave starting salary at $38,500,

adjust periodically for cost of living

Overall Impact: Financial

ERS Recommendation

A Current T-5 teacher with15 years of experience, who

is…

1. Highly effective

2. In the 50th percentile of effectiveness

A New Teacher who is…

3. Highly effective

4. In the 50th percentile of effectiveness

How does the new system affect various types of

teachers?

43

Highly effective existing teachers have a higher

earnings potential

$-

$10

$20

$30

$40

$50

$60

$70

$80

$90

Tota

l Sal

ary

Pai

d ($

K)

Yearly Pay for a current T5 teacher with 15 years of experience who

is Highly Effective

Starting Salary Experience Pay Education Pay (T5)

Effectiveness Pay Tuition Reimbursement Roles/DPI

44

Current

System Proposed

System

This Year In 5 Years In 15 Years

Current

System Proposed

System

Current

System Proposed

System

1.

Teachers with average effectiveness also have

higher earnings potential

$-

$10

$20

$30

$40

$50

$60

$70

$80

$90

Tota

l Sal

ary

Pai

d ($

K)

Yearly Pay for a current T5 teacher with 15 years of experience who is of Avg. Effectiveness



45

Current

System Proposed

System


Current

System Proposed

System

Current

System Proposed

System

2.

New teachers entering the system that become HE

can earn more annually in the new system

$-

$10

$20

$30

$40

$50

$60

$70

$80

$90

Tota

l Sal

ary

Pai

d ($

K)

Yearly Pay for a New Teacher who is Highly Effective Entering the New System



46


Current

System Proposed

System

Current

System Proposed

System

Current

System Proposed

System

Current

System Proposed

System

Current

System Proposed

System

In 20 Years In 30 Years

3.

While new teachers with average effectiveness earn

slightly more earlier in their careers

$-

$10

$20

$30

$40

$50

$60

$70

$80

$90

Tota

l Sal

ary

Pai

d ($

K)

Yearly Pay for a New Teacher who is of Avg. Effectiveness Entering the New System



47


Current

System Proposed

System

Current

System Proposed

System

Current

System Proposed

System

Current

System Proposed

System

Current

System Proposed

System

In 20 Years In 30 Years

4.

What does the earning potential look like over the

career of these teachers?

48

Current

System

Redesigned

System

Current

System (T6)

Redesigned

System (T6)

A Current T-5 teacher with 15 years of experience, who is…

Highly Effective $0.96 M $1.05 M $1.08 M $1.07 M

In the 50th percentile of

effectiveness $0.96 M $1.00 M $1.08 M $1.02 M

A New Teacher who is…

Highly Effective $1.65 M $1.80 M $1.76 M $1.83 M

In the 50th percentile of

effectiveness $1.65 M $1.74 M $1.76 M $1.77 M

Career Earnings, by Teacher Perspective and System

Overall Impact: Student

Performance

ERS Recommendation

Only paying more to top performers for the same job may be

expensive and cost ineffective.

Year 1 5 10 15 20

Δ in TE 0% 0% 0% 0% 1%

Δ in cost 0% 1% 1.5% 2% 2.5%

TE/Cost 100% 99% 99% 98% 98%

20% 20% 21% 21%

20% 19% 19% 19%

0%

5%

10%

15%

20%

25%

0 5 10 15 20

% o

f S

tud

ents

wit

h t

eac

her

s

abo

ve m

edia

n

Year of Reform

Distribution of Students Across Teachers in Redesigned System

Most Effective Teachers Least Effective Teachers

50

However, effectiveness steps increase impact and are

financially sustainable

21% 22% 23% 24%

18% 16% 14% 12%

0%

10%

20%

30%

40%

0 5 10 15 20

% o

f S

tud

ents

wit

h…

Year of Reform

Distribution of Students Across Teachers

Highly Effective Teachers Least Effective Teachers

51 4.5% Attrition of LE Teachers Compensation Reform Extending the Reach of Top Performers

Year 1 5 10 15 20

Δ in TE 0% 1% 2% 3% 4%

Δ in cost 0% 0% 0% 0% 0%

TE/Cost 100% 101% 102% 103% 104%

Including roles that extend the reach of top performers

improves impact

22% 25% 27% 29%

17% 15% 12% 10% 0%

10%

20%

30%

40%

0 5 10 15 20

% o

f S

tud

ents

wit

h…

Year of Reform




Year 1 5 10 15 20

Δ in TE 0% 2% 4% 5% 7%

Δ in cost 0% 0% 0% 0% 0%

TE/Cost 100% 102% 104% 105% 107%

With increased attrition of the least effective teachers, in

conjunction with these other reforms, the district can reach

transformation in 5 to 10 years

27% 30% 32% 33%

12% 8% 6% 5% 0%

10%

20%

30%

40%

0 5 10 15 20

% o

f S

tud

ents

wit

h…

Year of Reform




Year 1 5 10 15 20

Δ in TE 1% 5% 8% 9% 10%

Δ in cost 0% 0% 0% 0% 0%

TE/Cost 101% 105% 108% 109% 110%

Tra

nsf

orm

atio

n

We must also improve other elements of the human

capital system

Hiring and Recruiting

Improve the overall quality of the applicant pool and the

selection of top candidates

Professional Development

Ensure sufficient school based expert support through an

effective professional development model

Help underperforming teachers succeed through remediation

54

Other Considerations

Transfer Policies

Knowing that attracting top talent from surrounding

districts is critical, what can be done for teachers entering

from different systems?

Potential Option:

Year One: Provide base salary and recruiting bonus

equivalent to typical earnings

Year Two: Provide effectiveness bonus and place on current

system salary schedule

56


MCS needs to revisit

the compensation

system periodically

to adjust the

structure of roles,

incentives, and/or

effectiveness pay to

account for additional

opportunity

The amount of unspent funds in the system increases

over time as more new teachers enter the system

57

$0.0

$0.2

$0.4

$0.6

$0.8

$1.0

$1.2

$1.4

$1.6

$1.8

YR 1 YR 3 YR 5 YR 7 YR 10 YR 15 YR 20

Un

spen

t Fu

nd

s ($

M)

Year of Reform

Unspent Funds over the Years of Reform

Some examples of adjustments for additional

unspent funds include

Effectiveness Steps o Increase the annual step increase for top performers

o Lengthen the earnings career and overall earnings by adding additional steps for top performers

Roles and Incentives oExpand the number of available roles and incentives

o Increase the stipend amounts of roles and incentives

Starting Pay o Increase starting pay

58

ERS Presentation to Board

September 2013

Engagement Timeline

59

ERS Formal Engagement

(April - September)

Phase I: Explore Leadership and Other

Certified (Non-Teaching) Staff

Compensation Redesign

(FY14)

Prior ERS Engagement Topics:

Shifting the Workforce

Value Proposition

Making the Most

Staging and Blending

Weighing Options

Phase II: Present Final

Leadership and Other

Certified Staff

Compensation Redesign to

Board of Education

(FY15)

Phase III: Implement Leadership and

Other Certified Staff Compensation Plan

(FY16)

Marietta Phased Approach:

Phase I - FY14:Research and planning, job

descriptions of new roles, outreach initiatives, seed

funding, implementation of new evaluation system

(TKES), BOE approval

Phase II - FY15: Implementation of new teacher

roles, recalibration of pay for advanced degrees,

continued research on effectiveness pay

Phase III - FY16: Full implementation

Closing: For Discussion

What components of the redesigned system were

attractive?

What components should be investigated further?

What questions or concerns do you have?

60

1. Hunt-White, T racy. (August 2003). “Baccalaureate and Beyond Longitudinal Study 2000/01 Data Analysis System (DAS) Online.” National Cen ter for Education Statistics. Retrieved February 17, 2012 from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003174

2. Henke,R.; Chen, X.; Geis, S. (2000). “Progress Through the Teacher Pipeline: 1992-93 College Graduates and Elementary/Secondary School Teaching as of 1997.” NCES 2000 -152. U.S. Department of Education, National Center for Education Statistics: Washington, D.C

3. Rivkin, S.; Hanushek, E.; Kain, J. (2005). “Teachers, Schools, and Academic Achievement.” Econometrica, 73 (2), pp. 417-458; King Rise, J. (August 2010). The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief 11. Washington, DC: National Center for Analysis of Longitudinal Data in Education Research

4. Ozdemir, M.; Stevenson, W. (2010). “The Impact of Teacher’s Advanced Degrees on Student Learning.” Human Capital in Boston Public Schools: Rethinking How to Attract, Develop and Retain Effective Teachers. Washington, DC: National Council on Teaching Quality

5. Organisation for Economic Co-operation and Development. (2011). “Building a high-quality teaching profession: lessons from around the world.” Retrieved February 28, 2012 from http://goo.gl/FaJI4

6. Goldhaber, D. (2010). “Teacher Pay Reforms: The Political Implications of Recent Research.” Center for Education Data and Research. Retrieved February 15, 2012 from http://cedr.us/papers/working/CEDR%20WP%202010-4_Teacher%20Pay%20Reforms%20(8-23-10).pdf

7. National Center for Education Statistics (2011). “Documentation for the 2008–2009Teacher Follow-Up Survey. ”Retrieved September 13 2012 from http://nces.ed.gov/pubs2011/2011304.pdf

8. Byron, A.; Kihn, P. & Miller, M. (September 2010). “Closing the talent gap: Attracting and retaining top third graduates to careers in teach ing.” McKinsey & Company. Retrieved February 17, 2012 from http://mckinseyonsociety.com/closing-the-talent-gap/

9. Boyd, D.; Grossman, P.; Ing, M.; Lankford, H.; Loeb, S.; Wyckoff, J. (2011). “The Influence of School Administrators on Teacher Retention Decisions.” American Educational Research Journal, 48(2). pp. 303-333. Retrieved March 1, 2012 from http://aer.sagepub.com/content/48/2/303.abstract

End Notes

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003174

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003174

http://goo.gl/FaJI4

http://goo.gl/FaJI4

http://cedr.us/papers/working/CEDR WP 2010-4_Teacher Pay Reforms (8-23-10).pdf










http://nces.ed.gov/pubs2011/2011304.pdf



http://mckinseyonsociety.com/closing-the-talent-gap/








Appendix

62

ERS Methodology splits an employee’s salary into

various components

Years of Experience BA MA MA+30 Education Specialist Doctorate

1 $30,420 $33,835 $36,050 $37,525 $40,785

2 $30,990 $34,430 $36,640 $38,105 $41,370

3 $30,990 $34,430 $36,640 $38,105 $41,370

4 $31,475 $34,975 $37,215 $38,725 $42,060

5 $32,080 $35,690 $37,955 $39,510 $42,940

…

20 $40,255 $45,025 $47,770 $49,775 $54,105

63

Experience Pay:

$1,660

Education Pay:

$7,430

Base Pay:

$30,420

Table: Salary Breakdown for Education Specialist with 5 Years of Experience

Total Pay:

$39,510

Experience Pay:

$1,660 + + Education Pay:

$7,430 =

Marietta’s starting pay for teachers ranks 5th among

the 12 metro-Atlanta school districts

64

$186 $192

$198 $199 $204 $205 $206 $206 $207

$214 $220

$232

$100

$150

$200

$250

Buford Douglas Rockdale Gwinnett Decatur Cobb Fulton Marietta Forsyth Clayton DeKalb Atlanta

Dai

ly R

ate

of

Pay

FY13 - Starting (T4) Teacher Salaries – Daily Rate

Annual

Starting Pay

($K)

$38.4 $35.9 $37.0 $37.4 $38.7 $38.3 $39.1 $39.1 $$38.7 $39.6 $40.5 $43.4

Actual

# Days

Worked

190 187 187 188 190 187 190 190 187 185 184 187

Average: $206

Top pay in Marietta ranked 1st out of the 12 metro districts and

takes 32 years to achieve.

$409

$427 $427 $428 $432 $434 $434 $437

$445

$457 $463

$470

$360

$380

$400

$420

$440

$460

$480

Douglas Forsyth Rockdale Fulton Cobb Clayton Dekalb Buford Decatur Gwinnett Atlanta Marietta

Da

ily R

ate

of

Pa

y

FY13 - Top Pay – Daily Rate

Max. Annual Salary

($K) $76.5 $79.8 $79.8 $81.4 $80.8 $80.3 $79.8 $83.1 $84.6 $85.8 $86.6 $89.2

# of Yrs of

Experience to

Reach Top Pay

21 24 25 24 29 32 25 (T4) to

27 (T7) 21 31 32

27 (T4) to

32 (T7) 32

Average: $438

Nationally, per pupil expenditures have increased dramatically

$0

$2,000

$4,000

$6,000

$8,000

$10,000

Cur

rent

Exp

endi

ture

s P

er P

upil

Source: National Center for Education Statistics' Common Core of Data.

Notes: Values in 2007 and 2008 represent straight averages across states; finance data expressed in real 2008 dollars .

National Public K-12 Current Expenditures Per Pupil (1920-2008)

Current Expenditures Per Pupil (Real) Current Expenditures Per Pupil (Nominal)

But, likely revenue is flattening…it’s imperative we spend our current resources well

Source: Marguerite Roza, November 2011

Original Title:

Budget gaps will continue

unless there is a change to

fundamental cost structures

Can’t continue our

increases in per pupil

expenditures…

Get better about how we

spend money in order to

improve achievement

compensation redesign: presentation to the board...sep 06, 2013 · effectiveness level: mentor,...

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