“teachers do make a difference…” - jere brophy, 1979

“Teachers do make a

difference…”

- Jere Brophy, 1979

A system that is indifferent to the performance of its employees and rewards them alike regardless of effort or effectiveness is based on

an assumption that what those employees do really isn’t very

important or difficult.

The Student Performance Improvement Program:An Approach to Alternative

Compensation

A Joint Project of St. Francis Independent School District #15 and

Education Minnesota St. Francis

Academy Coordinators(Teachers on half-time special assignment

with extended contract)Coordinate all activities

One day = 1st sixhours of ER&DFoundations 1

class

Two days spent ontechnology, going over

district policies,contract, etc

Oneday withmentor, most time

spent at site

Orientation4 days prior

to year 1

Eligible teachers:1. New teachers2. Teachers reassignedin the district

Mentors assigned fromsame site, similar

teaching assignment

One-on-onementorship for up to 3 years

Year 3:Class chosen

with teacher's PRT

Year 2:Foundations 2

(Building AcademicSuccess)

Year 1:Foundations 1(Organizing the

Classroom)

1 Academyclass each

year for first3 years

New TeacherInduction

(includes both teachers new to the professionand teachers new to the district)

Foundations 1Prerequisite forall other classes

QualificationMust have successfully

achieved Teacher 3status

MentorshipTraining provided

each summer(30 hours)

Trainers selectedfrom applicants

Standards:1. Research-based2. Ongoing3.Train-the-trainer

ER&D classes(Our trainers trained

thru AFT)

Standards:1. Must be based onlevel 3 research2. Train-the-trainer

Other classesmeeting ER&D

standard

Academy Classes & Study GroupsEach teacher has 32 hours of professional

development time to be used to support his/her individual growth goal

Peer leader serves asmember of each

team member's PRT

All teacherson teams of

about 10 with team-selected peer leader

Site chair elected,becomes site

representative onAcademy Board

Site committee develops annual goals & plan,

sets limits on individualprof. dev. time

Selected leadersconstitute

sitecommittee

Held prior to thebeginning of school in

early August.

Includes all careerladder teachers &

school administrators

Annual LeadershipConference

Site StaffDevelopment

Teacher Academy(Supervised by

the Superintendent of Schools)

Academy Governing Board(Joint union-management, sets policies

and procedures, also acts as districtstaff development committee)

ISD #15 Teacher

Academy

ProgramOverview

Page 6Page 6

Day FourFirst six hours of the

Teacher Academy class inclassroom management

Day ThreeMore introductory

activities (Human Resources,Union, etc.)

Day TwoAt site with mentor

Day OneIntroduction to

District & DistrictTechnology

New Teacher Orientation4 days prior school - 1st year

Mentorship for othersTeachers with changes inassignment may request

a mentor annually

Years Two & ThreeTeacher chooses -

Continuation of one-on-one orCollaborative mentorship group

Year OneOne-on-One mentor - same

site, job alike

Mentors may be nominatedby other mentors, mentees

and adminstrators

Mentor Training & Selection24-hour training provided each

summer; selectedbased on performance reviews

MentorshipDuring probationary

year(s)

Year 3:One course from among10 offered - determined

by Performance Review Team


(Building AcademicSuccess)


(ClassroomManagement)

Teacher Academy ParticipationTeachers incented to participatethrough performance pay system

Includes both teachers new to theprofession and teachers with experience

that are new to the district

New Teacher InductionISD #15, St. Francis Minnesota

Page 7

Independent School District #15Minnesota Basic Standard Test Results

1998 - 2007

Year StateMath

ISD #15 Math

State Reading

ISD #15 Reading

State Writing

ISD #15 Writing

1998 70.6% 66.8% 68% 68.5%

1999 70.2% 66.7% 75.2% 69.7%

2000 72% 71.7% 79.7% 80.1% 86.1% 89.1%2001 72% 76.9% 78.8% 80.6% 92% 91.6%2002 74.5% 78.7% 80% 82.1% 90.7% 92.8%2003 71.7% 75.3% 81% 85.1% 90.8% 92.8%20042005

70.8%

74.3%

81.5%

82.4%

81.1%

84.8%

88.2%

93.9%

91.5%

91.2%

94.7%

92.6%

No test given in 1998 or 1999

92.7% 95.1%91.9% 95.9%

20062007

BST in reading and math ends in 2006

74.3376.13

74.18

80.24 79.31

68.86

82.39

60

65

70

75

80

85

90

State Anoka-Hennepin

Cambridge-Isanti

Elk River Forest Lake Princeton St. Francis

Independent School District #15 BST Mathematics Results -

2005 Comparison

to Bordering Districts

Reported as percent passing test in 8th grade.

84.76

87.36 87.37 86.92

90.55

87.13

93.85

80

85

90

95

100


Cambridge-Isanti


Independent School District #15 BST Reading Results - 2005

Comparison


Reported as percent passing test in 8th grade.

91.993.72

94.8793.8 93.66

92.42

95.92

80

85

90

95

100


Cambridge-Isanti


Independent School District #15BST Writing Results - 2007 Comparison (10th Grade)


Reported as percent passing test in 10th grade. Page 9

Key Understandings1. Beginning teacher salary increased by 20%2. Teacher advancement based on attainment of positive

annual reviews3. Teacher reviews completed by a team that includes the

teacher, two peers, and an administrator (Performance Review Team)

4. Each annual review based on 4 observations Teacher-generated evidence of improved student performance

5. Salary increases: Annual cost-of-living increases as negotiated Performance increases come after each three years of positive

annual reviews Completion of mentor training & attaining a Master’s degree

6. Career ladder provides leadership roles for 20% of staff with stipends and expedited movement through schedule Page 10

Sets Up Planning for"Evidence of Student Growth"

Sets observation schedule

Reviews Annual Goal & Plan

Fall Meeting

Approves Teacher's Planfor the following year

Provides Annual Rating

Determines Plan Completion

Spring Meeting

Membership1. Teacher 2. Peer Leader3. Specialist (peer) 4. Administrator

(Assigned by program coordinator)

Four-Member Performance Review TeamAssigned to each professional covered by the teacher contract

Page 11

PRT Reviews Work / Reports PRT Reviews Work / Reports Results (PRT Meets)Results (PRT Meets)

(Spring)(Spring)

Professional Professional GrowthGrowth

(Summer/school year)(Summer/school year)

Annual Review Processfor Individual Teachers

Annual Program Annual Program Developed (PRT Meets)Developed (PRT Meets)

(Summer/Fall)(Summer/Fall)

Performance Review Performance Review Team (PRT) AssignedTeam (PRT) Assigned

Spring/SummerSpring/Summer

Formal Observations / Formal Observations / Evidence of Student Evidence of Student

GrowthGrowth(November - May)(November - May)

Page 12

Salary Schedule (2008-09)

Teacher Level BA

BA - Mentor

MAMA -

Mentor

Accumulated Annual

Reviews Required

Teacher 1 $39,120 $40,750 Entry Level

Teacher 2 $45,641 $47,814 3 (all proficient or above)

Teacher 3 $52,160 $53,247 $55,420 $56,507 6 (all proficient or above)

Career 1 $59,767 $60,854 10 (7 established)



Teacher 4 $60,854 7 (4 established)



Extended Responsibility Stipends Range - $4,162 to $10,404Page 13

Teacher Career Paths

Emerging Professional Teacher6 annual reviews at proficient level (minimum)

Professional Teacher

Mentor TeacherTeachers eligible after 7 annual reviews

Approved Master’s Degree ProgramCompleted

Career Classroom

PerformanceTeachers eligible with 10 annual

reviews, 7 of which are “established”

Career Ladder in TeacherLeadership

Teachers eligible with 7 annual reviews, 4 of which are

“established”Page 14

University of Minnesota Center for Applied

Research and Educational Improvement Study

August 2007 - June 2008,Presented to the School Board August 11, 2008

Pages 15 -17

U of M CAREI Study

What Attracts New Teachers to St. Francis?*

33% - Teacher Support System

32% - Improved Salary Schedule

24% - Early hiring decision

11% - Other

*Survey given to new teachers hired in 2006 & 2007.

Page 15

U of M CAREI Study

Is St. Francis attracting more applicants for teaching jobs?*

70% - Agree St. Francis is attracting more applicants

18% strongly agree

51% agree

*Survey given to administrators and teacher-leaders.

Page 15

U of M CAREI Study

Is St. Francis attracting better applicants for teaching jobs?*

75% - Agree St. Francis is attracting better applicants

18% strongly agree

57% agree


Page 15

U of M CAREI Study

Are new teachers more interested in staying in St. Francis?*

88% - Agree new teachers more interested in staying in St. Francis

43% strongly agree

45% agree


Page 15

U of M CAREI Study

Support for the Q Comp system*

88.9% - Highly support system

79% - Believe salary advancement should be connected to student achievement gains

82% - Believe system will result in greater achievement gains for students

*Survey given to all teachers.

Page 16

U of M CAREI Study Summary & Conclusions

•Substantial and positive effects on –Professional development

–Culture of the district

–Evaluation system

•Benefits from support at all levels including the School Board, superintendent, teachers’ union, school administrators, and teachers

•Student Performance Improvement Program is and will remain the professional development model for the district. Page 16


•Most significant change - explicit link between professional development and positive, observable changes in work settings

•Professional staff members challenged to set goals personal based in research on best practices

Pages 16 & 17


•Teachers must demonstrate proficiency in attaining goals through observations by peers and administrators during the four classroom visits

•Link between professional development and professional behavior provides catalyst for permanent and positive change

Pages 16 & 17


Improved professional development - •Increased reflective practice•Teacher growth objectives observed & assessed •Increased understanding of various roles (teacher, social worker, educational assistant, administrator)

•Process is clear, not overly rigid or prescriptive

Pages 16 & 17


Transformed professional culture of the district

•Common language for district staff

•Increased opportunities for collaboration

•Increased risk-taking with new instructional techniques & strategies

•Increased value of observations for both observer and teacher observed

•Important factor in attracting and retaining high quality staff Pages 16 & 17


Strengthened the evaluation process

•Observation process provides for teachers to–develop new skills

–work on challenges

–adjust behaviors in a timely manner

•Extended teacher duties increases leadership capacities of young teachers

–Become “catalysts for continued momentum and change”

•Student performance in both reading & math improved

Pages 16 & 17

Growth of St. Francis Students Over Four Years Compared to the National Average

(NWEA Measures of Academic Progress)

MATHEMATICS

0

2

4

6

8

10

Class of2015

Class of2014

Class of2013

Class of2012

Class of2011

2005

2006

2007

2008

NATIONAL AVERAGE

By 2008, St. Francis students, grades 5-9, w

ere scoring

one full year (o

r more) above the national average in math.

Page 18



READING

0

2

4

6

8

10

Class of2015

Class of2014

Class of2013

Class of2012

Class of2011

2005

2006

2007

2008

NATIONAL AVERAGE

Pages 19



READING

0

2

4

6

8

10

Class of2015

Class of2014

Class of2013

Class of2012

Class of2011

2005

2006

2007

2008

NATIONAL AVERAGE



MATHEMATICS

0

2

4

6

8

10

Class of2015

Class of2014

Class of2013

Class of2012

Class of2011

2005

2006

2007

2008

NATIONAL AVERAGE

If well constructed, the most significant changes that result from

implementing high-stakes evaluation of teachers are not so much what

good teachers do in their classrooms but in the way school systems

function – the environment in which those good teachers find themselves

now thriving.

“Teachers do make a

difference…”

- Jere Brophy, 1979

St. Francis, Minnesota

A public school district with 6,000 students and 400 teachers on the northern edge of the Minneapolis-St. Paul metropolitan area.

Contact:Randall Keillor

Program CoordinatorSt. Francis High School

3325 Bridge StreetSt. Francis Minnesota [email protected]

763-213-1516

mailto:[email protected]

“What teachers know and can do makes the crucial difference in what children learn. Teaching is the most

important element of successful learning.”

National Commission on Teaching & America’s Future, 1996

District Curriculum/Program Structure

Wri t i ng/

Speaki ng

Soci al St udi es

Sci ence

Readi ng/

Li t erat ure

M at h

Core CurriculumAreas

Physi cal

Educat i on/ Heal t h

M usi c

Art

K - 12Curriculum

I ndust r i al

Technol ogy

Fami l y &

Consumer Sci ence

7-12Curriculum

Worl d

Languages

Busi ness

9-12Curriculum

Speech-

Language

L- D

ECSE

EBD

DCD

DAPE

Specia l EducationPrimary

Instruction

Vi si on I mpai red

Teacher Coordi nat or ,

Work- Based

Learni ng

PO HD/ AT

Physi cal

Therapi st

( Cont ract ed)

O ccupat i onal

Therapy

Due Process

Faci l i t at i on

Deaf & Hard

of Heari ng

( Cont ract ed)

Aut i sm

Speci al i st

Audi ol ogy

( Cont ract ed)

Specia l EducationSupport

Soci al

Work

School

Psychol ogy

Li censed

School Nurse

G ui dance

Counsel i ng

Chemi cal

Heal t h

Career

Counsel i ng

StudentSupport

Ti t l e 1 Program

Teacher

Readi ng Teacher -Speci al i st

M edi a

Speci al i st

M edi a Ski l l s

M at h

Speci al i st

Enri chment

ELL

ECFE

Basi c Ski l l s

ABE

Instructionaland Family

Support

Non-TraditionalTeachers Represent 1/3

of Teaching Staff

8

33 2936

5061

75

60

8

01020304050607080

90100

20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60+

Age of Teaching Staff, 2004-2005

10

61

3746

50 48

6972

15

01020304050607080

90100

20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60+

Age of Teaching Staff, 2006-2007

“Those of us responsible for public education must never defend or try to perpetuate a school to which we would not send our own children.”

Sandra Feldman,President, American Federation of Teachers, 1997-

2004

“teachers do make a difference…” - jere brophy, 1979

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