Fall 2012
1

Planning the Message for Performance Pay Incentives
 To gain an understanding of the criteria for performance pay incentives in TAP.
 To develop knowledge of specific ways that this understanding can be communicated and celebrated before, during, and following the actual awarding of performance incentives.

Multiple
Career
Paths
Instructionally
Focused
Accountability
Ongoing Applied
Professional
Growth
Performance-
Based
Compensation

Performance-
Based Compensation

 Building the teaching profession
 Building teacher quality
 Building student achievement
 Rewarding performance

• Our primary focus is about instruction in the school and the effect it has on student learning.
• The data used to calculate Performance Pay can help us become better informed about what we should do to improve student achievement at our school.

• People are funny about money. Have you ever noticed that?
• When TAP is first introduced to a school, teachers will say, “Oh, it’s not about the money!
”
• When schools are completing their first year of TAP, the teachers say, “Oh, it’s not about the money!
”
• When preliminary evaluation and student scores begin to roll in, teachers continue to say, “Oh, it’s not about the money!
”
• But when payout time comes , “ It’s about the money!!”

1.
Teacher evaluations/responsibilities scores (SKR) and value-added scores are the two criteria used to determine teacher performance pay in TAP.
2.
The indicators on the TAP Instructional Rubric “count more” in calculating an SKR than do those on the Planning and Designing or the Environment Rubrics.
3.
The scores of all types of evaluators (administrators, master teachers, and mentor teachers) are weighted the same.
4.
Master and mentor teachers must have higher SKR scores than career teachers to be eligible for payout.
5.
Performance incentive pay is one of the TAP key elements of success and is closely integrated with the other three elements.

Teacher Instructional Growth
1. Skills, Knowledge, and Responsibilities (SKR) a teacher exhibits as evaluated during classroom observations
Student Achievement Growth
2. Value-added gains the teacher produces in his/her classroom’s achievement
3. Value-added gains the school produces in student achievement

• All teachers in TAP schools have the opportunity to earn additional pay each year based on their performance in the classroom, their students’ achievement gains, and the entire school’s achievement growth.
• Master and Mentor teachers receive additional compensation based on their added roles and responsibilities.

How Teacher Compensation is Determined
Tested Grades & Subjects
Determined
By Approved
Testing
Individual
Student
20%
20%
30%
Teacher Skills,
Knowledge &
Responsibilities
50%
School-wide
Value-added
Student
Achievement
20%
Determined by
Evaluations using TAP
Rubrics and
Responsibility
Survey

How Teacher Compensation is Determined
Non-Tested Grades & Subjects
Determined
By Approved
Testing
50%
50%
School –wide,
Value-added
Student
Achievement
Teacher Skills,
Knowledge &
Responsibilities
Determined by
Evaluations using TAP
Rubrics and
Responsibility
Survey

Skills, Knowledge and Responsibility
(SKR)
Evaluations/Classroom Observations
Responsibility Surveys

Teacher Evaluation Requirements In Brief
Requirements
Number of Evaluations
Announced
Unannounced
Self Evaluations
Of the 4 evaluations must have one for each teacher completed by:
Career
4
≤2
≥2
4
Administrator
Master Teacher
Mentor Teacher
Mentor
4
≤2
≥2
4
Administrator
Master Teacher
[Mentor Teacher]
Master
4
≤2
≥2
4
Administrator
[Master Teacher]
[Mentor Teacher]
Responsibility Survey must be completed on teacher by:
Mentor Teacher,
Master Teacher
Average is used.
Career Teacher,
Master Teacher
Administrator(s)
Average is used.
Career Teacher,
Mentor Teacher
Administrator (s)
Average is used.

The 4 Domains on the TAP
Teaching Standards are weighted differently for different types of teachers .

Instruction
Designing and
Planning
Learning
Environment
Responsibilities
Survey Score
Career Mentor Master
75% 60% 40%
15% 15% 15%
5%
5%
5%
20%
5%
40%

Evaluations done …
By a Mentor Teacher
By a Master Teacher
By an Administrator
Self Evaluation
Of Career Teacher
20%
35%
35%
10%

There are minimum SKR requirements to be eligible for the Teacher Performance component of the
Performance Pay Incentive.
• Master teachers must earn a SKR of no less than “4”.
• Mentor teachers must earn a SKR of no less than “3.5”.
• Career teachers must earn a SKR of no less than “2.5”.

Career
Teacher Skills, Knowledge, &
Responsibilities - 50%
Rubric Indicators (Minimum
Averaged Score must be 2.5 or above)
Mentor
Teacher Skills, Knowledge, &
Responsibilities - 50%
Rubric Indicators (Minimum
Averaged Score must be 3.5 or above)
Master
Teacher Skills, Knowledge, &
Responsibilities - 50%
Rubric Indicators (Minimum
Averaged Score must be 4 or above)
Designing /Planning Instruction – 15% Designing /Planning Instruction – 15% Designing /Planning Instruction – 15%
Instruction – 75%
The Learning Environment – 5%
Responsibilities
– 5%
Growing& Developing,
Professionally, Reflecting on
Teaching
Evaluators
Mentor Review - 20%
Master Teacher Review - 35%
Administrator Review - 35%
Self – 10%
Instruction – 60%
The Learning Environment – 5%
Responsibilities
– 20%
Staff Development, Instructional
Supervision, Mentoring,
Community Involvement, School
Responsibilities, Growing and
Develop Professionally,
Reflecting on Teaching
Evaluators
Mentor Review - 20%
Master Teacher Review - 35%
Administrator Review - 35%
Self – 10%
Instruction – 40%
The Learning Environment –5%
Responsibilities
– 40%
Staff Development, Instructional
Supervision, Mentoring,
Community Involvement, School
Responsibilities, Growing and
Develop Professionally,
Reflecting on Teaching
Evaluators
-------
Master Teachers ’ Review – 35%
Administrator Review – 55%
Self – 10%

50% of a TAP Teacher’s Performance
Pay Incentive is based on the teacher’s
Skills, Knowledge and Responsibility
(SKR) Score
… So what about the other 50%??

… the other 50%??
Student Performance is measured
Using Value-Added Growth
Measures

• Traditional school accountability measures emphasize where the student is at the end of the school year ( “ attainment ”).
• Value-added emphasizes the growth that takes place during the school year.
• Value-added assessment considers the amount a student is projected to grow, based on the student’s historical data, compared with similar schools/students across the state.

• A “ 3 ” represents a full year’s academic growth compared to expected performance for the year based on previous tests as well as comparison to similar students.
• A “ 4 ” represents more than one year of growth
• A “ 5 ” represents significantly more than one year of growth
• A “ 2 ” represents less than one year of growth
• A “ 1 ” represents significantly less than one year of growth

Just as there are minimum SKR requirements to be eligible for the Teacher Performance component of the Performance Pay Incentive, there are minimum value-added scores for teachers and schools to be eligible for the Student
Achievement Growth component of the
Performance Pay Incentive.
2
6

 The minimum classroom-level value-added score that qualifies an individual for a proportion of the performance incentive pay tied to Student
Achievement Growth is 3 .
 A score of 4 would earn a greater proportion of the pay pool.
 A score of 5 would earn even a greater proportion of the pay pool.

 The minimum school-wide value added score that qualifies the teachers in the school for a share in the performance incentive pay tied to Student
Achievement Growth is 3 .
 A score of 5 allows the school access to 100% of the available pool, to be distributed to the teachers.
 A score of 4 allows the school access to 75% of the available pool, to be distributed to the teachers.
 A score of 3 allows the school access to 50% of the available pool, to be distributed to the teachers.

How Teacher Compensation is Determined
Tested Grades and Subjects
Determined
By Approved
Testing
Individual
Student
20%
20%
30%
Teacher Skills,
Knowledge &
Responsibilities
50%
School-wide
Value-added
Student
Achievement
20%
Determined by
Evaluations using TAP
Rubrics and
Responsibility
Survey

How Teacher Compensation is Determined
Non-Tested Grades and Subjects
Determined
By Approved
Testing
50%
50%
School –wide,
Value-added
Student
Achievement
Teacher Skills,
Knowledge &
Responsibilities
Determined by
Evaluations using TAP
Rubrics and
Responsibility
Survey

1.
Teacher evaluations/responsibilities scores (SKR) and valueadded scores are the two criteria used to determine teacher performance pay in TAP.
2.
The indicators on the TAP Instructional Rubric “count more” in calculating an SKR than do those on the Planning and
Designing or the Environment Rubrics.
3.
The scores of all types of evaluators (administrators, master teachers, and mentor teachers) are weighted the same.
4.
Master and mentor teachers must have higher SKR scores than career teachers to be eligible for payout.
5.
Performance incentive pay is one of the TAP key elements of success and is closely integrated with the other three elements.

• Information disseminated to district/school from
LDE in fall
• District /School will verify data and notify LDE of any errors
• Communication with school staff will begin after total district verification of data is complete.
• Individual teacher information will be treated with strict confidentiality.

… for detailed explanation and examples of calculations

TAP Evaluation and Compensation (TEC)
Workshops
• Designed to build capacity of school/district staff to understand TAP Evaluation and Compensation
• ½ day workshop
• Held in Baton Rouge on Nov. 5-6, 2012 and
Feb. 5-6, 2012
• Contact MaryAnn.Harmon@la.gov
for more information.