Teacher Town Hall Meeting
Thursday, August 25, 2011
Excellence for All Children

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• Tenure Restructuring
• Collaborative Conferencing

 The good news:
 These changes are intended to enhance instruction and student learning
 These changes are aligned with the work we have been doing for the past several years
 These changes build upon the work that we have been doing (Strategic Plan, Standards, PLCs, Marzano, TAP, etc.)
 These changes are largely things that we wanted
(and in some cases asked for!)

 The good news:
 These changes are not just random, unrelated mandates imposed upon us
 Many of these initiatives were contemplated in our Strategic Plan, Excellence for All Children.
 Our Strategic Plan coupled with Tennessee's reform efforts and Race to the Top have created a compelling and coherent education landscape conducive to student academic success.

 Common Themes in Reform Efforts & our Strategic Plan:
 High standards and expectations
 Instructional effectiveness
 Focus on student academic outcomes
 Instructional leadership and teacher collaboration
 Accountability
 Removing barriers and constraints to success
 Human capital development
 Use of research and data to inform decisions

 Developed comprehensive Strategic Plan –
Excellence for All Children
 Focus on the Student
 Effective Educators
 Engaged Parents and Community
 Infrastructure to Support Learning
 Embraced and implemented more rigorous Tennessee standards for student learning
 Provided instructional support through teacher leadership
 Established and refined viable PLCs in our schools
 Focused pedagogical improvement efforts around
Marzano’s research-based instructional strategies

 New Teacher Evaluation System
 Tennessee Educator Acceleration Model - TEAM
 Every Teacher, Every Year
 Two Complementary Components:
• Student Academic Growth / Achievement
• Observation of Instructional Practice
 Observation tool is essentially the TAP rubric
 Marzano’s Strategies Reflected in the Rubric
 Implementation Leverages Teacher Leadership
 Developmental, not Punitive
Teacher Evaluation
A positive step in preserving a clear focus on instructional quality and student learning every day in every classroom.

 Multiple measures for evaluating performance.

TEAM – Summative Evaluation Rati
 The three components (50% observation, 35% student growth, 15% student achievement) will be combined into a single rating on a 5-category scale.
Solid, Effective
Teaching
1
Significantly
Below
Expectations
2
Below
Expectations
3
At
Expectations
4
Above
Expectations
5
Significantly
Above
Expectations
 TN Dept. of Education to provide guidance on how component score ranges relate to 5-category scale.

 Advance. Perform. EXcel. - APEX!
 Designed over a 12-month period with multiple opportunities for stakeholder input and feedback
 Teacher Evaluation
Reflects increased expectations
Strategic Compensation for students and staff
 Aligned to Strategic Plan goals
 Relies heavily on Tennessee’s
Performance Evaluation System –
TEAM

 The APEX system incents and rewards the inputs and outcomes that support greater student academic achievement and growth.
 It is part of KCS’ comprehensive improvement efforts to establish a district in which all students achieve at high levels and every school is a school of distinction.
 APEX promotes four major objectives, all integral to the success of our strategic plan:
1.
Student success
2.
Effective instruction
3.
Teacher leadership
4.
High-needs schools

Objective 1
Student Success
Objective 2
Effective Instruction
We maintain universally high standards and expectations, ensuring that every student has access to outstanding classroom instruction.
THEREFORE…
Each student is challenged academically and graduates fully prepared for postsecondary learning opportunities, a rewarding career, a meaningful role in the American democracy, and an enlightened, fulfilling life.
AS A RESULT…
Every student achieves his or her fullest potential .
We focus on the professional growth and continuous improvement of the instructional skills of our existing teacher force.
.
THEREFORE…
Teachers have the necessary support and resources in the classroom so that they can do the important job with which they have been entrusted.
AS A RESULT…
An effective educator is in front of every classroom every day.
Objective 3
Teacher Leadership
Objective 4
High-Needs Schools
We expand and formalize teacher leadership roles in every school across our district.
THEREFORE…
We encourage effective teachers and strong school leaders to apply their skills to our greatest challenges .
THEREFORE…
Model teachers have more instructional leadership opportunities, leveraging one of the greatest untapped resources in education
– the expertise within our teacher force.
We work aggressively to match our best and most experienced instructional talent with our highest-needs schools and children.
AS A RESULT…
Teacher leaders impact instruction beyond their individual classrooms, broadening student success.
AS A RESULT…
Achievement gaps defined by race, income, geography, language and/or special needs are eliminated.
Excellence for All Children
The Knox County Schools will be a system where all students achieve at high levels and every school is a school of distinction.

 All four objectives reflect KCS’ belief that our strategic compensation system:
 Should be aligned with our most important instructional goals, and
 Must continue to focus on increased student learning through effective classroom teaching

Objective 1
Student Success
Objective 2
Effective Instruction
Objective 3
Teacher Leadership
A. Teacher Performance Incentive
Available for teachers and administrators and addresses all 4 objectives.
Objective 4
High-Needs Schools
B . School Excellence
Award
Monetary award to school.
Awarded to highest-rated schools at each level (elementary, middle, high).
All schools are eligible, including TAP schools.
C . Coaching and Other
Support Resources
Lead or Master/Mentor Teacher (TAP) to support instruction at all schools.
Instructional coaches and other resources to enable site-based professional development .
D . Lead Teacher
Classroom teacher who provides instructional support and coaching to his/her peers via classroom observations within the formal TEAM evaluation process.
E . TAP System
Adopted as comprehensive school reform model in 18 high needs schools.
Includes: teacher collaboration, teacher leadership, instructional rubric and performance compensation.
School-wide growth and/or % of students achieving expected growth in each subject area.
Must also achieve AYP to earn award.
Resources allocated based upon number of certified staff in school and student data highlighting need for additional targeted support.
Selected through school-based application process. Key qualifications include demonstrated teaching effectiveness and leadership abilities.
Must obtain TAP Observer Certification .
Schools selected for implementation based on designation as a high needs school. Teachers approved adoption by vote of at least 75%.
School Award
Potential use for equipment, professional development, or other tools for instructional support.
Instructional Support
To improve working conditions and enable on-site professional development for teachers.
Formal Leadership Role
200-day contract with supplement ;
4-day TEAM observer training, with additional $100 per day stipend.
Comprehensive Reform
Includes performance pay determined by individual and/or school-wide growth
(50%) and skills, knowledge and responsibilities (50%). Teachers and administrators eligible for bonuses.
School
Excellence
Award
$5,000
$10,000
Teacher
Performance
Incentive
$1,500
$2,000
Performance
Compensation
Lead
Teacher
$2,000
$2,500
Administrator
Performance
Incentive
$1,500
$2,000

 To achieve our district’s objectives, the APEX system includes five core components that align with our most important goals:
A.
Teacher and administrator performance incentives
B.
School excellence awards to recognize school-wide growth
C.
Coaching and other support resources to help teachers learn and grow
D.
Teacher Leadership Exemplified by Lead Teacher Role
E.
TAP®- The System for Teacher and Student Advancement
- for 18 high-needs schools

 Provides additional compensation for teachers who deliver high-quality instruction, achieve positive academic outcomes for their students and are instructional leaders
 Recognizes principals and assistant principals who provide high-quality leadership and support for teachers
 Incents consistent, effective instruction/leadership in high-needs schools (teachers and administrators) and
Adequate Yearly Progress benchmarks (administrators)

 Offers more than one way to achieve demonstrated excellence
 Awards range from $2,000 for exemplary performance and $1,500 for model performance
 Annual payout each year the educator meets the criteria
 Majority of incentive based on the educator’s performance as part of the new TEAM
(Tennessee Educator Acceleration Model) framework

35%
Objective 1
Student Success
Objective 2
Effective
Instruction
35%
Summative Evaluation
Based on TEAM evaluation framework.
Student Growth + Observation
(Quantitative-50%) (Qualitative-50%)
(35% TVAAS® +
15% Other Student
Achievement)
(50% TAP Rubric and
Professionalism)
Maximum = 70
At Expectations
(40)
Above Expectations
(55)
Significantly Above Expectations
(70)
20%
Objective 3
Teacher Leadership
Responsibilities and Contributions
Measured by quality and impact.
Value and priority for additional duties that support learning (student growth), instructional practice
(professional development) and/or whole-child development.
Maximum = 20
Supporter
(5)
Planner
(10)
Promoter
(15)
Sustainer
(20)
Objective 4
High-Needs Schools
10%
% Free/Reduced Lunch and
Years of Continuous
Service at School
Recognition of effective teaching in high-needs schools, with an emphasis on teacher stability.
Maximum = 10
50% + FRL and at least
3 years
(5)
75% + FRL and less than 3 years
(5)
75% + FRL and at least 3 years
(10)
Add index across all metrics to determine teacher award .
Model Performance
Exemplary Performance
(Maximum = 100)
≥ 65
≥ 80
Award (Maximum = $2,000 )
$1,500
$2,000

35%
Objective 1
Student Success
Objective 3
Instructional
35%
Leadership
Summative Evaluation
Based on TEAM evaluation framework.
Student Growth + Observation
(Quantitative-50%) (Qualitative-50%)
(35% TVAAS® +
15% Other Student
Achievement)
(50% TILS Rubric,
Survey, Teacher
Evaluation Quality)
Maximum = 70
At Expectations
(40)
Above Expectations
(55)
Significantly Above Expectations
(70)
Objective 1 & 2
Effective Instruction and
Student Success
20%
Adequate Yearly Progress
NCLB accountability standard based on progress towards student proficiency for all students and applicable sub-groups.
Maximum = 20
Adequate Yearly Progress (AYP)
(20)
Objective 4
High-Needs Schools
10%
% Free/Reduced Lunch and
Years of Continuous Service at
School
Recognition of school administrators maintaining stable, effective leadership in
High-needs schools.
Maximum = 10
50% + FRL and at least
3 years
(5)
75% + FRL and less than 3 years
(5)
75% + FRL and at least 3 years
(10)
Add index across all metrics to determine administrator award .
Model Performance
Exemplary Performance
(Maximum = 100)
≥ 65
≥ 80
Award (Maximum = $2,000 )
$1,500
$2,000

 Recognizes and reinforces collaboration, Professional
Learning Communities and the impact of teamwork
 Awards based on school-wide growth and/or percent of students achieving expected growth in each subject area
 Schools must also achieve Adequate Yearly Progress
(AYP) to receive award

 Awards of $5,000 or $10,000 will be granted to the highest-rated schools at each level:
 Five elementary schools
 Three middle schools
 Three high schools
 Award monies will support educational-improvement efforts, such as purchasing instructional equipment and/or providing professional development
 All schools eligible, including TAP® schools

KCS is implementing a robust support structure built on a foundation of teacher leadership .
 Leveraging teacher leadership roles, including Master,
Mentor, and Lead Teachers, to make the TEAM framework and TAP system meaningful, developmental and tightly connected to KCS’ instructional-improvement efforts
 Providing instructional coaches and support resources to enable site-based professional development
 Allocating resources based on number of certified staff in school and student data highlighting need for additional, targeted support

 Introducing new formal teacher leadership role—
“Lead Teacher”—to provide career opportunities outside of administration across district
 Core competencies include demonstrated teaching effectiveness and leadership abilities.
 Lead Teachers will earn a supplement to their base salary, complete TEAM evaluation training and receive a training stipend.
 Additional compensation for these duties is $2,000 or $2,500 annually.
 Informal teacher leadership also recognized in teacher performance incentive
 Supporter, planner, promoter, or sustainer designation
 Designation earned based on well-defined rubric

 TAP® (The System for Teacher and Student
Advancement ) is a proven school reform and educational-improvement model consistent with
APEX system objectives:
 Instructionally Focused Accountability
 Multiple Career Paths (Teacher Leadership)
 On-site Applied Professional Development
 Performance Compensation
 Performance incentive based on skills, knowledge, responsibilities and student growth
 Potentially larger awards

 Higher Academic Standards
 Moved to much higher standards in Tennessee two years ago
Strategic Compensation
 Moving to full implementation of
Higher
Common Core over the next several years
(Grades K-2 this year)
 Similar to new academic standards for Tennessee, but some important differences
 Provides for the knowledge, skills, and competencies our students need to be successful and globally competitive

 Changes in State Education Policy
 Tenure Restructuring
• Teachers eligible for tenure after 5 years, not 3 years.
• Must score in top two categories on evaluation system in two consecutive years to be eligible for tenure.
• Once tenured, teachers who score in lowest two categories in consecutive years can revert to probationary status.
• Teachers with tenure as of July 1, 2011 will largely not be affected by these changes.
Teacher Evaluation
Strategic Compensation
State Policy
Higher
Standards

 Changes in State Education Policy
 Collaborative Conferencing
• Professional Educators Collaborative
Conferencing Act (PECCA) replaces the traditional collective bargaining process
• KCEA MOA ended on June 30, 2011
• Creates new avenue of communication between teachers and school districts
• Broadens opportunity for teacher voice to be represented by multiple organizations in the collaborative conferencing dialogue
Teacher Evaluation
Strategic Compensation
State Policy
Higher
Standards


 Do the job you love with passion and enthusiasm

 Collaborate to deeply understand effective instruction and work to continuously enhance your craft
Teacher Evaluation
Strategic Compensation
State Policy
Higher
Standards

The changes in our profession:
 Align with the work we have been
Teacher Evaluation doing for the past few years
Strategic Compensation
 Build upon the foundation we
Standards have put in place State Policy
 Connect to the everyday work of effective instruction
 Support our very ambitious goal of …

The changes in our profession:
 Align with the work we have been doing for the past few years
 Build upon the foundation we have put in place
 Connect to the everyday work of effective instruction
 Support our very ambitious goal of …

 September 2011: District professional development for TEAM instructional rubric. (Teacher U/ERO)
 October 2011: Formal observation cycle begins.
 October 2011: APEX professional development sessions at locations across the district. (Teacher U/ERO)
 April 2012: Public discussion of potential updates to the plan for 2012-2013 (e.g. instructional assistants).
 May 2012: Formal observation cycle complete. Evaluation conferences with teachers and principals.
 Summer 2012: TEAM summative evaluation reports. APEX award estimates for 2011-2012 school year released to staff.
 August – September 2012: APEX related inquiry/appeal submission and review period.
 November 2012: APEX award payout period.