Professional Growth System
Growth Based Compensation
2012 – 2013 School Year
Pulaski Professional
Growth System
For more information on the Professional Growth System, visit our website at:
https://sites.google.com/a/pulaskischools.org/professional-growth-council/
Table of Contents
I.
II.
III.
IV.
V.
Rational for Growth Based Compensation System
Mission/Vision – Philosophy of system (overview)
System Structure
Next Steps
Definitions
Appendix A
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I. Rationale for Growth Based Compensation System
We, the Pulaski Community School District, believe that all performance can be improved with,
as Carol Dweck describes, a growth mindset, where abilities can be developed through
dedication and hard work. The Growth Based Compensation System (GBCS) will help drive
improvement in individual and organizational growth while giving new opportunities and using
compensation as a catalyst for professional growth. The Pulaski Community School District will
continue to build as a learning organization by further developing its current Professional
Growth System to move educators’ learning forward. The GBCS will help to tie a results-only
work environment (ROWE) with professional plans for accountability in learning and growing.
Improved plans are good for individuals, but improved performance is good for the system. The
process of the GBCs will follow the process of learning, be highly collaborative in nature, and
show transparent growth by all who have a growth mindset.
II. Mission/Vision – Philosophy of system (overview)
Professional growth is a hallmark of any successful organization. The Pulaski Community
School District is committed to the continual professional and personal growth of its staff. We
offer a multi-prong approach to Professional Learning which is flexible and models best
practices and system mindset of support flows freely throughout the school year to foster growth
within and throughout individuals. We look to building community through the strength basedapproach of assessing an individual’s knowledge, skills, and attitudes about optimal learning
environments for the 21st Century Learner. The focus is on the implementation of new
knowledge and skills using the philosophy of the Results-Only Work Environment to move
innovative ideas forward within education.
We do what is best for the individual learner while celebrating excellence!
5 Strands of the Professional Growth System
1. Flexible – Teacher Designed Projects
2. Best Practice/Technology
3. System Mindset and Support – Build Community
4. Personal and Professional Balance
5. Supports District, State, and National Expectations
III. System Structure
System Mindset
A system mindset of support flows freely throughout the school year to foster growth within and
throughout individuals. Some time will be available during the school year to continually reflect,
records, update and reassess one’s Professional Growth Plan.
Individual Flexible Blueprint – Professional Growth Plan(s)
 The Professional Growth Plan(s) (PGP) will be a hybrid between Pulaski’s current
system, My Learning Plan, and the state model DPI-34, Professional Development Plan.
The PGP will be a living and breathing document which will, and can be, updated,
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
recorded, and reflected on regularly. There will be flexibility within these plans which
could consist of the current year, or it may encompass multiple years, which will allow
for a continual plan to be prepared and carried out. Components of the “4 Part System”
will be included within the Individual Flexible Blueprint to help guide professional
growth. The document can eventually turn into a teacher’s portfolio of assessed work
and it will be able to show growth over time, compared to a snapshot of learning. The
document system will have the capability of aggregating data related to goals so that
opportunities are made available to meet the needs of all individuals.
Additionally, administrators will have the ability to provide directed goals to staff as
needed. Administrative input and discussions will help mold these plans into a successful
action process. The Professional Growth Council will identify essential characteristics of
a quality professional educator based on Wisconsin’s 10 Teacher Standards, the
Danielson Model, and “The Pulaski Way”/District’s Mission and Vision. These
characteristics will help guide each individual’s plan within the 4 Part Professional
Growth System.
3 Part System
The Pulaski Community School District recognizes the efforts of its staff to continually learn and
grow as professionals. To this end, the following compensation and growth system will be put in
place to encourage not only excellence in teaching and learning but also continuous growth and
development as professional educators. This system will support and enhance each educator’s
Individual Flexible Blueprint – Professional Growth Plan. The Professional Growth Council and
Administrative Team have developed the following system to compensate staff in a growth
based system.
Given funding approved by the Board of Education, the following compensation will be
available:
Quality of Service:

50% of the available funding will be used to provide salary increases for the vast majority
of teaching staff who are providing quality service to the school community. This
includes being well prepared and organized, engaging students, having a positive attitude,
showing a commitment to professional growth, being professional in all interactions,
being innovative, and striving to move the organization forward. One half of one percent
of an educator’s current base plus a fixed dollar amount will make up the salary increase.
This compensation, combined with one half of the earnings from other “bonus”
compensations listed below (items 2-4), will accumulate and be considered a new base
salary for the educator for the following year,
o Given what we know now relative to funding for the 2012-2013 school year:
 $390 + .005 of current base salary will be the quality of service increase at
the completion of the 12-13 school year.
 For example, a teacher whose current base salary is $50,000 and is
a quality educator would receive $390 plus $250 for a total of $640
payment for quality service. This is added to the teacher’s current
based salary for the purpose of calculating the based salary going
forward.
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
Keeping with the district philosophy and to ensure that our students are provided the best
quality education, professional staff who have performance or growth related concerns
will receive no salary increase and will be placed on an accelerated growth plan. In an
effort to ensure objectivity, those who are denied a pay raise based on quality of service
will be afforded the opportunity to meet with someone from central office to discuss the
determination of educator’s quality of service.
Characteristics of a Quality Educator:
Ineffective
Students feel emotionally
vulnerable, hot-tempered,
disinterested in students
Disorganized, disconnected
instruction and assessment,
ineffective adjustment to
lessons, lack of reflection
Disengaged during the lesson,
avoids interaction with
students, lacks initiative
Static learning environment,
limited teaching/learning
styles, traditional practice
Negative attitude toward
students, parents, peers, or
school, unprofessional
comments,
degrading/belittling behaviors,
not a team player
Avoids communication and
collaboration with
stakeholders. Puts self before
concerns of students.
Educators rate minimal or
basic in the 10 standards and
are not making gains to show
growth in standards.
Characteristic
Emotional Environment
Skill
Effective
Cares about students as
individual people, patient.
Organized, prepared, effective
planning, execution,
assessment, and reflection.
Personally motivated to grow
Motivation
professionally and keep up
with trends in their field.
Variety of lessons, hands-on
Engagement
learning experiences, research
based practices
Positive attitude, part of the
solution, involved in decision
making and problem solving,
Attitude
professional remarks and
behaviors, collaborative team
member
Communicate regularly with
colleagues, parents,
Communication
administrators, and students in
an effective manner in the best
interest of students.
Educators rate proficient,
advance, or are making
Wisconsin Educator Standards
significant gains in each of the
10 standards.
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Extension of Learning:
One half of the compensation awarded in this area will be added to a teacher’s base salary.
 Red Raider Learning Academy: Week long, 35 hour learning experiences hosted by
PCSD and facilitated by PCSD staff. These week-long experiences include two, two hour
reflection learning reunions and data collection/program evaluation.
o Staff earn $500 for participation in the complete RRLA.
o Summer 2012 Sessions: June 11-15, June 18-22, June 25-29, July 23-27, July 30
– August 3, and August 6-10
o Reflection Learning Reunions: 6 sessions offered – staff must choose 2.
 November/December – 3 offered; choose 1
 February/March – 3 offered; choose 1
o Data Collection/Program Evaluation: April/May
 Pulaski Endorsed Professional Growth Units: All district endorsed opportunities will be
focused around elements of Pulaski’s best practice core for development or the district’s
yearly focus. PGUs will continue to run as usual.
o Catalog of offerings will be developed in August of each year. The offerings will
reflect needs and interests of educators as developed at the Red Raider Learning
Academy, to support district initiatives, and to address current educational topics
of interest.
o Included in the catalog will be guidelines regarding how many extension of
learning activities participants will be compensated for.
 Set-up of a learning environment. There will be opportunities for educators to come
together as a learning community to collaborate and set-up their own learning
environments for the year. There will be 6 hour workshops (2 evenings/3 hours each) setup by the district to help foster research based methods of collaborative learning for what
is best for each situation. These sessions will include developing participant’s
professional growth plan and sharing and developing a plan for collaborative learning
experiences (CLE). An example of the learning plan can be seen in Appendix A.
o Participants have been accumulating PGUs for activities in previous years. For
the first year of the system (2012-2013) only participants will be able to include
PGUs taking in previous years in their CLE plan and may be compensated for
these up to the limit communicated in August of 2012 based on available funding.
o Pursuing a Master’s Degree/In a program/seeking certification: There will not be
an automatic process of approval for graduate or certification degree programs,
instead, there will be an approval process which will be developed by the
Professional Growth Council and Administration. These programs/credits will
need to be growth focused and there will be a dollar amount assigned time
invested in results impacting PCSD.
 Remaining funding will be used to compensate educators who extend their learning
through various aspects of the professional growth system. Each professional growth
opportunity through the district will be assigned a time/dollar/PGU value. This value will
be approximately $10 per hour of work or study toward professional growth.
o Given the funding available, the Professional Growth Council estimates that the
compensation will be available for 40 hours of Extension of Learning. The
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
compensation for these activities will be paid at the completion of the CLE
reflection which is due May 15th.
Facilitators will receive either hourly pay of $13 for each hour of facilitation or PGU’s
which will be included in the calculation for Extension of Learning and one half added to
the base salary for the following school year.
Professional Growth Innovation Grants:
Twenty-five grants in the amount of $750 will be awarded each year. The grant process is
designed to be collaborative and not competitive. As such, grants will be evaluated by
administrative members of the Professional Growth Council.
 Professional staff will create stretch goals to take their craft to the next level by investing
time and energy into researching, initiating, developing, and sharing an innovative
learning experience. This process will follow the ROWE philosophy. ROWE - Results
Only Work Environment provides an opportunity for educators to grow as professionals
while contributing to the profession and district.
o Some examples of innovation directly linked to classrooms include, but are not
limited to: integrated planning and lesson design, piloting new programs or
pedagogy, technology innovation and integration, school forest development,
supporting those who are willing to change and do something differently, etc.
o Examples of innovation reaching out to the greater district-community include,
but are not limited to: development of a community garden, initiating parent
activities, development of after-school library programs, facilitating evening study
sessions, creation of a Parent University, planning of a community venue,
research of viability of a community skate park, research of downtown
redevelopment, etc.
o Innovation Coaches – Grant: Educators who are interested in coaching peers by
guiding others through the innovation process and sharing innovation may apply
for an innovation grant as an innovation coach. These coaches will develop an
Innovation Guide, frame discussions, and be directly involved in each step of the
innovation process.
 All educators who have been awarded grants will participate in continual growth updates
through collaborative online learning (blogs, Google Sites, Twitter, etc.) Also, there will
be an Annual Professional Learning Fair which is Pulaski’s own education conference
during the May in-service day. The day may include a keynote speaker, breakout sessions
by Innovation Coaches, innovation booths hosted by Innovation Grant Recipients, TED
talks, and unconferences. The Innovation Grant Recipients work will be archived each
year for review of process and serve as a foundation of local research for innovation.
IV. Next Steps:
To institute this system, clerical revisions will be made to the existing professional growth
system through MyLearningPlan. Consideration will be given to the scope and specificity of the
goals (SMART), action plans, reporting/professional sharing, and administrative review of
growth. The co-chairs are in the process of developing a process for educators to seek approval
of Master’s programs, certification programs, or graduate credits as well as the procedures
surrounding Innovation Grants. A specific process will be outlined for the Innovation Grants
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identifying steps to apply for the grant, recipient determination, evaluation of the process and
results, and expectations for sharing information. The co-chairs are also working in partnership
with UW-Green bay toward approval of the Red Raider Learning Academy for 3 graduate credits
with credits to be paid for by the staff member. Additionally, we will continue to monitor the
development of the state educator effectiveness system.
V. Definitions
Accelerated Growth Plan: An Accelerated Growth Plan is an action plan designed to address
unsatisfactory performance or lack of growth.
Annual Professional Learning Fair: The Annual Professional Learning Fair (APLF) will
showcase the work of grant recipients, innovation coaches, and those who have extended their
learning. As a condition of the grant, recipients must present in some format at the APLF.
Best Practice – Core (K12) and Choice: Best Practice will include researched based, current,
essential topics necessary to ensure that our educators have a solid foundation to provide quality
service.
Educator’s Contractual Salary: Educator’s Contractual Salary is the amount that appears on
an individual teaching contract. For the following year, this will include the amount earned for
Quality of Service as well as half of amounts earned in the extension of learning and
compensation grants.
Growth Mindset: In a growth mindset, people believe that their most basic abilities can be
developed through dedication and hard work –brains and talent are just the starting point. This
view creates a love of learning and a resilience that is essential for great accomplishment.
(http://mindsetonline.com/whatisit/about/index.html)
Innovation Coach: Innovation coaches work directly with educators who are recipients of
Innovation Grants and the larger educational community to enhance the learning process and
share innovation. These coaches are compensated both monetarily and through release time
which will allow Coaches to work directly with other educators in implementation of innovative
experiences.
Learning Communities: Learning Communities are made up of individuals with a common
goal of developing their professional craft by growing and learning with and from one another in
a learning environment.
Growth Based Compensation System: The Growth Based Compensation System recognizes
the contributions of individuals to the organization as well as their efforts to grow as professional
educators and the results shown in their daily work.
Personal and Professional Balance: Personal and Professional Balance recognized that
educators have lives outside of their professional responsibilities and must seek harmony to
ensure whole-person well-being.
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Professional Growth Council: The Professional Growth Council is a committee made up of
educators representing the diversity of our professional staff. The Council is responsible for
maintaining the Professional Growth System, facilitating its components, evaluation of the
system.
Professional Growth Plan: The Professional Growth Plan is an annual, flexible action plan
developed by educators and approved by administrators to foster professional growth and impact
on student learning.
Professional Growth Unit’s (PGUs): PGUs are professional growth opportunities sponsored
by the district. PGUs also indicate units earned and applied toward compensation in the
extension of learning component of this system.
Results-Only Work Environment (ROWE): Results-Only Work Environment is a
management strategy where employees are evaluated on performance, not presence. People
focus on results –increasing the organization’s performance while cultivating the right
environment for people to manage all the demands in their lives…including work
(www.gorowe.com)
State Educator Effectiveness System: The State of Wisconsin is in the process of developing a
universal evaluation system for educators based on models of practice and student outcomes.
This system is still in draft form at this time.
Supports District, State and National Expectations: This system is developed to complement
initiatives and expectations at the national, state, and district level.
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Appendix A:
Powerful Designs for Professional Learning –Menu of setting up learning environments with a
group (National Staff Development Council, 2008)
Menu:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Assessing Student Voices
Action Research
Assessment as Professional Learning
Case Discussions
Classroom Walk-Throughs
Critical Friends Groups
Curriculum Design
Data Analysis
Dialogue
Differentiated Coaching
Immersing Teachers in Practice
Journaling
Lesson Study
Mentoring
Portfolios for Educators
School Coaching
Shadowing
Standards in Practice
Study Groups
Training the Trainer
Tuning Protocols
Video
Visual Dialogue
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