Teachers do make a difference Jere Brophy, 1979

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Teachers do make a difference- Jere Brophy,
1979
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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
isnt very important or difficult.
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The Student Performance Improvement ProgramAn
Approach to Alternative Compensation
A Joint Project of St. Francis Independent School
District 15 and Education Minnesota St. Francis
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ISD 15 Teacher Academy
Program Overview
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Independent School District 15Minnesota Basic
Standard Test Results1998 - 2007
No test given in 1998 or 1999
2006 2007
92.7 95.1 91.9 95.9
BST in reading and math ends in 2006
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Independent School District 15 BST Mathematics
Results - 2005 Comparisonto Bordering Districts
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Reported as percent passing test in 8th grade.
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Independent School District 15 BST Reading
Results - 2005 Comparisonto Bordering Districts
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Reported as percent passing test in 8th grade.
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Independent School District 15BST Writing
Results - 2007 Comparison (10th Grade)to
Bordering Districts
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Reported as percent passing test in 10th grade.
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Key Understandings

• Beginning teacher salary increased by 20
• Teacher advancement based on attainment of
  positive annual reviews
• Teacher reviews completed by a team that includes
  the teacher, two peers, and an administrator
  (Performance Review Team)
• Each annual review based on
• 4 observations
• Teacher-generated evidence of improved student
  performance
• 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
  Masters degree
• Career ladder provides leadership roles for 20
  of staff with stipends and expedited movement
  through schedule

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Annual Review Processfor Individual Teachers
Performance Review Team (PRT) Assigned Spring/Summ
er
PRT Reviews Work / Reports Results (PRT
Meets) (Spring)
Formal Observations / Evidence of Student
Growth (November - May)
Annual Program Developed (PRT Meets) (Summer/Fall)
Professional Growth (Summer/school year)
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Salary Schedule (2008-09)
Extended Responsibility Stipends Range - 4,162
to 10,404
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Teacher Career Paths
Emerging Professional Teacher 6 annual reviews at
proficient level (minimum)
Professional Teacher
Mentor Teacher Teachers eligible after 7 annual
reviews
Approved Masters Degree Program Completed
Career Classroom Performance Teachers eligible
with 10 annual reviews, 7 of which are
established
Career Ladder in Teacher Leadership Teachers
eligible with 7 annual reviews, 4 of which are
established
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University of Minnesota Center for Applied
Research and Educational Improvement
StudyAugust 2007 - June 2008,Presented to the
School Board August 11, 2008
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U of M CAREI StudyWhat 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.
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U of M CAREI StudyIs 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.
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U of M CAREI StudyIs St. Francis attracting
better applicants for teaching jobs?

• 75 - Agree St. Francis is attracting better
  applicants
• 18 strongly agree
• 57 agree

Survey given to administrators and
teacher-leaders.
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U of M CAREI StudyAre 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

Survey given to administrators and
teacher-leaders.
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U of M CAREI StudySupport 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.
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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.

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U of M CAREI Study Summary Conclusions

• 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

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U of M CAREI Study Summary Conclusions

• 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

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U of M CAREI Study Summary Conclusions

• 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

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U of M CAREI Study Summary Conclusions

• 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

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U of M CAREI Study Summary Conclusions

• 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

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By 2008, St. Francis students, grades 5-9, were
scoring one full year (or more) above the
national average in math.
NATIONAL AVERAGE
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NATIONAL AVERAGE
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NATIONAL AVERAGE
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NATIONAL AVERAGE
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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.
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Teachers do make a difference- Jere Brophy,
1979
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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 Coordinator St.
Francis High School 3325 Bridge Street St.
Francis Minnesota 55070 rankei_at_stfrancis.k12.mn.us
763-213-1516
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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
Americas Future, 1996
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District Curriculum/Program Structure
Non-Traditional Teachers Represent 1/3 of
Teaching Staff
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Age of Teaching Staff, 2004-2005
100
90
75
80
70
61
60
60
50
50
36
40
33
29
30
20
8
8
10
0
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60
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Age of Teaching Staff, 2006-2007
100
90
72
80
69
70
61
60
50
48
50
46
37
40
30
15
20
10
10
0
20-24
25-29
30-34
35-39
40-44
45-49
50-54
55-59
60
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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