frequently asked questions (faq) - battelle for...

Frequently Asked Questions (FAQ)

PASS Strategic Compensation System

Updated: June 5, 2012

© 2012, Putnam County School System.

1 All Rights Reserved.

This list of frequently asked questions (FAQ) helps the Putnam County School System (PCSS) to communicate with educators about the overarching plan and the implementation details of PASS (Putnam Achieving Student Success), the district’s new strategic compensation system.

About: General Questions

What is strategic compensation? Using compensation “strategically” means aligning the precious resources of our district—both staffing as well as other resources—with our theory of action. In most schools across the country, 70–80 percent of expenditures are dedicated to personnel costs. Our educators make a measurable difference in the success of our students, and strategic compensation helps us to recognize, reinforce, and reward that impact.

What is PASS? We move ahead by knowing where we stand today and making progress into the future. Putnam County School System (PCSS) believes that education is the number one priority for our children, and we strive to prepare students to serve and participate productively in society. It is our commitment to attract and retain the best faculty and staff so that we raise academic standards and student achievement as well as growth. Our theory of action helps us to make progress into the future. It’s all about attracting and retaining the best talent, on behalf of our students and their academic achievement. Along the way, we will recognize, reinforce, and reward excellence.

Our Theory of Action When educators learn, lead, and contribute to

student growth, PCSS recognizes, reinforces, and rewards educator excellence.






What are the funding sources for PASS? PCSS was awarded approximately $6 million in funding to support our compensation reform efforts from First to the Top, Teacher Incentive Fund (TIF), and Innovation Acceleration Fund (IAF*) grants.

These three grants are supporting the implementation of the PASS model from 2011 to 2014. Our first year of implementation began during the 2011–2012 school year. *IAF supports the design and implementation of alternative salary systems, and PCSS was selected as one of four Tennessee districts to receive this grant.

What is the motivation behind PASS? PASS was designed around these objectives to both accelerate improvement for educators and student learning results:

Create shared focus and engagement Support improvement and innovation Recognize and reward effort and excellence

PASS aligns with our vision for education, both at the federal and state levels. This includes support for Professional Learning Communities (PLCs), using data and the TEAM process to target opportunities, leveraging the partnership between teachers and leaders, and support for targeted PD and STEM. Who designed PASS? A collaborative team of 25 stakeholders designed and developed the PASS model, including teachers, school and district leaders, and community and business partners. The team worked for nine months in creating a motivational and sustainable model. PASS team members engaged additional PCSS employees from across the district to improve the model, through multiple communication channels. Broad participation was our goal, to ensure that as many as possible were able to give input into PASS. We developed a dedicated website, sent emails from the Director of Schools, and held more than 100 small group meetings and town hall gatherings. Additionally, staff sent a survey district-wide to gauge attitudes toward strategic compensation.






Who continues to ensure that PASS is successful for our educators and the district? The work of the PASS design team is not complete. Now, we are implementing their good work. We have four committees working individually and combining their efforts strategically to activate PASS. The teams include representation from leadership and staff, so that our program is implemented true to its principles. Our four committees work through the details of implementation, and the Steering Committee is at the intersection of the committees, setting strategies and authorizing the work as we move ahead.

Who is eligible for PASS?

K12 teachers who opt into PASS, including all new teachers, are eligible for the PASS Bonus Award and PASS Base Pay increases based upon the following criteria:

1. Hired within the first 20 days of school, beginning with the first official day according to the

district calendar, for a certified school-level position identified by the district, and

2. Demonstrating strong attendance (170 out of 180 days), in good standing.

Note: Increases and awards are based upon the criteria specified for PASS Base Pay (i.e., the Evaluation Index Score) and the PASS Bonus Award (i.e., learning; leadership; performance at the individual, school, and district levels; and hard-to-staff positions). Please review Steps 1 and 2 in the PASS brochure or in this FAQ for more detail.

For New Teachers: New PCSS teachers hired on or after July 1, 2011 will automatically be part of the Alternative Salary Schedule.

For Existing Teachers: If the district determines there is additional capacity for PASS participation, the opt-in window for PASS is the first 20 days of school beginning with the first official day according to the district calendar.

For PASS purposes, the definition of “teacher” is: Full- and part-time certified employees who are responsible for a student case load, plan lessons, provide instruction, and are responsible for course content and assigning grades.






Who is participating in PASS? Of eligible PCSS teachers, 57% elected to participate in PASS for the 2011–2012 school year. Of the teachers who opted in:

12% are new 57% have 1–20 years of experience 30% have more than 20 years of experience

If we need to make changes to PASS, how will that happen? Together, we remain dedicated to providing effective classroom instruction and high-quality student learning. This means that we will revisit PASS annually to refine and make adjustments.

If I have an issue that needs resolved, what should I do?

PASS (Putnam Achieving Student Success) is guided by a consistent set of eligibility rules and guidelines. As with any new endeavor, at times there may be questions that require response and resolution from PASS leadership. When clarity is needed on a particular issue, it will be presented to the Issues Resolution committee, which will meet regularly to provide an explanation of issues presented. The process for filing an unresolved issue related to PASS is as follows: Issue resolution packets with the necessary forms and instructions may be picked up in the

curriculum department at the Central Office. As soon as they are completed, the packets should be returned to the curriculum department. They

will be dated and signed with a receiving signature. The committee will meet monthly to address issues previously submitted and received in writing. A response will be sent to the person submitting the issue with a copy provided to the Director of

Schools. A copy of the written response will remain in committee records for documentation purposes.

Where can I turn with my questions about PASS? For more information, visit: portal.battelleforkids.org/Tennessee/Putnam Or contact us at: [email protected] (931) 526-9777

http://portal.battelleforkids.org/Tennessee/Putnam/Home.html?sflang=en

mailto:[email protected]






About: How Does It Work? What are the key elements of PASS for teachers? The model includes two key elements for teachers, principals, and assistant principals who have opted in:

1. A base pay system 2. A bonus award model

Within the bonus pay portion, there are specific models for elementary, middle, or high school configuration, as well as factors such as professional development and peer leadership. Note that principals and assistant principals have the bonus pay component in the 201112 school year. In subsequent years, they will have more. STEP 1: How does the base pay element work for teachers? The base pay system provides the opportunity for teachers to earn up to a 3% salary increase as determined by their annual evaluation index scores. These scores incorporate classroom observation (50%), TVAAS® value-added results (35%), and other measures (15%).

The evaluation component (TEAM) classroom observation portion (50%) comes from the cumulative score based on that current year’s evaluations.

The TVAAS (35%) portion is a one-, two-, or three-year score based on the number of years the teacher has been in that subject, grade level, and school.

The other measures (15%) reflect the elective element chosen by teachers. This may be a three-year average or based on a single-year variable.

The visual above demonstrates how the base pay is adjusted depending upon the teacher’s evaluation index score. Teachers can earn up to a 3% increase in their base pay.






STEP 2: How does the bonus pay element work for teachers? The bonus award model provides the opportunity for teachers to earn points that are redeemable for cash. Each point is worth $100, but amounts may vary as the district plans to allocate awards by treating points as shares that may increase or decrease in value based on the amount of funding available. Our strategic focus supports these four priorities, which lead to earning points:

Learning Leadership Performance at the individual, school, and district levels Hard-to-staff positions

STEP 2A: How does the learning and leadership portion of the bonus work for teachers? We believe in providing opportunities for staff to learn and grow. That’s why PASS includes bonuses for PD—we know and the research confirms that training and higher education in teachers’ content areas accelerate student performance.






In addition, we provide mentoring and leadership opportunities for our teachers. It’s important to note that all PASS participants can receive the Learning and Leadership bonus.

STEP 2B: How does the bonus for hard-to-staff positions work for teachers? Certain positions are hard to staff, and in recognition of this challenge we provide staff in these positions with an additional 15 points for the bonus element of PASS. This includes behavioral special education classes and may include others over time.






STEP 2C: How does the bonus element of the model for teachers account for student achievement and growth within school-level configurations? The final part of the bonus is for school configurations. We have one each for elementary, middle, and high schools.






How does the model work for principals and assistant principals? The PASS principal and assistant principal model offers performance-driven base pay increases and bonus awards. Base pay increases are driven by:

Student growth and achievement Evaluation scores School climate survey results

Bonus awards are based on the average reward of all teachers who have opted into PASS in the principal’s school.






Professional Development Research shows that training and higher education in teachers’ specific content areas impact student performance. This is why focused professional development is a cornerstone of PASS.

How can I get involved in a specific professional development opportunity? Please contact Mae Fowler, Instructional Services Supervisor, at: [email protected] 931-526-9777 How should I proceed if I want to teach professional development? Please contact Mae Fowler, Instructional Services Supervisor, at: [email protected] 931-526-9777 When will I be paid for trainee or trainer points? The district will issue payments for professional development points (part of the Learning and Leadership Bonus) August 20th of each year. (Other elements of bonus payouts will be in the spring, once the district receives data for processing payments.)

How do I accumulate trainee points that apply for the Learning and Leadership Bonus? Follow these steps: 1. Locate qualifying event in MyLearningPlan (MLP) (eligible activities are labeled in the title). 2. Collaborate with your principal to gain approval to attend. 3. Sign up in MLP (your registration will be routed to your principal for approval). 4. Attend the event and indicate on the sign-in sheet that you want PASS points. 5. Complete the NCLB Evaluation Form. 6. Through MLP, mark that your training is “Complete” and indicate the PURPOSE one more time (if the

screen pops up) that you attended for PASS points. You can earn up to 18 points as a Trainee. The payout date is August 20, 2012.



http://www.mylearningplan.com/








How do I accumulate trainer points for the Learning and Leadership Bonus? Follow these steps: 1. Present the Agenda for your proposed training session to Mae Fowler. 2. Schedule your event details, such as date, time, and location. 3. Submit an Activity Planning Form in MyLearningPlan (MLP). 4. Each event proposal will be approved by Mae Fowler, chair of the sub-committee. The sub-

committee will confer if needed. 5. Events offered by PASS Trainers must be linked to the TEAM Evaluation Domains. 6. Before event, print sign-in sheet available under the Instructor tab/ensure all attendees sign sheet 7. Facilitate training. 8. Send original Sign-in Sheet to Mae Fowler. 9. View evaluation forms and reflect on feedback. 10. Plan another session as needed. You can earn up to 18 points as a Trainer. The payout date is August 20, 2012. How does the FttT stipend fit into the puzzle, and where can I learn more about it? The FttT stipend is separate from PASS. Please review the monthly “Illuminations” newsletter via MyLearningPlan (MLP), in the “My File Library,” for more information about the FttT stipend.








Mentor Teachers Peer leadership involves teachers providing leadership to fellow teachers. This type of mentoring is viewed as a best practice within PCSS, and we recognize the myriad benefits that accompany effective educators supporting the growth of new and developing teachers across the district.

What is the difference between the roles for a Lead Teacher, Lead Mentor Teacher, and Mentor Teacher? The position description for each of these roles can be found on the district’s website, and listed here are the minimum expectations for each: Lead Teacher Must provide effective support of the teacher growth and development framework (TEAM) through completing classroom observations and conducting pre- and post-conferences. Must provide specific and actionable feedback and complete required evidence categorization and scoring worksheets. Must be able to support teachers in understanding the TAP instructional rubric and deliver individualized PD on elements identified for refinement. Effectively navigates “critical conversations” and maintains productive relationships. A minimum of three years teaching experience Administration certification preferred Lead Mentor Teacher The Lead Mentor Teacher oversees and organizes activities between mentors and mentees. Resolves any issues arising with support of mentee teacher. Invites and encourages the participation of all related teachers. Works well with team members and maintains productive relationships. Performs all duties of an active mentor with an assigned mentee as well. A minimum of three years teaching experience Principal recommendation Mentor Teacher Mentor Teacher goals entail (a) helping novice teachers gain competencies, confidence, realistic values, experience, etc. and grow into a fully-functioning, autonomous, and competent professionals; (b) encouraging self-reliance and self-reflection; (c) supporting a commitment to the professional; and (d) promoting the realization of a dream. Must meet the following commitments: A minimum of three years teaching experience Principal recommendation A minimum of 20 contact hours with protégé/mentee






Attendance at Mentor training or institute Completion of two formative surveys and one summative survey by due dates Submission of all required paperwork by due dates Participation as directed by the building level principal in meetings and activities involving their

mentee What is the application process for being a Lead Teacher? Please see the district's website for posted positions. The qualifications for a Lead Teacher position are listed below. Minimum of three years teaching experience Must provide effective support of the teacher growth and development framework (TEAM) through

completing classroom observations and conducting pre- and post-conferences Must provide specific and actionable feedback and complete required evidence categorization and

scoring worksheets Must be able to support teachers in understanding the TAP instructional rubric and deliver

individualized PD on elements identified for refinement Must be able to effectively navigate “critical conversations” and maintain productive relationships

What are some examples of mentorship best practices and partnerships at work? A mentor program is focused on collaborative coaching and student learning. Key elements and features of an effective mentor program include: Involvement of key shareholders Supporting policies and procedures Professional development with specific focus areas supporting student learning Classroom management Reflective practice Whom can I contact with any questions or concerns about mentorship? For questions at the school level, please contact your school’s lead administrator. For questions at the district level, please contact Sharon Griggs, Instructional Services Supervisor, at: [email protected] 931-526-9777







TEAM What is the new TEAM educator evaluation framework? During the 2011–2012 school year, Tennessee implemented an annual TEAM (Tennessee Educator Acceleration Model) evaluation of every certified educator as part of First to the Top. The framework is designed to improve student academic success by identifying and supporting effective instruction, determining where teachers are working effectively, appropriately harnessing and sharing their best practices through Professional Learning Communities, and identifying opportunities for real and meaningful support. Going forward, personnel decisions—including promotion, retention, tenure, and compensation—will be based in part on these evaluations. Tennessee is committed to refining the new evaluation framework through feedback and careful study over time. TEAM is a key component of our base pay system.

What online resources can I access if I have questions about TEAM?

Please refer to these pages for ongoing updates about TEAM: Tennessee Department of Education’s TEAM Page Putnam’s PASS TEAM Page

http://team-tn.org/

http://portal.battelleforkids.org/Tennessee/Putnam/TEAM.html?sflang=en

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