RAPID CITY AREA SCHOOLS

AUGUST 7 , 2012

Denver ProComp Plan Summary

Learning Target/Criteria for Success

Learning Target:To build a shared understanding of the Denver ProComp Plan and current national trends to help this group develop Model Plans that will positively impact student achievement in South Dakota school districts.

Criteria for Success: This group will develop Model Plans for South Dakota school districts with a shared focus, shared priorities and shared understandings gained from an analysis of the Denver ProComp Plan and current national trends.

National Trends

Incorporate professional learningReward increases in student achievement

Rewards based upon additional criteria

Include a group component

National Trends

All teachers are eligibleInclude an evaluation component

Include additional responsibilities

Include a high needs component

Recommendations

Require teacher participation in development

Utilize a comprehensive approachShould include a pilotTarget attracting and retaining high-

needs schools

Design Elements

Ongoing, job-embedded, professional learning

Performance-Based – utilize multiple measures of performance

Evaluation -- Based upon agreed upon standards

Career Advancement Options

More Information

http://denverprocomp.dpsk12.org/about/

Short video clips are provided that give a full overview and each are of the

plan

What

ProComp is a nine year bargained agreement between the Denver Classroom Teachers Association

and Denver Public Schools that is designed to link teacher

compensation more directly with the mission and goals of DPS and

DCTA.

What

ProComp is a groundbreaking compensation system that links teacher pay to the school district's instructional

mission. Designed in a partnership between the Denver Classroom Teachers Association and Denver Public Schools,

ProComp has received national attention because it rewards teachers for their professional accomplishments while linking pay to student achievement.

Design

ProComp was designed by the DPS-DCTA Joint Task Force on Teacher Compensation. The task force included five teachers, five administrators and two citizens appointed by DCTA and DPS.

Design

The compensation plan grew out of the Pay for Performance Pilot, a four year project in 16 Denver schools from 1999-2003 that measured teacher objective setting and student growth. Among the findings from the pilot was that teachers who set the highest objectives could have a positive influence on student achievement.

Why

The system accomplishes the following goals:

-Rewards and recognizes teachers for meeting and exceeding expectations

-Links compensation more closely with instructional outcomes for students-Enables the district to attract and

retain the most qualified and effective teachers by offering uncapped annual earnings in a fair system

Basic Elements

ProComp has four components that allow teachers to build earnings:

Knowledge and SkillsProfessional EvaluationStudent GrowthMarket Incentives

Knowledge and Skills

Teachers will earn compensation for acquiring and demonstrating knowledge and skills by completing annual professional development units, through earning additional graduate degrees and national certificates and may be reimbursed up to $1,000 annually, $4,000 lifetime for tuition and repayment of student loans.

Knowledge and Skills

Professional Development Unit - Teachers who complete one Professional Development Unit in their current or proposed area of assignment will receive a salary increase of 2% of the index after 1) completing approved courses, 2) demonstrating their skills and 3) reflecting on the value of the knowledge for use with their students.

Knowledge and Skills

Graduate Degree/National Board Certificates - Teachers who earn graduate degrees or certificates from the National Board for Professional Teaching Standards relevant to their current or proposed assignment will receive a salary increase of 9% of the index for the life of the degree or certificate.

Knowledge and Skills

Tuition and Student Loan Reimbursement - Teachers will receive reimbursement for up to $4,000 lifetime, $1000 in year, for tuition for coursework in their current or proposed area of assignment. The same $4,000 reimbursement account can also be used to pay off outstanding student loans.

Professional Evaluation

Teachers will be recognized for their classroom skill by receiving salary increases every three years for satisfactory evaluations.

Professional Evaluation

To recognize and reward teachers who demonstrate proficient and distinguished practice through a professional evaluation. Teachers are either Probationary or non-Probationary, depending on their length of service within the district.

Professional Evaluation

Probationary Teachers: A new employee with a CDE license hired into the district, or an employee who is coming back to the district after leaving is considered probationary for at least three years. An employee with an alternate license or hired with less than 120 work days left in the school year will add an additional year of probation. If the employee is on an emergency license, he or she will add another additional year of probation. Probationary employees are evaluated each year.

Professional Evaluation

Non-Probationary Teachers: Non-probationary employees are evaluated their first year of non-probationary status and then, every three years.

Student Growth

Teachers will be rewarded for the academic growth of their students. They can earn compensation for meeting annual objectives, for exceeding CSAP growth goals and for working in a school judged distinguished based on academic gains and other factors.

Student Growth

Annual Student Growth Objectives - Teachers/specialists will set two annual objectives using the SGO online registration system. Those who meet both of their annual objectives will receive a base building increase of 1% Index. Teachers who meet one objective will receive a 1% of Index non-base building incentive. Teachers who do not meet either objective will receive no increase.

Market Incentives

Bonuses can assist the district and schools in meeting specific needs. Teachers in hard to serve schools-those faced with academic challenges-can earn annual bonuses. Bonuses will be available to those filling hard to staff positions-assignments which historically have shortages of qualified applicants.

Market Incentives

Attract and retain teachers of demonstrated accomplishment to designated assignments and schools

Market Incentives

Hard to Staff - Teachers/specialists who work in positions that are considered difficult to fill will receive a 6.4% of Index non-base building incentive. Hard to Staff assignments are classified as those where the supply of licensed professionals is low and the rate of turnover is high.

Market Incentives

Hard to Serve - Teachers/specialists at schools considered hard to serve will receive a 6.4% Index non-base building incentive every year the school is eligible. Hard to serve schools are those with a high percentage of students on free and reduced lunch.