TEACHER PAY & CAREER ADVANCEMENT -...
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OPPORTUNITYCULTURE.ORG © 2012 public impact OpportunityCulture.org 1 school models to build an opportunity culture As we show in Public Impact’s school models, excellent teachers can extend their reach through various roles by: specializing in their best subjects and difficult teaching roles; swapping teaching time for technology using digital instruction in age- and child-appropri- ate quantities; leading other teachers while co-teaching with them; or teaching larger classes (within reason, and by choice). When the shortage of teachers is extreme, great teachers can work remotely, with help from on-site paraprofessionals who nur- ture the whole child. Remotely located teachers can use tools such as webcams, online whiteboards, and email to teach and connect with students who are down the hall or across the nation. Combining models can help great teachers make the best use of time and talent—expanding their impact on students and peers, while saving some school-day time for planning, collaboration, and development. TEACHER PAY & CAREER ADVANCEMENT A LEADER’S GUIDE TO SUSTAINABLY FUNDED EXCELLENCE part of the opportunity culture series overview A s new evaluation systems begin to enable school and district leaders to identify their excellent teachers, states and school systems are looking ahead to the next step. Leaders ask: Now that we know who our great teachers are, how can we give them the opportunity to take on new roles and advance in their careers? How can we pay them more—ideally a lot more? How can we do this sustainably, so these rewards don’t end when a special grant runs out? How can we also give great teachers—and all teach- ers—school-day time to collaborate and learn on the job, so they continue to improve and excel? And how can we design new roles so that students benefit, by gaining access to excellent teachers and their teams? This brief provides answers to these questions. It explains the ways that schools can offer sustainably funded career advancement and higher pay to teachers, while reaching more students with excellent teaching. Research indicates that teachers in approximately the top 25 percent produce well over a year of learning growth. Students who start behind must have that growth to catch up, and it helps all students leap ahead of their beginnings. Schools must expand the impact of these top teachers, and pay them more — and, in many cases, pay all teachers more for working in teams with great teachers. How could it be possible to pay teachers more, but within available budgets? At first glance, the math might not seem to add up. But it can— with new school models that redesign jobs and use technology to extend the reach of excellent teachers and their teams to more students. Using these models and reallocating funds, schools can increase pay up to 40% for their top teachers and up to 130% for those excellent teachers who work as teacher-leaders, within available budgets. Schools do not need to increase class sizes. Most models create teams that enable new and solid teachers to learn from outstanding peers and have the chance to excel and advance their careers, while earn- ing more and contributing to excellent student outcomes immediately. They provide school-day time for planning and collaboration, and some models make part-time work, reduced hours, and flexible schedules possible. They may be especially important in recruiting and retaining teachers in hard-to-staff schools and subjects, such as STEM—where excellent teachers have other, higher-paid career and advancement options. We call this an “Opportunity Culture.” In an Opportunity Culture, all teachers have career opportunities dependent upon their excel- lence, leadership, and student impact. Advancement allows more pay and greater reach, which can help attract and retain excellent teachers over time. 1 Development toward excellence is possible for all staff, in every role. In this brief, we summarize: ✱ School models for extending the reach of excellent teachers ✱ Career paths that expand the impact and pay of teachers who demonstrate excellence and leadership ✱ The pay increase potential for excellent teachers, and for all teachers pursuing excellence in teams ✱ The promise of an Opportunity Culture in which excellence leads to more impact, pay, and job options. Links to practical tools and more information are provided throughout the brief and at www.opportunityculture.org.
Transcript of TEACHER PAY & CAREER ADVANCEMENT -...
OPPORTUNITYCULTURE.ORG
© 2012 pu bl ic i m pact OpportunityCulture.org 1
school models to build an opportunity cultureAs we show in Public Impact’s school models, excellent teacherscanextendtheirreachthroughvariousrolesby:specializingintheirbestsubjectsanddifficultteachingroles;swapping teaching timefortechnologyusingdigitalinstructioninage-andchild-appropri-atequantities;leading other teacherswhileco-teachingwiththem;orteachinglarger classes(withinreason,andbychoice).
Whentheshortageofteachersisextreme,greatteacherscanworkremotely, withhelpfromon-siteparaprofessionalswhonur-turethewholechild.Remotelylocatedteacherscanusetoolssuchaswebcams,onlinewhiteboards,andemailtoteachandconnectwithstudentswhoaredownthehalloracrossthenation. Combining modelscanhelpgreatteachersmakethebestuseoftimeandtalent—expandingtheirimpactonstudentsandpeers,while saving some school-day time for planning, collaboration,anddevelopment.
TEACHER PAY & CAREER ADVANCEMENTA LEADER’S GUIDE TO SUSTAINABLY FUNDED EXCELLENCE
part of the opportunit y culture series
overview
Asnewevaluationsystemsbegintoenableschoolanddistrictleaderstoidentifytheirexcellentteachers,statesandschoolsystems arelookingaheadtothenextstep.Leadersask:Nowthatweknowwhoourgreatteachersare,howcanwegivethemthe opportunitytotakeonnew rolesandadvanceintheircareers?Howcanwepay them more—ideallyalotmore?Howcan
wedothissustainably,sotheserewardsdon’tendwhenaspecialgrantrunsout?Howcanwealsogivegreatteachers—andallteach-ers—school-daytimetocollaborateandlearnonthejob,sotheycontinuetoimproveandexcel?Andhowcanwedesignnewrolessothatstudents benefit,bygainingaccesstoexcellentteachersandtheirteams? Thisbriefprovidesanswerstothesequestions.Itexplainsthewaysthatschoolscanoffersustainably funded career advancement and higher pay to teachers,whilereachingmorestudentswithexcellentteaching.Researchindicatesthatteachersinapproximatelythetop25percentproducewelloverayearoflearninggrowth.Studentswhostartbehindmusthavethatgrowthtocatchup,andithelpsallstudentsleapaheadoftheirbeginnings.Schoolsmustexpandtheimpactofthesetopteachers,andpaythemmore—and,inmanycases,payallteachersmoreforworkinginteamswithgreatteachers. Howcoulditbepossibletopayteachersmore,butwithinavailablebudgets?Atfirstglance,themathmightnotseemtoaddup.Butitcan—withnewschoolmodelsthatredesignjobsandusetechnologytoextendthereachofexcellentteachersandtheirteamstomorestudents. Usingthesemodelsandreallocatingfunds,schoolscanincrease pay up to 40% for their top teachers and up to 130% for those excellent teachers who work as teacher-leaders, within available budgets. Schoolsdonotneedtoincreaseclasssizes.Mostmodelscreateteams thatenablenewandsolidteacherstolearnfromoutstandingpeersandhavethechancetoexcelandadvancetheircareers,while earn-ing more and contributing to excellent student outcomes immediately.Theyprovideschool-day time for planning and collaboration,andsomemodelsmakepart-timework,reducedhours,andflexibleschedulespossible.Theymaybeespeciallyimportantinrecruitingandretainingteachersinhard-to-staffschoolsandsubjects,suchasSTEM—whereexcellentteachershaveother,higher-paidcareerandadvancementoptions. We call this an “Opportunity Culture.” InanOpportunityCulture,allteachershavecareeropportunitiesdependentupontheirexcel-lence, leadership,andstudent impact.Advancementallowsmorepayandgreater reach,whichcanhelpattractandretainexcellentteachersovertime.1Developmenttowardexcellenceispossibleforallstaff,ineveryrole.
Inthisbrief,wesummarize:✱ School models forextendingthereachofexcellentteachers✱ Career paths thatexpandtheimpactandpayofteacherswhodemonstrateexcellenceandleadership✱ The pay increase potential forexcellentteachers,andforallteacherspursuingexcellenceinteams✱ The promise of an Opportunity Culture inwhichexcellenceleadstomoreimpact,pay,andjoboptions.
Linkstopracticaltoolsandmoreinformationareprovidedthroughoutthebriefandatwww.opportunityculture.org.
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School Model Snapshots
ELEMENTARY SPECIALIZATIONA school’s best teachers teach one of two core subject pairs: math/science or language arts/social studies, while teammates take care of students the rest of the time and cover administrative work. This allows specialized teachers to instruct multiple classrooms of students and gain more time for planning and collaboration.
MULTI-CLASSROOM LEADERSHIPTeachers with leadership skills both teach and lead teams or “pods” of other teachers in order to share strategies and best practices for classroom success. Responsible for achieving high growth for all classrooms in the pod, the teacher-leader determines how students spend time and tailors teachers’ roles according to their strengths.
OTHER TEACHERS
EXCELLENT TEACHER
REMOTE TEACHINGSchools without enough excellent teachers can enlist accountable remote teachers down the street or across the nation. Remote teachers use technology to provide live, but not in-person, instruction, while on-site teammates manage administrative duties and develop the whole child.
TIME-TECHNOLOGY SWAPSStudents spend part of the day engaged in self-paced digital learning. Digital instruction replaces enough of top teachers’ time that they can teach more students, using face-to-face teaching time for higher-order learning and personalized follow-up. Teachers can use part of their freed time for planning and collaboration.
DIGITAL LEARNING
FACE-TO-FACE TEACHING
CLASS-SIZE INCREASES
class-size increasesExcellentteachersteachlargerclasses,bychoiceandwithinlimits,insomecasesshiftingstudentsfromotherteachers’classrooms.
elementary specializationAschool’sbestteachersteachonlytheirbestsubject(s)—suchasmath/scienceorlanguagearts/socialstudies—whileteammatestakecareofstudentstherestofthetimeandcoveradministra-tivework.Thisallowsspecializedteacherstoinstructmultipleclassroomsofstudentsandgainmoretimeforplanningandcollaboration.
multi-classroom leadershipTeacherswithleadershipskillsbothteachandleadteamsor“pods”ofotherteachersinordertosharestrategiesandbestpracticesforclassroomsuccess.Responsibleforachievinghighgrowthforallclassroomsinthepod,theteacher-leaderdeter-mineshowstudentsspendtimeandtailorsteachers’rolesaccordingtotheirstrengths.
time-technology swapsStudentsspendpartofthedayengagedinself-paceddigitallearning.Digitalinstructionreplacesenoughoftopteachers’timethattheycanteachmorestudents,usingface-to-faceteach-ingtimeforhigher-orderlearningandpersonalizedfollow-up.Teacherscanusepartoftheirfreedtimeforplanningandcol-laboration.ArelatedmodelcallsforaTime Swapwithouttech-nology,replacingdigitalinstructiontimewithtimeforofflineskillspracticeandprojects.
remote teachingSchoolswithoutenoughexcellentteacherscanenlistaccount-ableremoteteachersdownthestreetoracrossthenation.Re-moteteachersusetechnologytoprovidelive,butnotin-person,instruction,whileon-siteteammatesmanageadministrativedutiesanddevelopthewholechild.
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Good,solidteacherswhohavenotyetachievedconsistentex-cellencecanjointeamsonwhichtheycancollaborate,extendthereachoftheteam,learnfromoutstandingpeers,andpotentiallyearnmore. Each model creates meaningful career paths for teachers andgeneratessavingsthatschoolscanusetopayexcellentteachers—insomecasesallteachers—alotmore,withinavailablebudgets.
career paths for teachers in an opportunity cultureInmostschools,“careeradvancement”forteachersinvolvesleav-ing the classroom and direct work with students for a role as aschoolprincipalorotheradministrator.Thefew“master”or“men-tor”specialistrolesavailablerarelygivementorsrealauthorityorcreditfortheresultsofthosetheymentor.Manyactuallyremovegreat teachers from direct responsibility for student outcomes.Whentheypaymore,theserolesareoftensupportedbytempo-raryfunds. InanOpportunityCulture,reachextensionmodelscreatemul-tiplecareerpathsthatenableallteachersandstafftodevelopandcontributetoexcellence immediately,withinbudget.Allmodelsalso let excellent teachers continue their direct interaction withstudents.
✱ Direct-reach roles allowteacherstoreachmorestudentsdi-rectly,aloneoronateam.
✱ Support teacher rolesallowteacherswhoareeffective,butnotyethighlyeffective,tocontributetoexcellencewhilelearningonthejob.
Teachershaveavarietyofsustainably paid career paths in reach-extended rolesthatmatchdifferentschoolmodels.Forexample:
✱ InaTime-Technology Swap,studentsspendsometimelearn-ingbasicmaterialthroughdigitalinstruction—aslittleasanhouronlineperday.Thisallowsblended-learning teacherstoteachadditionalstudents,andtofocusonpersonalizedinstructionandstudents’higher-orderthinkingskills.Schoolscanprovidetheseteacherswithadditionalschool-dayplan-ningtimebylimitingstudentloads.Teachersadvancebyteachingmorestudentswithexcellentoutcomes.
✱ In Elementary Specialization, classroom specialiststeachtheirbestsubject(s).Schoolscanreduceteachers’noninstructionaldutiessotheycanreachmorestudentsandhavetimeforschool-dayplanningandcollaboration.Teachersadvancebyteachingadditionalclasseswithexcellentoutcomes.
✱ In Multi-Classroom Leadership, teacher-leaderscontinuetoteachwhileleadinganddevelopingpodsofotherteacherswhousetheirmethodsandmaterialswithmultipleclass-
roomsofstudents.Teacher-leaders,whoareaccountableforallstudents’learning,advancebyleadingmoreclassesandteacherswithexcellentoutcomes.
✱ In a class-size increase model, large-class teachersadvancebyteachingmorestudentswithexcellentoutcomes(withinlimits,andbychoice).Note:FewpilotOpportunityCultureschoolshavechosentousethismodelalone.Althoughitre-quirestheleastchangeinschoolprocesses,itmaintainstheone-teacher-one-classroommode,anddoesnotcreateanatu-ralteamofteacherswhocanhelponeanothersucceed.Bycombiningtechnicalclass-sizeincreases(increasedstudent:teacherratios)withTime-TechnologySwapsorElementarySpecialization,teacherscanreachmorestudentswhile main-taining or decreasing the number of students in a classwithateacheratanygiventime.Teacherscangainschool-dayplanningandcollaborationtimeinsomecombinations,too.Schoolsmustplanclass-sizeincreasescarefullytoservestu-dents’andteachers’interestsingreatinstruction.
In each school model, schools increase teachers’ responsibility, pay, and impact with each designated levelofincreasedstudentreach(seetableonpage4). Teachers can serve in team roles in an Opportunity Culture, with or without extending their reach.Whenteamsswapateach-ingroleforaparaprofessionaltosupervisedigitallearning,home-work-at-school,andprojects,allteachersextendtheirreach—andallteacherscanearnmore,withinbudget.Whenteacherstaffingratiosstayonpar,teamteachersdonotearnmorebutmaybenefitinotherways. (SeeMulti-Classroom Leadership financial modelfor detailed calculations.) For example, new teachers, experi-encedteacherswhowanttoachievehigherlevelsofexcellence,andthosewhopreferfocusedrolescanworkasteamteachersledbyteacher-leaders,whoareresponsibleforeachteammember’ssuccessanddevelopment.Teamteacherscanlearnfromteacher-leaders’methodsandmaterials,whileteachingspecificsubjects/topicsorplayingfocusedroles.Teamteacherscanadvancetheircareers by demonstrating excellence and playing broader rolesthatallowteacher-leadersto leadmoreclassroomssuccessfully.Teamteacherswhodemonstrateconsistentexcellenceandpeerleadershipcanmoveintoteacher-leaderroles,too. Anotherexampleisprofessionaltutoring,ahighlyfocusedteamrole.Theseteachersroutinelydeliversmall-groupandindividualinstructiontostudentsasassignedbytheirleadteachers.Profes-sionaltutorscanadvancetheircareersbyaddingdataassessmentand planning that enables other teachers to extend their reach(inmulti-classroommodels,forexample),orbyteachingadvancedorspecializedcontent.
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Summary of Teacher Career Paths and Roles in Opportunity Culture School Models
Path Direct-Reach TeacherMulti-Classroom
Leader Support TeacherDistrict- Funded Teacher-Leader
Roles
ElementarySpecializedTeacher
Blended-LearningTeacher
Expanded-ImpactTeacher(low-tech)
Large-ClassTeacher
Multi-ClassroomLeader
TeamTeacher
ProfessionalTutor
DesignSpecialist*
LeadershipCoach(ofMulti-ClassroomLeaders)
VideoTeacher
DigitalDesigner
How is reach extended?
Teachingbestsubjecttomoreclasses,whilereducingotherduties
Swappingportionoftimewithparaprofessional-supervisedskillspracticeandprojects—digitaloroffline—toteachmorestudents
Increasingclasssizes,withinlimitsandbychoice
Leadingmultipleclassrooms’worthofstudentswithateachingteamforwhomleaderisresponsible
Supportingmulti-classroomleaderorefficientteam,and/oraddressingsubjectorteachingrole(s)delegatedbyteamleader
Producingmaterialsthatreachstudentsacrossschoolsinthedistrict,orcoachingmulti-classroomleadersacrossschools
School Model
Subject Specialization (Elementary)
Time-Tech SwapTime-Time Swap
Class-Size Changes
Multi-Classroom Leadership All School Models
*Curriculumandassessmentdesignersarecommonexamples.
Schoolscantailorrolesandpositionstomatchteachers’dem-onstrated capabilities and career interests closely, helping themretainand increase the impact of the excellent teachers schools already have—while developing more teachers’ excellence.Teach-erscanmoveacrossthesepathsoverthecourseoftheircareers,andsomerolesmaybecombined.Paywillvaryateachlevelandacross paths, but each design makes it possible for teachers toearnsignificantlymorebasedontheirexcellence,leadership,andstudent impact. Most of the models also provide teachers with unprecedented time during school hours for team collaboration and development—helping new teachers and good, solid teach-ers produce much better outcomes through teamwork with their already-excellent peers.Formoredetailedinformationoncareerpaths in an Opportunity Culture, visit the Teachers Career PathspageonOpportunityCulture.org.
paying teachers more in an opportunity cultureAllofthemodelstoextendexcellentteachers’reachfreefunds,whichschoolscanusetopayteachersmore.Usingreachextensionmodels,schoolscanincreasepayforexcellentteachersbyatleast20percentandasmuchas130percent—withincurrentbudgets,andwithoutincreasingclasssizes.
Reachextensionenablesexcellentteacherstoreachmorestu-dents,whichfreesper-pupilfundsthatthenbecomeavailabletosupport those teachers’ work. This is the fundamental way thateach model produces financial savings to fund higher pay. Butschoolscanusereachextensionmodelstofreeadditionalfundsinotherways,too.Theseinclude:
✱ Replacing a team-teaching position with a paraprofessional,whocancovernoninstructionaltasksformultiple,excellentteacherswhoextendtheirreach(e.g.,digitallearningmoni-torsandlearningcoaches).Thissavesteacherstimeandenablesschedulechangesthatletteacherscollaborateandimproveduringschoolhours.
✱ Shifting excellent, non-classroom instructional specialists back into classrooms in higher-paid reach roles,whennotneededtoachieveexcellentoutcomes(keepingstafftosup-portEnglishlanguagelearnersandstudentswithspecialneeds).Note:Insomedistricts,thesenon-classroompositionsmaybepaidforoutofthedistrictbudgetratherthanschool-levelbudgets.ThedistrictshouldworkwithschoolsdesigningOpportunityCulturemodelstoallowthemtoreallocatethosepositions.
✱ Reallocating other spendingthatcouldbebetterusedtopayclassroomteamsandteamleadersmore.Forexample,many
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districtsspendlargesumsonprofessionaldevelopmentthatcouldbeusedtoenhancethepayofteacherswhotakefullresponsibilityforthestudentoutcomesanddevelopmentofwholeteamsofteachers(i.e.,multi-classroomleaders).
✱ Reducing new facilities costsbyconstructingfewerwallsforfewer,largerroomsinnewschools(fordigitallabsorcom-bineddigital/face-to-faceclassrooms).2
✱ Offering some team-teaching roles with lighter workloadsthantypicalteachingpositions(forexample,teachingfewerstudentsorworkingshorterhours,suchas40-hourweeksinsteadofto-day’s50-houraverage),withproportionallylowerpay.
✱ Increasing class sizes slightly (within limits, and by a teacher’s choice), butkeepinginstructionalgroupsizesonparorsmaller.
Thesavingsavailableineachreachmodeldependonschoolwideimplementation inmostcases.Smallefforts in justa fewclass-roomswillnotgenerallyproducethesameeducationalbenefitsfor students and financial benefits for teachers. In addition, thesavings are partially offset by new costs, such as: purchasingdigital-learningsoftwareandothertoolstosupporttechnology-and remote-based models; making facilities changes in existingschools;andobtainingdesignassistancetochooseandtailorreachmodels.Inschoolschoosingtomakefasttransitions,tenuredandcontract-protectedteacherswhodonotcontinueasfullclassroomteachersortakereach-extendedrolesmayneedtobepaidabovethegoingrateoftheirnewpositions. Schoolscanusetheirnewfoundsavingsforhigherteacherpayand other important priorities (see summary tables on page 6).Districtleadersandschooldesignteamscanpayallparticipatingteachers equally more based on student reach, and use this en-hanced pay to strengthen recruiting and hiring criteria. Schoolsmightchooseinsteadtopayallparticipatingteacherssomewhatmore, but reserve even higher salaries for their most effectiveteachers who take responsibility for more students. Or, schoolscanreservepaysupplementsonlyforparticipatingteacherswhoachieveathresholdlevelofexcellencewithstudentswithsomeconsistency(e.g.,twooutofthreeyears).Forexample:
✱ Anelementaryschoolusingsubject specializationschoolwidecandistributefreedfundsequallyamongallitsspecializingteachersbypayingeachofthemmore,withinavailablebud-gets.Specializingteachers’paycanriseanestimated22to43percentinthismodel,dependingonthenumberofnon-class-roomspecialistswhomovedbackintoclassroomroles.3Thisenablesreach-extendedteacherstoearnasmuchas$24,000annuallyovertoday’saverageteachersalaries.4
✱ Teacher-leadersinthemulti-classroom leadershipmodelcanengageparaprofessionalsinsteadofteacherstocompletepaperworkandsupervisestudents’noninstructionaltime.Thisshiftfreesschoolfundstopayallteamteachersmore,
andstillprovideasubstantialadditionalsupplementtoteacher-leaders.Ifaschooldedicatesitsentiresavingstopay-ingteacher-leadersmore,theirpaycanriseanestimated67to134percent,dependingonthenumberofclassroomstheyoverseeandthenumberofnon-classroomspecialistsreturn-ingtoclassroomroles.Thiscanenableteacher-leaderstoearnasmuchas$73,000annuallyabovetoday’saverageteachersalaries.5
✱ Usingthetime-technology swap (rotation)modelschoolwide,aschoolcanpayallparticipatingteachersanestimated23to41percentmore,dependingontheamountoftimestudentsspentindigitallearning,andthenumberofnon-classroomspecialists.Thisenablesparticipatingteacherstoearnasmuchas$22,000annuallyovertoday’saverageteachersalaries.Iftheschoolchoosestoreserveorincreasepaysupplementsforblended-learningteacherswhoconsistentlyachieveaspecificlevelofgrowthwiththeirstudents,thoseteacherscanearnevenmore.6
In each of these models, schools and districts can also dedicatemoneysavedbyreachmodelstootherschoolpriorities.Theycan,forexample,fundexcellentteachers’timetocontributetoschool-widedevelopment,suchasbydeveloping, leading,training,andevaluatingotherteachersandstaff.Schoolscanincreasedevelop-ment and collaboration of all teachers, such as by funding timeforteacherstocollaboratewithteammates.Ortheymaychooseto increase learning personalization and enrichment, such as byaddinginstructionaltimetostudents’daysorschoolyears,orbyprovidingmoresmall-groupandindividualinstruction.
the promise of an opportunity cultureFor many teachers, the chances to pursue teaching excellence, reach more students, improve through daily on-the-job profes-sional learning and collaboration, continue advancing their ca-reers, and help their peers succeedarethebestbenefitsofanOp-portunityCulture.Appealingopportunitiesalsoariseforgreaterjobflexibility,suchaspart-timework,focusedroleswithshorter-than-average workweeks, and other individualized arrange-ments—options already available to strong performers in mostotherprofessions. But by adopting one or more of the school models describedheretoextendthereachofexcellentteachers,stateanddistrictleaders can also pay excellent teachers, and in some cases allteachers, significantly more—within available budgets. Schoolscanofferallteachersmeaningfulopportunitiesfordevelopment,collaboration, and career advancement. Better still, educationleaderscanadvancestudentachievementbyprovidingmorestu-dentswithaccesstotheexcellentteacherstheyneedanddeserve.Theendresult:AnOpportunityCulturefor all.
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Ways to Extend Reach Y Elementary Subject Specialization
Multi-Classroom LeadershipTime-Technology Swap—
Rotation
Classroom Specialist Can Earn:
Teacher-Leader Can Earn:
Blended-Learning Teacher Can Earn:
WithLowStartingPercentageofNon-ClassroomSpecialists
22%–31%More 67%–97%More 23%–27%More
WithHighStartingPercentageofNon-ClassroomSpecialists
33%–43%More 104%–134%More 36%–41%More
WhenAlsoPayingTeamTeachersupto25%More
N/A Upto79%More N/A
WhenAlsoPayingTeamTeachersupto10%More
N/A Upto109%More N/A
Note1.Figuresexpressedas“percentagemorethanaveragepay.”Schoolssavemorewhenstartingwithhigherpercentagesofnon-classroomspecialists,becausesavingsarehigherperclassastheseteachers’positionsareshiftedbackintoclassroomroles.
Note2.Someportionofsavingsmaybereallocatedtoallteachingstafforotherpriorities,notjustexcellentteachers.WepresenttwoexamplefiguresintheMulti-ClassroomLeadershipcolumnwhenpayingteamteachers10%and25%morethanaverage,whicharemodeledinthecompanionbrieflistedbelow.
Note3.Seethefollowingbriefsfordetailedcalculationsandmultiplescenariosofnetsavingsandpayincreasepotential,includingdatasources,athttp://opportunityculture.org/reach/pay-teachers-more:Financial Planning for Elementary Subject Specialization,Financial Planning for Multi-Classroom Leadership,andFinancial Planning for Time-Technology Swap — Rotation Model.
Potential Pay Increase Percentages Available to Excellent Teachers in Three Elementary-Level Reach-Extension Models
Ways to Extend Reach Y in a Large Secondary School
Time-Technology Swap Time-Technology Swap +
Multi-Classroom Leadership
Blended Learning Teacher Can Earn:
Teacher-Leader Can Earn:
Teaching22or23periodsaweek,freeing7or8additionalplanningperiods
Upto26%more N/A
Blended-learningteamteacher:Teaching25periodsperweek,freeing5additionalplanningperiods
Multi-ClassroomLeader:Teaching15periodsperweek,freeing15additionalleadership/planningperiods
Upto22%more Upto67%more
Ways to Extend Reach Y in an Average-Size Secondary School
Time-Technology Swap Time-Technology Swap +
Multi-Classroom Leadership
Blended Learning Teacher Can Earn:
Teacher-Leader Can Earn:
Teaching16or19periodsperweek,freeing4to9additionalplanningperiods
Upto24%more N/A
Blended-learningteamteacher:Teaching19or21periodsperweek,freeing4to6additionalplanningperiods
Multi-ClassroomLeader:Teaching15periodsperweek,freeing10additionalleadership/planningperiods
Upto2o%more Upto67%more
Potential Pay Increase Percentages Available to Excellent Teachers in Two Secondary-Level Reach-Extension Models
Note1.Theseassumeareductionin2to4non-classroomspecialists,dependingonthescenario.
Note2.Someportionofsavingsmaybereallocatedtoallteachingstafforotherpriorities,notjustteacherswhoextendtheirreach.
Note3.Thenumberofclassperiodsteachersteachaffectsboththepayincreasesandnumberofnewfreeperiodsthatreachmodelsprovidetoteachers.SeeFinancial Planning for Secondary-Level Time-Technology Swap + Multi-Classroom Leadershipfordetailedcalculationsandmultiplescenariosofnetsavingsandpayincreasepotential,includingdatasources,athttp://opportunityculture.org/reach/pay-teachers-more.
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Notes 1.See,e.g.:Ableidinger,J.,&Kowal,J.(2010).Shooting for stars: Cross-sector lessons for retaining high-performing educators. (ChapelHill,NC:PublicImpact).Retrievedfromhttp://opportunityculture.org/images/stories/shooting_for_stars_2010.pdf;Auguste,B.,Kihn,P.,&Miller,M.(2010).Closing the talent gap: Attracting and retaining top-third graduates to careers in teaching.(McKinsey&Company).Retrievedfromhttp://mckinseyonsociety.com/downloads/reports/Education/Closing_the_talent_gap.pdf;TNTP.(2012).The irreplaceables: Understanding the real retention crisis in America’s public schools.(Brooklyn,NY:Author).Retrievedfromhttp://tntp.org/assets/documents/TNTP_Irreplaceables_2012.pdf;TeachPlus.(2010).The cost of loyalty: Teachers’ stay-or-leave decisions in Indianapolis Public Schools.(Boston:Author).Retrievedfromhttp://www.teachplus.org/uploads/Documents/1292958940_TheCostOfLoyalty.pdf 2.Inpractice,thenetsavingsavailabletopayteachersmoreandfundotherprioritiesdiffersbyschoolmodel,localwagedifferentialsbetweenteachersandotherschoolstaff,andthespecificstaffingandtechnologydecisionsmadebyschooldesignteams.Formoreinformation,seePublicImpact’sFinancial Planning Summaryand financialplanningbriefsforselectedreachmodelsathttp://opportunityculture.org/reach/pay-teachers-more/. 3.Weusetheterm“non-classroomspecialists”torefertoindividualswhocoachteachersand/orteachnon-specialpopulationstudentsincoresubjects,suchasliteracyormathspecialists,andremedialorgiftedspecialists. 4.Formoredetailaboutfinancialsavingsinthismodelandinforma-tionaboutdatasourcesandassumptions,seePublicImpact’sbriefonfinancialplanningforelementarysubjectspecializationathttp://opportunityculture.org/wp-content/uploads/2012/07/Financial_Planning_Elem_Subject_Specialization-Public_Impact.pdf.
opportunity culture principlesTeams of teachers and school leaders must choose and tailor models to:
1. Reach more students with excellent teachers and their teams
2. Pay teachers more for extending their reach 3. Fund pay within regular budgets 4. Provide protected in-school time and clarity about how
to use it for planning, collaboration, and development 5. Match authority and accountability to each person’s
responsibilities
5.Averagesalariesforteachers,paraprofessionals,andnon-classroomspecialistsarebasedonauthors’tabulationsofdatafromBureauofLaborStatistics,Occupational employment and wages(May2011),retrievedfromhttp://www.bls.gov/oes/2011/may/oes_nat.htm.Formoredetailaboutfinancialsavingsinthismodelandinformationaboutdatasourcesandassumptions,seePublicImpact’sbriefonfinancialplanningformulti-classroomleadershipathttp://opportunityculture.org/wp-content/uploads/2012/07/Financial_Planning_Multi-Classroom_Leadership-Public_Impact.pdf. 6.Formoredetailaboutfinancialsavingsinthismodelandinforma-tionaboutdatasourcesandassumptions,seePublicImpact’sbriefonfinancialplanningfortime-technologyswap—rotationathttp://opportunityculture.org/wp-content/uploads/2012/07/Financial_Planning_Time-Tech_Swap_Rotation-Public_Impact.pdf.
Acknowledgements
ThispublicationwasmadepossibleinpartbysupportfromtheBill&MelindaGatesFoundation.UnderlyingmaterialswerealsodevelopedwithsupportfromCarnegieCorporationofNewYorkandTheJoyceFoun-dation.Thestatementsmadeandviewsexpressedaresolelytherespon-sibilityofPublicImpact.LearnmoreatOpportunityCulture.org.
©2012,updated2014PublicImpact,ChapelHill,NC.
PublicImpact’smissionistodramaticallyimprovelearningoutcomesforallchildrenintheU.S.,withaspecialfocusonstudentswhoarenotservedwell.Weareateamofprofessionalsfrommanybackgrounds,includingformerteachers.Weareresearchers,thoughtleaders,tool-builders,andon-the-groundconsultantswhoworkwithleadingeducationreformers.FormoreonPublicImpact,pleasevisitwww.publicimpact.com.
PublicImpactencouragesthefreeuse,reproduction,anddistributionofthispaperfornoncommercialuse.We require attribution for all use. Usersmustinclude“©2012PublicImpact”and“OpportunityCulture.org”onallpages
wherematerialfromthisdocumentappears,inwholeorinpart,bothdirectquotesandparaphrasedmaterial.OpportunityCultureisatrademarkofPublicImpact.Formoreinformationandinstructionsonthecommercialuseofourmaterials,pleasecontactusatwww.publicimpact.com.
Pleasecitethisreportas:PublicImpact.(2012).Teacher pay & career advancement: A leader’s guide to sustainably funded excellence.ChapelHill,NC:Author.Retrievedfromhttp://opportunityculture.org/wp-content/uploads/2012/10/Teacher_Pay_and_Career_Advancement-Public_Impact.pdf
building anopportunity culture for america’s teachers
