Texas Educator Excellence Award
Programs
Texas Education Service Centers Fall 2007
Rita Ghazal, Program ManagerJerel Booker, Program Manager
Priscilla Aquino, Program SpecialistOffice of Education Initiatives
Educator Excellence Award Programs
• Governor’s Educator Excellence Grant (GEEG), Executive Order, RP51
• Texas Educator Excellence Grant (TEEG), Chapter 21, Subchapter N, § 21.651
• District Awards for Teacher Excellence (DATE), Chapter 21, Subchapter O, § 21.701
Educator Excellence Award Programs: Purpose
All educator award programs are designed to:
• provide a financial award system to educators who impact student achievement.
• provide broad guidelines for local control.
Educator Excellence Award Programs: Purpose Continued
• allow teachers to have significant input in program planning for incentives.
• recognize and award educational practices that contribute to student success.
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District Awards for Teacher Excellence
Created by House Bill 1, Article IV79th Legislature, 3rd Special Session,
2006
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DATE Program Purpose
To provide funding to support the establishment of district-wide goals and the implementation of a financial award system designed to:
award teachers for positively impacting student achievement;
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DATE Program Purpose Continued
target the district’s most in-need campuses to improve teacher quality; and
create capacity and sustainability for improved instruction within the district.
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An Understanding of DATE
All districts are eligible to apply. Districts with TEEG campuses can also
apply for DATE.This is a DISTRICT award. DISTRICTS
make the decisions, not the TEA.The TEA will provide a few requirements,
guidance and technical assistance in order for districts to create effective and successful plans.
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DATE Program Rules and Requirements
Districts must:
submit a notice of intent to apply; participate in the required technical assistance activities
as established by the Commissioner and published in the RFA;
participate for at least two consecutive grant cycles, including budgeting for matching funds;
complete target activities as described by the established timelines set forth in the program requirements in the RFA;
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DATE Program Rules and Requirements Continued
Districts must:
develop a district award plan with goals to improve student academic improvement and/or growth;
create an awards system consistent with district goals that address Target Campuses;
establish performance measures consistent with district goals; and
provide matching funds of no less than 15% in year one, 25% in year two, and 35% in year three (cash or in kind).
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DATE Funding
District grant award amounts will be based on each district’s average daily attendance (ADA) for the 2007-2008 school year calculated among the total number of districts opting into the grant program.
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District Award Plan
Districts will utilize their district-level planning and decision-making committee to develop a district award plan.
Award plans can be implemented for the entire district or specified Target Campuses selected by the district.
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District Award Plan Continued
A district award plan should:
reward eligible teachers who positively impact student academic improvement and/or growth, and
describe how all program funds will be distributed under Part I and Part II.
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District Award Plan Continued
teacher and campus eligibility requirements and they should be consistent for no less than two years (i.e. the same types of teachers and campuses should be targeted);
meaningful, objective, goals and performance measures, consistent with the district improvement strategic plan, to award classroom teachers; and
District award plans should identify:
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District Award Plan Continued
performance measures for the success of the grant in their application. Districts will have two school years from the start of the first implementation year to meet selected performance targets. For each year thereafter, the participating district must meet increased performance targets.
District award plans should identify:
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District Award Plan Continued
must incorporate improvement at the district and Target Campus level and the measure must relate to the criteria used to select the campuses as a Target Campus.
must relate (at least two) directly to student academic achievement or improvement. Other measures may relate to improved teacher attrition, migration, quality and other academic and non-academic indicators.
District award plan performance measures:
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District Award Plan Continued
Part I and Part II contingency plans designed to redistribute any remaining un-awarded Part I and/or Part II program funds; and
plans for sustaining appropriate levels of funding after all grant funding has ended.
District award plans should identify:
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District Award Plan Continued
have their award plans approved by the school district superintendent and local school board prior to submitting it to the TEA;
conduct stakeholder meetings; and make their award plan accessible to the public no later
than the start of the 2008-2009 school year.
Districts must:
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District Award Plan Continued
If districts choose not to implement their award plans district-wide and choose to select certain campuses to participate, more than half of the selected campuses must be Target Campuses.
Districts may set criteria for establishing and identifying Target Campuses that are consistent with district goals and rules set by the commissioner.
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DATE Target Campuses
In identifying Target Campuses, districts must target campuses that meet at least two of the following criteria.
The campus: receives an academically unacceptable rating
(2007 accountability ratings); or performs lower than the district’s average
proficiency on TAKS (by subject, grade, and/or campus to be determined by the district); or
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DATE Target Campuses Continued
receives comparable improvement (CI) ratings in the bottom quartile relative to other campus types in the district; or
experiences above average dropout/non-completion rates relative to other campus types in the district; or
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DATE Target Campuses Continued
ranks within the top quartile of campuses enrolling high percentages of economically disadvantaged students; and
in addition to adopting at least two of the measures above, districts may use other academic or non-academic indicators, such as experiencing high rates of teacher migration and attrition, free and reduced lunch student populations, etc.
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DATE General Program Requirements Continued
If the district award plan is not implemented district-wide, participation of selected campuses in DATE must be approved by a majority of classroom teachers assigned to the selected campus through a simple majority vote.
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DATE General Program Requirements Continued
At least 60 percent of the grant allocation must be used for Part I activities and up to 40 percent of the grant can be used for Part II activities
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Part I Funds: must make up at least 60 percent of the total
district’s grant award.
must be used to incorporate meaningful, objective, goals and performance measures, used to identify which eligible teachers will receive awards. At least 50% of the criteria used must be quantifiable and address one or both of the following:
student academic improvement and/or student growth.
Part I Funds
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Annual award amounts to teachers must be equal to or greater than $3,000 unless otherwise determined by the local school board, and minimum awards must be no less than $1,000 per teacher.
Part I Funds Continued
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Part II Funds
Recruitment and retention of teachers: In critical shortage subject areas; In subject areas with high percentages of out-of-field
assignments; Certified and teaching in their main subject area;
and/or With postgraduate degrees in their teaching area.
School districts can use up to 40 percent of the grant funds on other allowable activities, including stipends and awards for:
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Part II Funds Continued
Career, mentor, and master teachers; On-going applied professional growth; Increasing local data capabilities to support
instruction and accountability; Awards for principals who increase student
performance; and Other campus employees who demonstrate
excellence.
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Phase I: Organization and Goal Setting
Activity Purpose Completion Date(s)*
Hold preliminary grant informational meeting(s)
Engage district-level planning committee
September 28, 2007
Attend regional information sessions
Acquire program information from the TEA
September – October 2007
Submit Notice of Intent to Apply Determine district grant
participationOctober 26, 2007
Review publicly released DATE application
Learn the application expectations
October 26, 2007
Hold stakeholder meetings (3)Gather campus staff input on the
district award plan
October 26, 2007
December 17, 2007
February 8, 2008
Designate District Technical Assistance teams
Determine team that will attend Technical Assistance sessions
November 2, 2007
Identify participating campuses for district award plan
Inform campuses of eligibility November 9, 2007
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Phase I: Organization and Goal Setting Continued
Activity Purpose Completion Date(s)*
Hold district meeting(s) with selected campuses
Share goals and purpose of district’s award plan
November 14 – November 23, 2007
Participate in select Fall Technical Assistance Workshops
Participate in workshops and trainings to help develop
district award plans
Austin: Nov. 26, 2007San Antonio: Nov. 27,2007Dallas: Dec. 3, 2007Fort Worth: Dec. 4, 2007Lubbock: Dec. 5, 2007Houston: Dec. 10, 2007Harlingen: Dec. 11, 2007El Paso: Dec. 13, 2007
Hold campus-wide vote (required, if awards program is not district-wide)
Approve, by a simple majority and through a campuswide
vote, participation in the award program
December 14, 2007
Identify goals for the district award plan
Inform the selection of appropriate performance
measures
December 31, 2007
Identify how district-wide DATE goals align to TEEG performance criteria (if applicable)
Ensure similar state programs align
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Phase II: Plan Development
Activity Purpose Completion Date(s)*
Identify teacher eligibility criteria for awards under Part I Funds
Address specific program guidelines and requirements
January 11, 2008Identify performance indicators for various teacher types corresponding to district goals
Identify the amount of awards under Part I Funds (Required)
January 25, 2008Identify additional awards and activities to be funded under Part II (Optional)
Develop Contingency Plan for Fund Redistribution of Part I (Required) Address unplanned
circumstancesFebruary 15, 2008
Develop Contingency Plan for Fund Redistribution of Part II (if applicable)
Participate in select Spring Technical Assistance Workshops
Participate in workshops and
trainings to help complete district
award plans
February – March TBD
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Phase III: Finalizing and Approving Plan
Activity Purpose Completion Date(s)*
Present draft district award plan to local school board
Inform local school board of goals, performance
indicators, and contingency plan as
written in the district award plan
February 15, 2008
Hold district award plan information meeting (s) Inform stakeholders
of content of the district’s award plan
March 3, 2008
Make the district plan available for public viewing
March 7, 2008
Acquire approval by the local school board for award amounts outside parameters set in statute
Ensure meaningful awards are distributed
March 17, 2008
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Phase III: Finalizing and Approving Plan Continued
Activity Purpose Completion Date(s)*
Submit district award plan for approval by the local school board Prepare award plan for
submission
March 24, 2008
Receive final local school board approval of district award plan
April 4, 2008
Grant application submissionFinalize application
processApril 8, 2008
Program implementationImplement district award
planSeptember 1, 2008
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Technical Assistance
Goal: To provide districts with a technical assistance
program that supports TEEG and DATE during
planning years.
Technical assistance will include: prototypes of effective programs; models for award differentiation; guidance for creation and use of meaningful data at the
individual teacher levels; assistance on establishing meaningful award amounts; and strategies and processes for effective communication and
stakeholder engagement.
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Modeling and Program Components
Models and Program Components will be shared with grantees to best inform and guide plan development through:
training materials and resources for creation of effective incentive plans;
online learning modules; and ongoing technical assistance
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Data Capacity Building
Data capacity building will occur to aid districts in
using meaningful and objective measures by: identifying performance-based assessments
for use at the local level; assisting districts in developing measures or
systems of value-added improvement; and assisting districts in creating capacity for
effective data systems at the local level that support teacher incentive programs.
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Outreach
Research has shown that full stakeholder involvement is essential to award plan implementation.
The outreach component will provide:
Professional development to school leaders and board members in communications and stakeholder engagement strategies.
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Writing/Setting Performance Measures
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Performance Measures
Performance Measures:• establish specific targets to determine
whether or not a goal was successfully achieved.
• are instructions about what someone must do.
• use verbs and include specific conditions (how well or how many) that describe to what degree the individual will be able to demonstrate mastery of the specified goal.
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Quality Performance MeasuresQuality performance measures statedesired:• Skills;
• Conditions;
• Behaviors;
• Criteria; and • Clarify expectations—how many, to what
degree, under what conditions, etc., the individual is clear about what is expected.
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Quality Performance Measures Continued
• Measurable
• Time bound
• Specific
• Meaningful
• Realistic
• Assigned
• Based on the daily responsibilities of the staff position
• Related to improved student achievement and the success of the campus
Are the established performance measures:
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Measurable
Measurable performance measures:
• specifically indicate the degree or quantity of the change expected using descriptive words or numbers.
• indicate how the change will be determined.
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Meaningful Meaningful Performance Measures:• motivate change.
• value everyone's time. (Creating meaningful measures communicate that your program goals are important and valuable.)
• consider if the measure:– "Is meeting an important need at the
campus." – “Is going to be valued by the participants."
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Assigned
Assigned performance measures:
• target the audience as specifically as possible.
• specify a specific group of people or individuals.
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Realistic
Realistic performance measures:
• seem achievable.
• encourage successful behaviors.
• benefit everyone involved.
• contribute to success.
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Time Bound
Time bound performance measures:
• limit the length of time available to achieve the goal/target.
• establish target dates or points in the program where certain specified changes are expected.
• provide individuals with an approximation of when they can see improvements.
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Time Bound Continued
Time bound performance measures:
• make them more realistic because individuals will know that some knowledge, skills, and behaviors may take time, and some can be picked up quickly.
• allow them to be more measurable with a timed component.
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Writing Performance Measures
• Keep statements short and focused on a single outcome.
• Ensure that the performance measures are effective and measurable, avoid using verbs that are vague or cannot be objectively assessed.
• Part I performance measures should be classroom teacher-focused and target the expected teacher outcome based on student performance.
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Writing Performance Measures Continued
Well written performance measures:
• are easy to measure—either the person has or has not accomplished the goal/target.
• consider if the specific change is short-term (i.e., bi-monthly) or long-term (i.e., annual).
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Common Mistakes and SolutionsCommon Mistakes Solutions
The performance measure is too broad in scope or actually includes more than one measure/target.
Simplify/break apart
The performance measure does not list an appropriate behavior, condition, and/or degree, or this requirement is omitted from the measure.
Be more specific, make sure the behavior, condition, and degree is included.
The performance measure describes instruction, not conditions.
Simplify, and include a(n):
Audience – who
Behavior – what
Condition – how
Degree – how much
The performance measure does not provide a true overt, observable goal/performance expectation.
Describe the behavior/performance expectation that must be observed/achieved.
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Communication Strategy
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Need for a Communication Strategy
Communication is the process of transmitting
ideas and information about an initiative
throughout the community.
To do this, a strategy/plan should be
developed and executed.
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Communication Strategy
To organize, develop, and build a strategy, consider:
• What information needs to be made known? (participation, reasons, district award plan)
• What are your objectives? (secure buy in, generate ideas, inform stakeholders)
• What groups or partners would be interested in this information? (educators, community, local businesses)
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Communication Strategy Continued
Consider:
• What are the needs of these partners? (to inform, organize, contribute)
• What elements of the district award plan are most interesting to them? (improved student achievement, better pay, ability to recruit and retain quality teachers)
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Communication Strategy Continued.
Consider:• What communication tools are available to reach
the various target groups? (stakeholder meetings, local press, internet, e-mail)
• What is your timeframe?(September 2007 – April 2008)
• What financial and human resources are available to you?(funds, staff, committees)
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Effective Strategy Components
The communication strategy should include/address:
– Sources of information (the district, HR, academic division, committee)
– One or more objectives (objectives will vary depending on the target audience)
– Message for each target audience (what you want to say must be clear and consistent)
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Effective Strategy Components
ContinuedThe communication strategy should include/address:
– Target Audience — (to whom do you want to transmit information? What groups, people, associations might be interested in the program?)
– Transmission channel/medium (the vehicles you choose to deliver messages both internally and externally)
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Effective Strategy Components Continued
The communication strategy should include/address:
– Intended results – (the action you want an audience to take)
– Feedback — (it is important to test the effect of the message and the communication tool before finalizing it)
Texas Teacher Advancement Texas Teacher Advancement Program (TAP)Program (TAP)
Dr. Tammy Kreuz
Executive Director, Texas TAP
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Importance of Importance of High Quality TeachersHigh Quality Teachers
There exists a need to increase educator There exists a need to increase educator quality in the state of Texasquality in the state of Texas The need for effective teachers and school leaders is The need for effective teachers and school leaders is
greater in high need schools with low income and greater in high need schools with low income and high minority communities where teachers are more high minority communities where teachers are more likely to be new or leave after two to three years due likely to be new or leave after two to three years due to poor working conditions and other factors. to poor working conditions and other factors.
The most effective way to improve our The most effective way to improve our schools is to provide students with quality schools is to provide students with quality teachers.teachers. Students taught by the most qualified and effective Students taught by the most qualified and effective
teachers achieve at higher levelsteachers achieve at higher levels
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Milken Family FoundationMilken Family Foundation
Milken Family Foundation developed Milken Family Foundation developed TAP in 1999.TAP in 1999.
Milken Educator Awards- $25,000 Milken Educator Awards- $25,000 bonuses to teachers across the bonuses to teachers across the country.country.
MFF focused on school reform, MFF focused on school reform, standards, and accountability.standards, and accountability.
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Milken Family FoundationMilken Family Foundation
Several years working on issues with Several years working on issues with school technology.school technology.
Conclusion: Without a talented Conclusion: Without a talented teacher in the classroom, no piece of teacher in the classroom, no piece of technology, no instructional tool, no technology, no instructional tool, no curriculum will have a positive curriculum will have a positive impact on student achievement.impact on student achievement.
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Texas Teacher Advancement Texas Teacher Advancement ProgramProgram
UT System manages the Texas UT System manages the Texas Teacher Advancement Program (TAP) Teacher Advancement Program (TAP) in partnership with the National in partnership with the National Institute for Excellence in TeachingInstitute for Excellence in Teaching
2005-06 school year- 3 pilot schools 2005-06 school year- 3 pilot schools in Richardson ISDin Richardson ISD
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Texas Teacher Advancement Texas Teacher Advancement ProgramProgram
2006-07 school year- added 6 more 2006-07 school year- added 6 more schools through the Governor’s schools through the Governor’s executive orderexecutive order
2007-08 school year- the Texas 2007-08 school year- the Texas Education Agency added 2 schools in Education Agency added 2 schools in Lancaster ISD and Manor New Tech Lancaster ISD and Manor New Tech High School (funded by the Texas High School (funded by the Texas High School Project)High School Project)
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Texas Teacher Advancement Texas Teacher Advancement ProgramProgram
Hays CISD
Manor ISD
Judson ISD
Lytle ISD
Richardson ISD
Lancaster ISD
Geographic Location of TEA Funded Pilot Schools
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What is the Teacher What is the Teacher Advancement Program Advancement Program
(TAP)?(TAP)?The Teacher Advancement Program (TAP) is The Teacher Advancement Program (TAP) is a research-based school improvement model a research-based school improvement model designed to attract, retain and motivate the designed to attract, retain and motivate the best talent to the teaching profession. best talent to the teaching profession.
The comprehensive TAP system is built on The comprehensive TAP system is built on four elements: four elements:
Multiple Career Paths Multiple Career Paths Instructionally Focused AccountabilityInstructionally Focused Accountability Ongoing Applied Professional GrowthOngoing Applied Professional Growth Performance-based CompensationPerformance-based Compensation
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Multiple Career PathsMultiple Career Paths
Traditional model: Teacher position only. All teachers essentially have the
same qualifications, responsibilities, authority and are assessed
in the same way. Principals are there to provide support, impose
discipline and assess teacher effectiveness.
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Multiple Career PathsMultiple Career Paths
TAP model: Allows for advancement while allowing the teacher to
remain in the classroom Career Teacher Mentor Teacher Master Teacher
Each step on the career path requires increased skills and knowledge and offers additional authority, responsibility and compensation.
Master and mentor teachers become part of the TAP Leadership Team led by the principal.
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Ongoing Applied Ongoing Applied Professional GrowthProfessional Growth
Traditional Professional Growth Model: Individual teachers go to selected training
sessions and try to implement new practices on their own.
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Ongoing Applied Ongoing Applied Professional GrowthProfessional Growth
TAP Professional Growth Model: Provides time during the school day for teachers
to help one another to learn about and use effective teaching practices in their classrooms.
The TAP model provides the structure to effectively implement curriculum - not an “add on”
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Instructionally Focused Instructionally Focused AccountabilityAccountability
Traditional Accountability Models: Use evaluation standards that are often unclear
or inadequate. Teacher evaluations are usually infrequent and provide little follow-up help and then only for problems, never for growth. Rarely are rewards linked to how well a teacher does on the evaluations.
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Instructionally Focused Instructionally Focused AccountabilityAccountability
TAP Instructionally-focused Accountability Model: Uses clear comprehensive teaching standards that
all teachers are trained to meet. Ongoing classroom support and coaching is provided to all teachers for improvement, not just for remediation. Good evaluations are rewarded financially.
TAP evaluations ensure that all teachers have the opportunity to grow and become better instructors so that their students will achieve more.
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Performance-based Performance-based CompensationCompensation
Traditional model: Compensation is based on years on the job and training
credits/units accumulated and ignores individual performance and effort.
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Performance-based Performance-based CompensationCompensation
Teacher Advancement Program (TAP) model: Compensation is given for taking on increased
responsibility and authority.
Salary augmentations for master and mentor positions. (recommended minimum of $8,000 and $4,000, respectively for Texas)
Bonus awards are earned based on performance: 50% Skills, Knowledge, and Responsibility 30% Classroom-level Value-added Achievement Gains 20% School-level Value-added Achievement Gains
TAP salary enhancements are all over and above traditional salary schedule
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Proven Success of TAPProven Success of TAPin Texasin Texas
Richardson ISD Student Performance Data
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Proven Success of TAP Proven Success of TAP in Texasin Texas
Richardson ISD Staff Retention Data
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Texas Results from 2006-07 Texas Results from 2006-07 are in!are in!
Value-Added Calculations computed Value-Added Calculations computed by SAS Instituteby SAS Institute
7 out of 9 schools in Texas received 7 out of 9 schools in Texas received the highest possible value-added the highest possible value-added score of 5!!score of 5!!
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Expansion of Texas TAPExpansion of Texas TAP
UT System is currently working to UT System is currently working to expand the Teacher Advancement expand the Teacher Advancement Program to additional schools in the Program to additional schools in the state of Texas.state of Texas.
Two opportunities for expansion Two opportunities for expansion US Department of Education Teacher US Department of Education Teacher
Incentive FundIncentive Fund Texas House Bill 1 Subchapter O LegislationTexas House Bill 1 Subchapter O Legislation
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Teacher Incentive FundTeacher Incentive Fund
$25.5 million grant awarded in June 2007 $25.5 million grant awarded in June 2007 to UT System by the US Department of to UT System by the US Department of Education to implement TAP in additional Education to implement TAP in additional Texas schools.Texas schools.
The program involves seven public school The program involves seven public school districts across the state of Texas, and districts across the state of Texas, and includes 27 schools, over 1,200 includes 27 schools, over 1,200 professional staff, and over 16,800 professional staff, and over 16,800 students.students.
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HB1 Subchapter OHB1 Subchapter O
HB 1, Subchapter O mentions TAP HB 1, Subchapter O mentions TAP as eligible teacher incentive as eligible teacher incentive program.program.
State Director for Texas TAP will State Director for Texas TAP will assist schools in planning for TAP assist schools in planning for TAP implementation through DATE implementation through DATE program.program.
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TAP Program Development for TAP Program Development for Fall 2008 ImplementationFall 2008 Implementation
NOW is the time to start planning for TAP NOW is the time to start planning for TAP implementation in 2008!!implementation in 2008!!
What do you need to do if you are interested in What do you need to do if you are interested in learning more about TAP implementation?learning more about TAP implementation?
Attend the TAP Information Session this fall: Attend the TAP Information Session this fall: TETN scheduled for...TETN scheduled for...
Attend a TAP Implementation Workshop this fall:Attend a TAP Implementation Workshop this fall: Multiple workshops provided in November/December Multiple workshops provided in November/December
2007 (only need to attend one)2007 (only need to attend one) Contact the Executive Director, Texas TAP for Contact the Executive Director, Texas TAP for
more information about program development more information about program development calendar and implementation questions.calendar and implementation questions.
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For more information For more information about Texas TAP, contact:about Texas TAP, contact:
Tammy Kreuz, Ph.D.Tammy Kreuz, Ph.D.Executive Director, Texas Executive Director, Texas
[email protected]@utsystem.edu
(512) 322-3757(512) 322-3757
Timelines, Resources, Questions and Answers
TEEG Primary Resources
TEEG Website:
www.tea.state.tx.us/ed_init/teeg/
TEA Grant Opportunities:
http://burleson.tea.state.tx.us/GrantOpportunities/forms/
Notice of Intent to Apply:
http://www.tea.state.tx.us/ed_init/eeg/datex/apply.html
TEEG Regulatory Resources
Statute:
www.capitol.state.tx.us/tlodocs/793/billtext/pdf/HB00001F.pdf
Commissioner's Rules:
www.tea.state.tx.us/rules/tac/chapter102/ch102ff.html
TEEG Program Content Resources
Appendix A: Glossary of Terms:
www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_A.pdf
Appendix B: Part I Model Plans:
www.tea.state.tx.us/ed_init/teeg/TEEG_Part2_B.pdf
Appendix C: Part II Model Plans:
www.tea.state.tx.us/ed_init/teeg/Appendix_C_FINAL.pdf
TEEG Program Planning Resources
TEEG Requirement Checklist:http://www.tea.state.tx.us/opge/disc/
EducatorExcellenceAward/TEEG_TETN.doc
Supplemental Planning Tool:http://198.214.97.41:8080/Guidelines/non-eGrants
%20Documents/591-08/TEEG%20Supp%20Planning%20Tool%20Cycle%202_EM.pdf
Frequently Asked Questions, TEEG Cycle 1:www.tea.state.tx.us/opge/disc/EducatorExcellenceAward/
FAQ_090806.pdf
DATE TimelinesNotice of Intent to Apply• Available Wednesday, August 29, 2007• Due Friday, October 19, 2007
Award Amounts• Estimates available Friday, October 26, 2007
Application • Available Friday, October 26, 2007• Due Tuesday, April 15, 2008
* Note all dates subject to change
DATE Timelines Continued
Technical Assistance
• Information Sessions:
September - October 2007
• Workshop Sessions:
November – December 2007
February – March 2008
DATE Grant Resources
DATE Website: www.tea.state.tx.us/ed_init/eeg/datex/
TEA Grant Opportunities:http://burleson.tea.state.tx.us/GrantOpportunities/forms/
Statute:www.capitol.state.tx.us/tlodocs/793/billtext/pdf/HB00001F.pdf
Teacher Advancement Program:http://www.talentedteachers.org/
DATE Program Planning Resources
DATE Implementation Year Calendar of Events timeline:
http://www.tea.state.tx.us/ed_init/eeg/datex/timeline.html
Supplemental Planning Tool:
http://www.tea.state.tx.us/ed_init/eeg/datex/pd_req.html
DATE Fact Sheet:
http://www.tea.state.tx.us/ed_init/eeg/datex/pd_factsheet.html
Contact InformationRita Ghazal
Program Manager Office of Education Initiatives E-mail: [email protected]: (512) 463-8911
Priscilla AquinoProgram SpecialistOffice of Education InitiativesE-mail: [email protected]: (512) 463-5759
Jerel BookerProgram ManagerDivision of Educator ExcellenceE-mail: [email protected]: (512) 463-3452
Karen HarmonGrant ManagerDivision of Discretionary GrantsE-mail: [email protected]: (512) 463-9181
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