Professionalizing Teaching Through Teacher Compensation

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Professionalizing Teaching Through Teacher
Compensation

• By
• Jim Carlson Clark Reinke
• Plymouth, Wisconsin
• Teachers Career Paths, Compensation and
  Collective Bargaining in the 21st Century
  November 10, 2007 - Dover, Delaware

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Presentation Roadmap

• Presenters
• Introduction to the model
• Foundational beliefs
• Bargaining process
• Professional development framework
• Compensation framework
• Questions?

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Introduction to Model

• District background
• 2500 students, 200 teachers
• Previous bargain was contentious
• Low per-pupil spending district
• New superintendent
• Bargain took 3.5 yrs, with teachers starting 3
  school yrs without contract

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Introduction to Model

• Goals
• Attract retain teachers
• Compete with area districts
• Enhance teaching as a profession
• Improve success of students teachers
• Improve relationships and ability to solve
  problems

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Introduction to Model

• Negotiated a knowledge, skills, and
  performance-based salary schedule
• Utilized consensus bargaining process

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Foundational Beliefs

• Good teaching does make a difference we know
  what good teaching looks like
• Effective professional development can enable
  teachers to gain knowledge, skills disposition
  to be successful with students

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Effective Professional DevelopmentNSDC Standards

• Staff development that improves the learning of
  all students
• Organizes adults into learning communities whose
  goals are aligned with school district
• Requires skillful leadership at all levels
• Requires resources
• Uses data to establish priorities, monitor
  progress, and sustain improvement
• Uses multiple assessment measures/strategies
• Prepares educators to apply research

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Effective Professional DevelopmentNSDC Standards

• Uses appropriate learning strategies
• Applies knowledge about human learning change
• Provides knowledge skills for collaboration
• Prepares educators to address equity
• Addresses quality teaching (content,
  instructional strategies, assessment)
• Provides knowledge skills to engage
  families/community

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Foundational Beliefs

• A teachers union has just as much responsibility
  to help teachers be success in the classroom as
  they do in providing protection, salaries,
  benefits.
• Teacher leadership is an important variable

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Foundational Beliefs

• We can improve the quality of teaching and
  enhance teaching as a profession if we can
  restructure our compensation system to reflect
  more than just years of experience college
  credits.
• Compensation systems based on test scores and
  evaluation systems have not proven effective and
  erodes the desired culture

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Foundational Beliefs

• The contract is an important document that can be
  used to leverage variables that lead to good
  teaching.
• It is important to transform the negotiated
  agreement from a document that defines wages,
  hours, working conditions to a covenant that
  provides framework for roles, relationships,
  expectations for performance

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Foundational Beliefs

• The bargaining table is a powerful leadership
  venue
• Better bargaining results are realized when
  parties focus on interests rather than positions

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Three-Dimensional Salary ScheduleStructure,
Transfer, and Analysis
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PROFESSIONAL DEVELOPMENT PLAN
PROFESSIONAL DEVELOPMENT COUNCIL
PROFESSIONAL GROWTH PLAN DISTRICT
SITE GOALS
GOALS
RESULTS BASED
LEADERSHIP CADRE
PROFESSIONAL DEVELOPMENT ACADEMY
STUDENT LEARNING
INDIVIDUAL GROWTH AND COMPENSATION
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Manitowoc, Wisconsin

• Restructured Salary Schedule
• School District Academy
• Professional Development Certificate
• National Board Certification
• Master Educator
• Doctoral Degree