Nothing Matters More Than a Quality TeacherNothing Matters More Than a Quality Teacher

Research confirms that Teacher Quality is the most important school-

related factor affecting student learning

Research confirms that Teacher Quality is the most important school-

related factor affecting student learning

The Teacher Advancement Program (TAP) is a research-based school improvement model designed to attract, retain and motivate the best talent to the teaching profession.

The comprehensive TAP system is built on four elements: 1. multiple career paths 2. instructionally-focused evaluations 3. performance-based compensation4. ongoing applied professional growth

At dozens of TAP demonstration schools nationwide, and at 14 schools here in Arkansas, educators are offered support and incentives to develop, share and implement teaching strategies that improve student learning. Their efforts are rewarded by enhanced professionalism, compensation and leadership opportunities. In this way TAP can transform teaching into a much more dynamic career that will ensure a quality education for all of America's children.

What is the Teacher Advancement Program (TAP)?

How do we recruit and retain?

How do we recruit and retain?

Results from the South Carolina working conditions survey administered statewide in April 2005 indicate that leadership, the work environment, the opportunity for continuous improvement, career advancement opportunities and the ability to interact and work with professional colleagues also draws teachers to work in hard-to-staff schools. The survey also yielded a significant connection between retention and professional development at all levels (Emerick, 2005).

Results from the South Carolina working conditions survey administered statewide in April 2005 indicate that leadership, the work environment, the opportunity for continuous improvement, career advancement opportunities and the ability to interact and work with professional colleagues also draws teachers to work in hard-to-staff schools. The survey also yielded a significant connection between retention and professional development at all levels (Emerick, 2005).

Schools with Low Student Achievement

Schools with Low Student Achievement

School (only those schools with grades 3–8 administered the PACT)

% Free/RP Lunch

% Minority Enroll-Ment

% Below Basic PACT ELA

% BB PACT Math

% BB PACT Science

% BB PACT Social Studies

Bennettsville Elem 92 81 38 46 68 50

Bennettsville Middle 92 81 58 59 73 77

Bennettsville Primary 93 82

Blenheim Elem/Middle 88 44 47 50 64 66

Carver Jr High 67 83 39 48 58 49

Language Arts Math Science Social Studies

Schools Minority Non-Minority

Minority Non-Minority

Minority Non-Minority

Minority Non-Minority

JC Lynch El. 19% 10% 31% 13% 65% 40% 54% 45%

Joanna Woodson El.

23% 8% 11% 11% 41% 22% 43% 43%

Lake City High* 21% 11% 43% 15% * * * *

Olanta El. 28% 6% 22% 6% 62% 29% 47% 24%

Scranton El. 22% 12% 33% 9% 57% 20% 42% 14%

Greenwood El. 43% 16% 37% 13% 72% 31% 48% 24%

Schools with an Achievement GAP

South Carolina Bonus Information

South Carolina Bonus Information

Teacher Advancement Program of 2002 TAP Today

Career Ladder (stipends vary by district) Career Ladder ($10,000/master and $5,000/mentor

Incentives for Teachers ($2000/teacher). Varied by district.

Incentives for Teachers ($3000/teacher) and Principals ($10,000/admin team)

Teacher Survey used for 40% of Master Teacher bonus

Teacher Survey is not be used for bonuses

Only used PACT Using PACT, MAP, and looking for other measurements

How Teacher Performance is Measured

Teacher Skills, Knowledge and Responsibilities

School-wide Value added Achievement

IndividualTeacher Value added

Achievement

40%

30%

30%

Determinedby Approved

Testing

Determined byEvaluationswith TAP

Rubrics andResponsibility

Survey

Sample Indicator from theInstructional Rubric

Questioning

Teacher questions are varied and high quality providing a balanced mix of question types:oknowledge and comprehension, oapplication and analysis, andocreation and evaluation.Questions are consistently purposeful and coherent.A high frequency of questions is asked.Questions are consistently sequenced with attention to the instructional goals.Questions regularly require active responses (e.g., whole class signaling, choral responses, written and shared responses, or group and individual answers). Wait time (3-5 seconds) is consistently provided.The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and sex.Students generate questions that lead to further inquiry and self-directed learning.

Teacher questions are varied and high quality providing for some, but not all, question types:oknowledge and comprehension, oapplication and analysis, andocreation and evaluation. Questions are usually purposeful and coherent.A moderate frequency of questions asked.Questions are sometimes sequenced with attention to the instructional goals.Questions sometimes require active responses (e.g., whole class signaling, choral responses, or group and individual answers). Wait time is sometimes provided.The teacher calls on volunteers and non-volunteers, and a balance of students based on ability and sex.

Teacher questions are inconsistent in quality and include few question types:oknowledge and comprehension, oapplication and analysis, andocreation and evaluation. Questions are random and lack coherence.A low frequency of questions is asked.Questions are rarely sequenced with attention to the instructional goals.Questions rarely require active responses (e.g., whole class signaling, choral responses, or group and individual answers). Wait time is inconsistently provided.The teacher mostly calls on volunteers and high ability students.

1. How are the bonus awards calculated? 2. How much is the bonus award pool?3. Can I lose money by doing TAP?4. How can the TAP performance-based compensation system be fair when 50% of

my bonus award is based on student performance, and I have the most difficult students in the school?

5. What if I don’t have a particular classroom of students, how will my bonus be calculated?

6. What if I am a PE or art teacher and my area is not measured on the test used to figure student value-added learning gains, how will my bonus be calculated?

7. How do the bonus award pools work? Will I be in competition for award money with my fellow teachers? What is to keep master and mentor teachers from scoring me lower on my evaluation so they can get higher bonus awards?

8. If the master and mentor teachers are the best teachers in the school, won’t they always get the highest bonus award?

9. Who will be eligible for performance awards?

Questions Teachers Ask About TAP’sPerformance-based Compensation

Of the 366 teachers surveyed in 2005–06, 93 percent said they were neutral or strongly supported increased accountability, and 70 percent indicated they were neutral or strongly supported the concept of pay for performance.

Prior to participating in the TAP program, teacher turnover was a serious problem at Bell Street Middle School. Nearly 40 percent of teachers left the school in 1999–2000 and 32 percent left the next year. After the introduction of TAP in the 2001–02 school year, teacher turnover had dropped to below 10 percent in 2003–04 and 2004–05.

Spaulding Elementary in Darlington had always received a report card rating of ‘Unsatisfactory’ with low improvement scores. After the first year of TAP implementation, their score jumped to ‘Below Basic’ with an improvement rating of ‘Good.’

Successes in South Carolina

SC Governor Mark Sanford’s Executive Budget

4.  Elevating and reinvigorating our teaching profession.Jim believes that we must commit to elevating the teaching profession, once again, in our society.  He knows that teachers are not the problem Ð they are an essential part of the solution to the problems facing public education in South Carolina.  As State Superintendent of Education, he will work to change the dialogue about the teaching profession in South Carolina and bring to an end the all-too-often unjustified criticism of teachers and their chosen profession.  He will work to recruit, retain, and reward the best and brightest and ensure a quality teaching force for the next generation.

                                   •State Superintendent Of Education Jim Rex's plan to improve South Carolina's schools