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Rethinking Resources for Student Success
Transforming District Resources to Improve
Teaching and Learning: State Options & Priorities
CCSSO Moving Forward: State Resource Allocation
Workshop
November 16, 2011
Education Resource Strategies 2
Why it’s a historic moment for states
Defining priorities for states in restructuring
resources to improve teaching effectiveness
Defining a state approach
Break-out session to identify and prioritize state
action
Agenda
Education Resource Strategies 3
Overall the number of teachers has increased, but the basic structure of schooling has remained the same
Source: Digest of Education Statistics 2007: Tables 61, 64, and 66
Education Resource Strategies 4
We’ve bought more staff, instead of investing in knowledge, skills and support
Source: The Parthenon Group, 2007 from NCES; Educational Research Service; Parthenon Analysis
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Growth in Per Pupil Expenditure (1970 to 2005)
Increase in number of
Non-Teachers
(excl. SPED)
Increase in Number of
Teachers (excl. SPED)
Increase in SPED staff
All other non-staff
Increase in Benefits Rate
Education Resource Strategies 5
The nation would need 1 million fewer teachers
Professional Growth spending could be focused on fewer,
abler teachers
Average teacher salaries could be $80,000 per year
If teacher-student ratios had stayed at 1970 levels…
Source: Federick M Hess , “Rethinking the Teacher Quality Challenge, 2011 PIE Network Summit Policy Brief
Education Resource Strategies 6
Budget gaps are systemic due to a fundamental cost structure that continues to rise regardless of revenue
• Longevity based teaching
salaries grow at ~2-4% annually
• Benefits growing
at ~10+% annually
• SPED spending continues to
grow
• Pre-set COLA increases
• Tax revenue falling
• Enrollment declining
• Sudden drop in Federal Funds
Education Resource Strategies 7
• 21st century labor force demanding new approaches to compensation, work place organization and job design
• The launching of Common Core learning standards
• Emphasis on revamping Teacher Evaluation raises profile of and need for systemic and coordinated effort
• New technologies and understanding learning require
different models of instructional delivery
Meanwhile the context demands state action..
Education Resource Strategies 8
Revise funding systems to ensure equitable, transparent and flexible funding.
Restructure compensation to link to individual and team contribution.
Rethink standardized class size models to target individual attention.
Use existing time better and extend time in critical areas to meet student needs.
Redirect Special Education spending to early intervention and targeted individual attention in general education settings.
Develop leadership capacity by redirecting spending from compliance and monitoring to support and training.
Leverage technology & community partners.
This summer we talked about “Tough Times Restructuring Priorities” for school districts
Education Resource Strategies 9
…and the tough choices and trade-offs districts must make to move toward transformed practice
For the same cost a typical 25,000 student urban district can:
ERS’ District Reallocation Modeler (DREAM)
Reduce class sizes
grades 4-12 by 2
Pay the top contributing
15% of teachers 10K
more OR
Eliminate automatic
COLA and modify based
on actual costs and
revenue increase
Allow benefits spending
to increase by 10% OR
Implement new teacher
evaluation system & add
60 minutes of
Collaborative Time
Add 60 minutes of
school day in the 25%
lowest performing
schools
OR
Education Resource Strategies 10
Education Resource Strategies 11
Education Resource Strategies 12
Why it’s a historic moment for states
Defining priorities for states in restructuring
resources to improve teaching effectiveness
Defining a state approach
Break-out session to identify and prioritize state
action
Objectives and Agenda
Education Resource Strategies 13
Revise funding systems to ensure equitable, transparent and flexible funding
Restructure compensation to link to individual and team contribution.
Rethink standardized class size models to target individual attention.
Use existing time better and extend time in critical areas to meet student needs.
Redirect Special Education spending to early intervention and targeted individual attention in general education settings.
Develop leadership capacity by redirecting
spending from compliance and monitoring to support and training.
Leverage technology & community partners.
The state can have a huge impact by promoting a transformational approach to improving teaching effectiveness by…..
…supporting districts to
create a comprehensive
talent management
system
that focuses on
continuous improvement
of teaching effectiveness
and not just hiring and
firing
“Tough Time Restructuring Priorities”
Education Resource Strategies 14
Defines, measures and reports teaching effectiveness to inform hiring, retention, placement, professional growth opportunities, and
compensation
Structures compensation to attract and retain the highest quality
teaching force
Offers career paths that attract, grow and leverage talent and expertise
Hires and assigns talented individuals to work in teams that match
expertise to needs of the job
Provides job-embedded opportunities for professional growth through
teaming and collaborative planning time.
Improves individual capacity by providing differentiated professional
growth opportunities linked to needs as identified through evaluation
A comprehensive Talent Management System:
Today’s Focus
Education Resource Strategies 15
To understand how States can support districts take a transformational approach to improving teaching effectiveness they need to understand...
Where school
districts are
now
The obstacles
in the way
Where school
districts must
be
Education Resource Strategies 16
What should it look like? Structures compensation to attract and retain the highest quality teaching force
Attract a high
performing teaching
force
Competitive compensation
package at entry
Retain a high performing teaching force
Competitive compensation
package for effective
performers over time
Motivate a high
performing teaching
force
Differentiated compensation
that provides incentives for
contribution
Align a high performing
teaching force with district performance
goals
Differentiated compensation
reflecting the challenge of
the assignment
BY PROVIDING
BY PROVIDING
BY PROVIDING
BY PROVIDING
Education Resource Strategies 17
What does it currently look like? Compensation
Attract Starting teacher salaries not
competitive with comparable
professional opportunities or
differentiated for high value expertise
Retain Single salary schedule pays all teachers
the same regardless of performance.
Pension structure encourages low
performers to stay.
Motivate
Lane structure provides permanent
increases for one-time learning.
Align Inconsistent or Insufficient incentives for
taking on greater challenges or playing
leadership roles
NO
NO
NO
NO
Education Resource Strategies 18
Lowest Quarter Middle Quarters Highest Quarter
26%
20%
15%
0%
5%
10%
15%
20%
25%
30%
ImpliedRetention Rate
62% 50% 40%
The teaching profession is attracting lower quality candidates; while compensation structure is not the only reason, it is a major factor
Note: Females in the “top of their high school class” refer to those females whose high school test scores ranked in the top decile
Sources: The Parthenon Group, 2007 from NCES; Hoxby and Leigh (2003); Corcoran, Schwab, Evans (2002)
1965 1992
20%
4%
0%
5%
10%
15%
20%
PERCENTAGE OF FEMALES FROM THE TOP OF
THEIR HIGH SCHOOL CLASS WHO ENTER
TEACHING, 1965-1992
PERCENTAGE OF 1992-93 BACHELOR DEGREE
RECIPIENTS WHO WERE CURRENT OR FORMER TEACHERS
BY COLLEGE ENTRANCE EXAM SCORE, 2003
Pe
rce
nt
of Fe
ma
les
Pe
rce
nta
ge
of B
ac
he
lor
De
gre
e R
ec
ipie
nts
Education Resource Strategies 19
It takes teachers almost a decade longer to reach peak earnings than it does for other professionals
Education Resource Strategies 20
Even though salary components are the same, the details differ significantly across districts…creating different incentives
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100% Performance
Pay
National Board
Certification
Leadership
Roles
Education
Experience
TOTAL POSSIBLE RAISES OVER TEACHER’S CAREER
Source: Salary Schedules and Teacher Contracts.
Total Possible
Raise $47k $54k $42k $61k $55k $60K $48k $47k $56k $42k $50k $49k $50k
% Over
Base 124% 156% 92% 142% 122% 135% 113% 115% 131% 117% 111% 134% 128%
Education Resource Strategies 21
This typical district devotes less than 2% of all teacher compensation spending to reward increased teacher contribution or performance
0%
20%
40%
60%
80%
100%
District with Senior Teacher
Force
$500 Million
42%
7%
27%
24%
>1%
Benefits
Responsibility & Results
Longevity
Education
Base
Source: ERS Analysis
Education Resource Strategies 22
A single salary structure with automatic lane and step increases,
combined with COLA, forces the district to invest significantly in
characteristics that research shows do not impact student achievement.
Assumptions:
•Base salary, education and step all increase by 2.1% COLA
•Same size teacher workforce & no attrition savings
•Benefits pegged at 34% of salary
District A’s Projected Teacher
Compensation Costs
Across all the teachers in the
district, this adds up to an
additional $7-9 million next year or
$40-50 million by FY15 just to pay the salary and benefit increases
of the existing workforce
$7m = laying off 88 teachers at avg.
compensation OR 127 first year teachers
$40m= laying off 416 teachers at avg.
compensation OR 657 first year teachers
$-
$50
$100
$150
$200
$250
$300
$350
FY10 FY11 FY15
Benefits
Other pay
Longevity
Education
Base
$258m
$266-$268m
$298-$309m
Education Resource Strategies 23
This is not to suggest district should invest less in teaching effectiveness, just that they should change the nature of their investment
Educational Attainment
Experience Performance
Contribution
Education Resource Strategies 24
Small reductions in class size make little difference in student
performance unless class sizes are reduced to 13-17 student or lower;
and can even work against teaching quality efforts
If slicing the current pie is not sufficient to meet compensation goals, then districts need to find ways to reallocate resources to make a bigger pie
Class size
reduction
Need for
MORE
high
quality
teachers
$ for
additional
PD
Education Resource Strategies 25
What should it look like? Provides job-embedded
opportunities for professional growth through
teaming and collaborative planning time.
Education Resource Strategies 26
What does it look like? Providing real-time job-embedded
professional growth opportunities through teaming and
collaborative planning time.
Deliberate
assignment to
teaching teams
Depends on principal capacity to recognize
teaching expertise because Information on
teaching effectiveness not systematically
collected or made accessible to principals.
Collaborative
Planning Time Depends on leaders to design and implement
complex schedules and limited by contracts
Formative
assessments
Most districts adopting formative assessments.
Budget constraints limit purchase of technology
to enable real-time data
School-based
expert support
Coaching and release time cut with budget
declines; teacher assignment practices result in
schools with inappropriate mix of master and
novice teachers
VARIABLE
VARIABLE
YES
N0
Education Resource Strategies 27
41 49
81
105 116
195
233 244
268 281 283
-
50
100
150
200
250
300
Difference Between Annual Teacher
and Student Hours (MS/HS 2010-2011)
While some districts have significant teacher time without students….
Source: ERS district database, TR3 Database, DCPS teacher contract and school schedules
Ho
urs
per
Year
Education Resource Strategies 28
Source: The New Teacher Project, “The Widget Effect” 2009
Most extra teacher time is “unspecified”, with little structure over how that time is used
Education Resource Strategies 29
What should it look like? Improves individual capacity by providing
differentiated professional growth opportunities linked to needs as
identified through evaluation
Organizational
Improvement
Professional development in the
context of organizational
priorities (ex curriculum adoption)
School-Based
Support
Job-embedded
Opportunities through teaming and collaborative
planning
Individual Growth
Opportunities
Professional development in the
of the individual needs of a teacher,
particularly at career junctures
Tightly linked to evaluations and
career path
Offered by or thru
the District office
Offered by school
with structures facilitated by District
Investment in Professional Growth should be balanced across the district,
school and individual needs, depending on available resources, district
priorities, and teacher capacity
Education Resource Strategies 30
What does it currently look like? Differentiated Professional Growth for Individuals
Organizational
Improvement
•Workshop based with little on-site follow-up
•One size fits all
•Fragmented across departments and purposes
School-Based
Support
•Schools not supported in implementation
•Teacher assignment practices result in schools
that do not have an appropriate mix of
teachers
•Principals don’t have scheduling capacity.
Individual
growth
opportunities
•At the direction of individual teachers with little
connection to district or school priorities or
teacher evaluation results.
• Largest expenditure is compensation lanes.
Education Resource Strategies 31
This district spends $63 million annually in teacher salaries for
educational attainment, $28 million to teachers who have more
than a master’s degree
The largest component of spending on teacher professional
growth is often considered an entitlement rather than an
available resource for improving effectiveness
TOTAL SPENDING ON PROFESSIONAL DEVELOPMENT (SY 07-08)
PD Initiatives
$57.9M
Contracted
PD Days
$40.6M
Estimated Salary
Increments for
Coursework
$63.4M
36% 25% 39%
District Z: Total spending on Professional Development (SY07-08)
Education Resource Strategies 32
Districts we have studied spend between 1.6% and 5% of
operating budget on Professional Growth initiatives
1.6%
2.1%
2.8% 3.2%
3.6% 3.9%
4.5%
5.0%
0%
1%
2%
3%
4%
5%
6%
District B District P District H District C District D District E District R District A
% o
f O
pe
ratin
g B
ud
ge
t
09-10 Professional Development Spending as Percent of Operating Expenditures
Education Resource Strategies 33
Due to recent budget constraints, many districts are funding PD primarily from directed federal and state sources
56%
42%
7% 29%
28%
29%
9%
0%
20%
40%
60%
80%
100%
Denver (3.25% of Op. Budget) Duval (3.92% of Op. Budget)
Denver $5,914 per teacher Duval $4,582 per teacher
PD Funding Sources
PRIVATE
LOCAL
STATE
FEDERAL
Education Resource Strategies 34
Principal Dev.
Investment in Professional Growth is often spread across many
initiatives and purposes, resulting in fragmentation
School-based support
49.4 M
Individual
Growth
$9.6 M
District initiatives
$13.7 M
Special
Populations
TDE days
Teacher
Comp for
Lanes
TDE days
Teacher
Leadership
Induction
Contract Professional
Development Time
Coach Compensation
Materials, Vendors, Conferences
Largest investments in time
and expert support,
consistent with
characteristics of quality
professional development
set out in district’s PD plan
Professional
Development
Office
Title I
Schultz Initiatives
Chf. Off. Science
HS Educ.
TDE days Acad Intst.
Source: Duval 09-10 expenditure file, Duval teacher contract
Note: TDE days include substitute and teacher salary costs; total in file split across 3 categories of PD
$10K/teacher spread across many initiatives & purposes, creating risk of fragmentation
Educ. Tech.
Education Resource Strategies 35
• Priorities determined by grants
• Spending controlled by union contractual provisions
• Too many “priorities” resulting from a lack of understanding
of need
• Budgeting practices that award all departments and schools
a pot of money for PD
• Continuing to honor the scared cows
This fragmentation is driven by:
Education Resource Strategies 36
Why it’s a historic moment for states
Defining priorities for states in restructuring
resources to improve teaching effectiveness
Defining a state approach
Break-out session to identify and prioritize state
action
Objectives and Agenda
Education Resource Strategies 37
It is the joint responsibility of:
What is the state role in promoting teaching effectiveness?
State Commissioner
Dept of Ed
Legislature Administration
School
Board
Union
Higher
Education School
Cadre of Highly Effective Teachers
And these actors do not always have a coordinated approach…
Education Resource Strategies 38
This is generally accomplished by dictating inputs through
laws, regulations, administrative policies, contracts, etc
Federal
State
District
School
Teacher
Legislature
School
Board
Courts
Administration
State Commissioner
Dept of Ed
Union
DOE
And these are just the formal
actors! Implied inputs are imposed
by parents, community,
Other?
Higher
ed
Resulting in instructional
decisions being made further
and further away from the
classroom
Education Resource Strategies 39
The input approach often has the side effect of tying up
scarce district resources that could be redirect to increasing
teaching effectiveness
Mandated new teacher mentor programs
Intended Purpose To ensure that school districts provide sufficient support
for teachers new to the profession in order to reduce
new teacher turnover
Controlling Provisions State Law; State Regulations, Union Contracts,
Administrative provisions
Misaligned Resources Overinvestment in new teacher district mentors,
required external PD and days, administrative costs
and compliance costs
Unintended Results •Underinvestment in school-based job-embedded
supports
•Often supports not integrated into school instructional
model, support fragmented and often not aligned
with new teacher needs
Education Resource Strategies 40
We need to flip the paradigm……
Dictate Inputs Measure Outcomes
The System we have:
The System we want:
Measure Inputs Dictate Outcomes
Education Resource Strategies 41
We are beginning to see this paradigm shift with Teacher evaluations
Measure Inputs Dictate Outcomes
Characteristics of Effective
Teaching
(ex: Rubric based on
Charlotte Danielson)
Student Outcomes
(ex: Value Added
Measures)
Education Resource Strategies 42
Dictating Outcomes too narrowly or outside the context of new
instructional delivery models may result in solidifying structures we
know are not optimal
We need to be careful that the paradigm flip is not 360 degrees
Will tying student outcomes to
individual teachers exclude the
movement to new instructional
delivery models, including teaming,
that move us away from the
traditional one teacher – one
classroom model?
Education Resource Strategies 43
In this paradigm the State plays a number of different roles to influence behavior
Barrier
Breaker
The State removes internal regulations and rules that
constrain district flexibility and/or force investment
misalignments
Capacity
Builder
The State builds the capacity of districts to improve
teaching effectiveness thru PD, tools, access to data,
models of best practice
Service
Broker
The State identifies providers of services that meet high
standards and structures access and networks
Incentivize
Provider
The State establishes structures, including innovation
grants, that encourage certain behaviors or practices
Influencer
The State works with other stakeholders (unions,
legislature) to increase understanding of barriers to
improving teaching effectiveness
Mandate
Maker
The State mandates certain practices, processes or
investments that have a compelling State priority
Education Resource Strategies 44
Why it’s a historic moment for states
Defining priorities for states in restructuring
resources to improve teaching effectiveness
Defining a state approach
Break-out session to identify and prioritize state
action
Objectives and Agenda