_____________________________________________________________ ___________________
BEST TEACHING SALARY CAREER LADDER PROGRAM
DISTRICT PLAN FOR IMPLEMENTATION BEGINNING 2004-2005
GENERAL INFORMATION
District___________________________________________Superintendent______________________________
Street Address _______________________________City ______________________Zip___________________
Telephone _________________________________________ Fax _____________________________________
Email address ____________________________________Website ____________________________________
The BEST Teaching Salary Career Ladder Program District Contact Person Information:
Name ______________________________________________________________________________________
Telephone _________________________________________ Fax _____________________________________
Email address _______________________________________________________________________________
APPROVAL:
Signature, School District Superintendent
Date
BETTER EDUCATED STUDENTS AND TEACHERS (BEST)
TEACHING SALARY CAREER LADDER PROGRAM
IMPLEMENTATION NARRATIVE
IN ADDITION TO SPECIFIC STATUTORY REQUIREMENTS WHICH MUST BE
INCLUDED, EXAMPLES ARE GIVEN
IN ITALICS
THAT YOU MAY CHOOSE TO
CONSIDER BASED ON THE INTENT OF THE LAW. FIVE BROAD PRINCIPLES
ARE IDENTIFIED THAT FOCUS ON TEACHER COMPENSATION AND
PROFESSIONAL DEVELOPMENT PRINCIPLES. THESE FIVE PRINCIPLES ARE:
♦
MULTIPLE CAREER PATHS
♦
MARKET-DRIVEN COMPENSATION
♦
PERFORMANCE-BASED ACCOUNTABILITY
♦
ONGOING, APPLIED PROFESSIONAL GROWTH
♦
HIGH-QUALITY INSTRUCTION OF LOW-PERFORMING STUDENTS
PLEASE ANSWER THE FOLLOWING QUESTIONS IN SECTIONS A-D, LIMITING
YOUR DISTRICT RESPONSES TO A TOTAL OF 20 PAGES OR LESS.
A: MULTIPLE CAREER PATHS
?
1. Describe the timeline and plan for the district school board to adopt designated categories of
classroom teachers reflecting the salary career ladder levels. Please include a detailed description
that further explains the teacher eligibility requirements for each of the four levels in your district.
Each and every classroom teacher must be assigned to one of the four career ladder levels.
(See Section 1012.231, Florida Statutes)
(a)
?
Associate teacher
•
Classroom teachers in the school district who have not yet received a professional certificate
or those with a professional certificate who are evaluated as low-performing teachers.
(b)
?
Professional teacher
•
Classroom teachers in the school district who have received a professional certificate.
(c) Lead teacher
•
?
Classroom teachers who have received a professional certificate.
•
?
Responsible for leading others in the school as department chair, lead teacher, grade-level
leader, intern coordinator, or professional development coordinator.
•
?
Must participate on a regular basis in the direct instruction of students and serve as faculty
for professional development activities as determined by the State Board of Education.
•
?
Eligibility: A teacher must demonstrate outstanding performance pursuant to s.1012.34
(3)(a)1-7 and must have been a "professional teacher" as defined above for at least 1 year.
(d) Mentor teacher
•
?
Classroom teachers in the school district who serve as regular mentors to other teachers who
are either not performing satisfactorily or who strive to become more proficient.
•
?
Mentor teachers must serve as faculty-based professional development coordinators and
regularly demonstrate and share their expertise with other teachers in order to remain
mentor teachers.
•
?
Mentor teachers must also participate on a regular basis in the direct instruction of low-
performing students.
•
?
Eligibility: A teacher must demonstrate outstanding performance pursuant to s.
1012.34(3)(a)1.-7. and must have been a "lead teacher" as defined above for at least two
years.
DISTRICT RESPONSE TO A-1:
2
A: MULTIPLE CAREER PATHS, CONTINUED
?
2. List and explain the district’s generic job description for each of the four levels of the career
ladder. These descriptions must reflect the increased responsibilities required of Lead Teachers
and Mentor Teachers. (See Section 1012.231, Florida Statutes)
You
Must
Include Those Duties and Responsibilities Specified in s. 1012.231, F.S.:
(
a)
?
Associate teacher
•
?
Classroom teachers in the school district who have not yet received a professional
certificate or those with a professional certificate who are evaluated as low-performing
teachers.
(b)
?
Professional teacher
•
?
Classroom teachers in the school district who have received a professional certificate.
(c) Lead teacher
•
?
Classroom teachers who have received a professional certificate.
•
?
Responsible for leading others in the school as department chair, lead teacher, grade-
level leader, intern coordinator, or professional development coordinator.
•
?
Must participate on a regular basis in the direct instruction of students and serve as
faculty for professional development activities as determined by the State Board of
Education.
•
?
Eligibility: A teacher must demonstrate outstanding performance pursuant to s.1012.34
(3)(a)1-7 and must have been a "professional teacher" as defined above for at least 1
year.
(d) Mentor teacher
•
?
Classroom teachers in the school district who serve as regular mentors to other teachers
who are either not performing satisfactorily or who strive to become more proficient.
•
?
Mentor teachers must serve as faculty-based professional development coordinators and
regularly demonstrate and share their expertise with other teachers in order to remain
mentor teachers.
•
?
Mentor teachers must also participate on a regular basis in the direct instruction of low-
performing students.
•
?
Eligibility: A teacher must demonstrate outstanding performance pursuant to s.
1012.34(3)(a)1.-7. and must have been a "lead teacher" as defined above for at least two
years.
Mentor Teacher Job Description
May
Include, But Is Not Limited To:
a.
?
Collaborating with colleagues to construct exemplary lessons.
b.
?
Overseeing adoption of curriculum resources.
c.
?
Providing demonstration lessons.
d.
?
Facilitating curriculum planning.
e.
?
Sharing instructional leadership with principal.
f.
?
Leading professional development activities.
g.
?
Teaching a portion of the day, which can be flexible and clustered.
h.
?
Working additional contract days which may be reflected in the new salary schedule.
i.
?
Participating in a formalized peer review process as formative evaluators.
3
A: MULTIPLE CAREER PATHS, CONTINUED
Lead Teacher Job Description
May
Include, But Is Not Limited To:
a.
?
Collaborating with colleagues to construct benchmark lessons.
b.
?
Training early associate and professional teachers, other lead teachers, and mentor
teachers.
c.
?
Observing and providing peer assistance for colleagues.
d.
?
Leading early associate and professional teachers.
e.
?
Participating in professional development activities.
f.
?
Having one professional growth block per day.
g.
?
Working additional contract days which may be reflected in the new salary schedule.
h.
?
Participating in a formalized peer review process as formative evaluators.
Professional and Associate Teacher Job Descriptions
May
Include, But Are Not Limited To:
a.
?
Collaborating with colleagues to construct benchmark lessons.
b.
?
Teaching in teams.
c.
?
Participating in professional development activities.
d.
?
Teaching as a reflective practioner.
DISTRICT RESPONSE TO A-2
4
A: MULTIPLE CAREER PATHS, CONTINUED
?
3. Describe the district’s plan to ensure mentor and lead teachers are able to fulfill their job
responsibilities. This may include the district’s recommendations for the amount of release time
for mentors and lead teachers, amount of time for learning community meetings, amount of time
for extended calendar days for mentor and lead teachers, and student activities during those
times. Please specify the projected ratios of mentors to lead teachers and leads to associate and
professional teachers. (See Section 1012.231 and 1012.27(2) Florida Statutes)
Ensuring That Mentor and Lead Teachers are Able to Fulfill Their Job Responsibilities
May
Include, But Is Not Limited To:
a.
?
Specifying of the number of additional contract days for mentor and lead teachers.
b.
?
Assigning all mentor and lead teachers to learning communities of professional and associate
teachers.
c.
?
Hiring additional teachers or reassigning teachers to provide mentor and lead teachers
classroom release time and learning community time. Replacement teachers should provide
high-quality educational continuity for students.
d.
?
Having leads and mentors sign a contract addendum outlining their roles and responsibilities,
extended calendar, and salary.
DISTRICT RESPONSE TO A-3:
5
B: MARKET-DRIVEN COMPENSATION/PERFORMANCE-BASED
?
ACCOUNTABILITY
?
1. Describe and enclose the district’s plan for career ladder mobility, including performance-based
accountability criteria necessary for promotion and demotion (both voluntary and involuntary)
within the career ladder. (See Section 1012.231, Florida Statutes)
Performance-Based Accountability Promotion Criteria
Must
Be Based On the Following, as
Specified in s. 1012.34, F.S.:
a.
?
Performance of students, including annual learning gains.
b.
?
Ability to maintain appropriate discipline.
c.
?
Knowledge of subject matter. The district school board shall make special provisions for
evaluating teachers who are assigned to teach out-of-field.
d.
?
Ability to plan and deliver instruction, including the use of technology in the classroom.
e.
?
Ability to evaluate instructional needs.
f.
?
Ability to establish and maintain a positive collaborative relationship with students' families
to increase student achievement.
g.
?
Other professional competencies, responsibilities, and requirements as established by rules
of the State Board of Education and policies of the district school board.
Performance-Based Accountability Promotion Criteria
May
Also Be Based On, But Is Not
Limited To:
a.
?
Peer reviews (established as a statutory option).
b.
?
Teaching standards using scoring rubrics.
c.
?
Teaching responsibilities using scoring rubrics.
d.
?
Requirements and scoring rubrics for teacher portfolio.
e.
?
Policies governing the Teacher Performance-Based Accountability System.
f.
?
Teacher Interview/Portfolio
Performance-Based Accountability Demotion Criteria
May
Include, But Is Not Limited To:
a.
?
Less Than Satisfactory Annual Performance Appraisals
DISTRICT RESPONSE TO B-1:
6
B: MARKET-DRIVEN COMPENSATION/PERFORMANCE-BASED
?
ACCOUNTABILITY, CONTINUED
?
2. Describe the district’s plan to base a portion of all classroom teachers’ compensation on
performance. (See Section 1012.231 and 1012.22(1)(c) 2, Florida Statutes)
Performance
Mus
t Be Based On the Following, as Specified in s. 1012.34, F.S.:
a.
?
Performance of students, including annual learning gains.
b.
?
Ability to maintain appropriate discipline.
c.
?
Knowledge of subject matter. The district school board shall make special provisions for
evaluating teachers who are assigned to teach out-of-field.
d.
?
Ability to plan and deliver instruction, including the use of technology in the classroom.
e.
?
Ability to evaluate instructional needs.
f.
?
Ability to establish and maintain a positive collaborative relationship with students' families
to increase student achievement.
g.
?
Other professional competencies, responsibilities, and requirements as established by rules
of the State Board of Education and policies of the district school board.
Performance
May
Also Be Based On, But Is Not Limited To:
a.
?
Peer reviews (established as a statutory option).
b.
?
Teaching standards using scoring rubrics.
c.
?
Teaching responsibilities using scoring rubrics.
d.
?
Requirements and scoring rubrics for teacher portfolio.
e.
?
Policies governing the Teacher Performance-Based Accountability System.
DISTRICT RESPONSE TO B-2:
7
B: MARKET DRIVEN COMPENSATION/PERFORMANCE-BASED
ACCOUNTABILITY, CONTINUED
3. Describe the timeline and plan for implementation of the district’s new recommended salary
schedule(s) for teachers based upon the differentiated classroom teacher categories in the district’s
career ladder. (See Section 1012.231, Florida Statutes)
DISTRICT RESPONSE TO B-3:
4. Enclose a copy of both the district’s salary schedule for 2003-2004 and the district salary
schedule(s) for 2004-2005, if available. Describe how the salary schedule(s) for classroom teachers,
which bases a portion of each employee’s compensation on performance, will be consistent with the
district’s career ladder, where there is no duplication of remuneration for duties and
responsibilities. (See Section 1012.27(2), Florida Statutes)
DISTRICT RESPONSE TO B-4:
8
?
B: MARKET DRIVEN COMPENSATION/PERFORMANCE-BASED
ACCOUNTABILITY, CONTINUED
5. Describe the district’s plan to utilize the district’s 5% performance-based pay policy that
provides for the evaluation of classroom teachers within each level of the salary career ladder.
(See Section 1012.22(1)(c) 4, Florida Statues)
DISTRICT RESPONSE TO B-5:
9
C: ONGOING, APPLIED PROFESSIONAL GROWTH (OAPG)
?
1. Describe the district’s plan for providing school-based, standards-driven, ongoing professional
development and efficient services for all categories of classroom teachers in the career ladder.
(See Section 1012.22(1)(c) and 1012.98, Florida Statutes)
Designing a Plan for School-Based, Ongoing Professional Growth and Efficient Services
May
Include, But Is Not Limited To:
a)
Establishing learning communities within the schools and assigning mentor and lead teachers to
specific groups. Specify length of time and number of days per week.
b)
Regularly using learning community meetings to review the Performance-Based Accountability
System including rubrics, and practicing observation and conferencing skills.
c)
Assigning mentor teachers to professional development coordination, curriculum enhancement,
and assessment planning.
d)
Assigning lead teachers to the development of benchmark lessons, demonstration lessons, and
professional growth activities.
e)
Providing appropriate trainings related to coaching, peer evaluations, and the Performance-
Based Accountability System.
f)
?
Establishing a school-level Leadership Team that meets regularly. This Leadership Team may be
responsible for developing and reviewing district, school, and learning community goals and
outcomes and Performance-Based Accountability rubrics. This team may also conduct peer
reviews and develop strategies for instructional conferences, data analysis, individual growth
plans, and other relevant Leadership Team responsibilities. Specify length of time and number of
days per week.
g)
?
Identifying instructional personnel who will provide high-quality educational continuity for
students when teachers are engaged in learning communities.
DISTRICT RESPONSE TO C-1:
10
D: HIGH-QUALITY INSTRUCTION OF LOW-PERFORMING STUDENTS
1. As per subsection (d) of s. 1012.231, F.S., please describe the district’s plan for mentor teachers to
provide high-quality instruction to low-performing students.
DISTRICT RESPONSE TO D-1:
11
BUDGET SUMMARY
Please Indicate and Explain Resources That You May Access to Implement the Program.
REVENUE
NOTES
Funding
In-Kind
•
REVENUE SOURCES
1.
FEDERAL AID*
a.
Title I
b.
Title II
c.
Comprehensive School
Reform (CSR)Grant
d.
Individuals with
Disabilities Education Act
(IDEA)
2.
STATE AID
a.
State Categorical for
Professional Development,
Specific Appropriation 63,
Aid to Local Governments
Grants and Aids – Teacher
Training From General
Revenue Fund
b.
Other
3. LOCAL FUNDING
a. School District Budget
b.
School Budget
c.
Business/Community
Resources/Foundations
4. OTHER
GRAND TOTAL
* Federal requirements such as “supplement not supplant” apply to these funds. Activities and revenue expenditures already approved in district Title I,
Title II, CSR, or IDEA grants, etc., may be used if applicable, or may be amended to support the requirements of the district BEST Teaching Salary Career
Ladder Program.