CCSSO Moving Forward: State Resource Allocation Workshop

1. Transforming District Resources to Improve
Teaching and Learning: State Options & Priorities
CCSSO Moving Forward: State Resource Allocation
Workshop
Rethinking Resources
for Student Success November 16, 2011

2. Agenda
 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
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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
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4. We’ve bought more staff, instead of investing
in knowledge, skills and support
100%
90%
All other non-staff
80%
70% Increase in Benefits Rate
60%
Increase in SPED staff
50%
40% Increase in number of
Non-Teachers
30% (excl. SPED)
20%
Increase in Number of
10% Teachers (excl. SPED)
0%
Growth in Per Pupil Expenditure (1970 to 2005)
Source: The Parthenon Group, 2007 from NCES; Educational Research Service; Parthenon Analysis
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5. If teacher-student ratios had stayed at 1970 levels…
 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
Source: Federick M Hess , “Rethinking the Teacher Quality Challenge, 2011 PIE Network Summit Policy Brief
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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
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7. Meanwhile the context demands state action..
• 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
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8. This summer we talked about “Tough Times
Restructuring Priorities” for school districts
 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.
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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:
Pay the top contributing
Reduce class sizes
grades 4-12 by 2
OR 15% of teachers 10K
more
Add 60 minutes of
Allow benefits spending school day in the 25%
OR lowest performing
to increase by 10%
schools
Eliminate automatic Implement new teacher
COLA and modify based evaluation system & add
on actual costs and OR 60 minutes of
revenue increase Collaborative Time
ERS’ District Reallocation Modeler (DREAM)
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10. Education Resource Strategies 10

11. Education Resource Strategies 11

12. Objectives and Agenda
 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
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13. The state can have a huge impact by promoting a
transformational approach to improving teaching
effectiveness by…..
“Tough Time Restructuring Priorities”
 Revise funding systems to ensure equitable,
transparent and flexible funding
 Restructure compensation to link to individual and
team contribution.
…supporting districts to
 Rethink standardized class size models to target create a comprehensive
individual attention. talent management
system
 Use existing time better and extend time in critical
areas to meet student needs. that focuses on
continuous improvement
 Redirect Special Education spending to early of teaching effectiveness
intervention and targeted individual attention in and not just hiring and
general education settings. firing
 Develop leadership capacity by redirecting
spending from compliance and monitoring to
support and training.
 Leverage technology & community partners.
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14. A comprehensive Talent Management System:
 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
Today’s Focus
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15. To understand how States can support districts
take a transformational approach to improving
teaching effectiveness they need to understand...
The obstacles
in the way
Where school Where school
districts are districts must
now be
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16. What should it look like? Structures compensation to
attract and retain the highest quality teaching force
Attract a high Competitive compensation
performing teaching package at entry
BY PROVIDING
force
Retain a high performing Competitive compensation
teaching force BY PROVIDING package for effective
performers over time
Motivate a high Differentiated compensation
performing teaching BY PROVIDING that provides incentives for
force contribution
Align a high performing Differentiated compensation
teaching force with BY PROVIDING reflecting the challenge of
district performance the assignment
goals
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17. What does it currently look like? Compensation
Starting teacher salaries not
competitive with comparable
Attract NO
professional opportunities or
differentiated for high value expertise
Single salary schedule pays all teachers
the same regardless of performance.
Retain NO Pension structure encourages low
performers to stay.
Motivate NO Lane structure provides permanent
increases for one-time learning.
Inconsistent or Insufficient incentives for
Align NO taking on greater challenges or playing
leadership roles
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18. The teaching profession is attracting lower quality
candidates; while compensation structure is not the
only reason, it is a major factor
PERCENTAGE OF 1992-93 BACHELOR DEGREE PERCENTAGE OF FEMALES FROM THE TOP OF
RECIPIENTS WHO WERE CURRENT OR FORMER TEACHERS THEIR HIGH SCHOOL CLASS WHO ENTER
BY COLLEGE ENTRANCE EXAM SCORE, 2003 TEACHING, 1965-1992
Percentage of Bachelor Degree Recipients
30% 20%
20%
26%
25%
15%
Percent of Females
20%
20%
15%
15%
10%
10%
5%
4%
5%
0%
Lowest Quarter Middle Quarters Highest Quarter 0%
1965 1992
Implied 62% 50% 40%
Retention Rate
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)
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19. It takes teachers almost a decade longer to reach
peak earnings than it does for other professionals
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20. Even though salary components are the same, the
details differ significantly across districts…creating
different incentives
TOTAL POSSIBLE RAISES OVER TEACHER’S CAREER
100% Performance
Pay
90%
National Board
80%
Certification
70%
Leadership
60% Roles
50% Education
40%
30% Experience
20%
10%
0%
Total
Possible $47k $54k $42k $61k $55k $60K $48k $47k $56k $42k $50k $49k $50k
Raise
% Over
124% 156% 92% 142% 122% 135% 113% 115% 131% 117% 111% 134% 128%
Base
Source: Salary Schedules and Teacher Contracts.
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21. This typical district devotes less than 2% of all
teacher compensation spending to reward increased
teacher contribution or performance
$500 Million
100%
24% Benefits
80%
>1% Responsibility & Results
27%
60% Longevity
7% Education
40%
Base
20% 42%
0%
District with Senior Teacher
Force
Source: ERS Analysis
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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.
District A’s Projected Teacher Across all the teachers in the
Compensation Costs district, this adds up to an
$298-
additional $7-9 million next year or
$350
$266- $309m $40-50 million by FY15 just to pay
$258m $268m
$300
the salary and benefit increases
$250 of the existing workforce
Benefits
$200
Other pay
$150 Longevity $7m = laying off 88 teachers at avg.
$100
Education
compensation OR 127 first year teachers
Base
$50
$- $40m= laying off 416 teachers at avg.
compensation OR 657 first year teachers
FY10 FY11 FY15
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
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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 Contribution
Experience Performance
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24. 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
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
Need for $ for
MORE additional
high PD
quality
teachers
Class size
reduction
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25. What should it look like? Provides job-embedded
opportunities for professional growth through
teaming and collaborative planning time.
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26. What does it look like? Providing real-time job-embedded
professional growth opportunities through teaming and
collaborative planning time.
Depends on principal capacity to recognize
Deliberate
VARIABLE teaching expertise because Information on
assignment to teaching effectiveness not systematically
teaching teams collected or made accessible to principals.
Collaborative VARIABLE Depends on leaders to design and implement
Planning Time complex schedules and limited by contracts
Most districts adopting formative assessments.
Formative YES
Budget constraints limit purchase of technology
assessments to enable real-time data
Coaching and release time cut with budget
School-based N0
declines; teacher assignment practices result in
expert support schools with inappropriate mix of master and
novice teachers
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27. While some districts have significant teacher time
without students….
Difference Between Annual Teacher
and Student Hours (MS/HS 2010-2011)
300 281 283
268
244
250 233
195
200
Hours per Year
150
116
105
100 81
49
50 41
-
Source: ERS district database, TR3 Database, DCPS teacher contract and school schedules
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28. Most extra teacher time is “unspecified”, with
little structure over how that time is used
Source: The New Teacher Project, “The Widget Effect” 2009
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29. What should it look like? Improves individual capacity by providing
differentiated professional growth opportunities linked to needs as
identified through evaluation
Organizational School-Based Individual Growth
Improvement Support Opportunities
Professional Professional
development in the Job-embedded development in the
context of Opportunities through of the individual
organizational teaming and needs of a teacher,
priorities (ex collaborative particularly at career
curriculum adoption) planning junctures
Offered by school Tightly linked to
Offered by or thru evaluations and
with structures
the District office career path
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
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30. What does it currently look like? Differentiated
Professional Growth for Individuals
•Workshop based with little on-site follow-up
Organizational
•One size fits all
Improvement
•Fragmented across departments and purposes
•Schools not supported in implementation
•Teacher assignment practices result in schools
School-Based that do not have an appropriate mix of
Support teachers
•Principals don’t have scheduling capacity.
•At the direction of individual teachers with little
Individual
connection to district or school priorities or
growth
teacher evaluation results.
opportunities
• Largest expenditure is compensation lanes.
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31. The largest component of spending on teacher professional
growth is often considered an entitlement rather than an
available resource for improving effectiveness
This district spends $63 million annually in teacher salaries for
educational attainment, $28 million to teachers who have more
than a master’s degree
TOTAL SPENDING ON PROFESSIONAL DEVELOPMENT (SY 07-08)
Estimated Salary
Contracted
PD Initiatives Increments for
PD Days
$57.9M Coursework
$40.6M
$63.4M
36% 25% 39%
District Z: Total spending on Professional Development (SY07-08)
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32. Districts we have studied spend between 1.6% and 5% of
operating budget on Professional Growth initiatives
09-10 Professional Development Spending as Percent of Operating Expenditures
6%
5.0%
5%
4.5%
% of Operating Budget
3.9%
4% 3.6%
3.2%
3% 2.8%
2.1%
2% 1.6%
1%
0%
District B District P District H District C District D District E District R District A
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33. Due to recent budget constraints, many
districts are funding PD primarily from
directed federal and state sources
PD Funding Sources
100%
9%
29%
80%
28%
60% 7% 29% PRIVATE
LOCAL
40%
STATE
56% FEDERAL
20% 42%
0%
Denver (3.25% of Op. Budget) Duval (3.92% of Op. Budget)
Denver $5,914 per teacher Duval $4,582 per teacher
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34. Investment in Professional Growth is often spread across many
initiatives and purposes, resulting in fragmentation
$13.7 M $9.6 M 49.4 M
Principal Dev. TDE days
Acad Intst. Materials, Vendors, Conferences
HS Educ.
Educ. Tech. Induction
Schultz Initiatives
Teacher Coach Compensation
Chf. Off. Science Leadership
Title I
Largest investments in time
Special TDE days and expert support,
Populations consistent with
characteristics of quality
TDE days professional development
set out in district’s PD plan
Teacher
Professional Contract Professional
Comp for
Development Development Time
Lanes
Office
District initiatives Individual School-based support
Growth
$10K/teacher spread across many initiatives & purposes, creating risk of
fragmentation
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
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35. This fragmentation is driven by:
• 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
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36. Objectives and Agenda
 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
Education Resource Strategies 36

37. What is the state role in promoting teaching
effectiveness?
It is the joint responsibility of:
Dept of Ed Union
State
Commissioner
Cadre of Highly Legislature
Administration
Effective Teachers
School
Board Higher
School
Education
And these actors do not always have a coordinated approach…
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38. This is generally accomplished by dictating inputs through
laws, regulations, administrative policies, contracts, etc
Federal DOE
State Higher
Dept of Ed State Legislature Courts
Commissioner ed
School
Administration District Union
Board
Resulting in instructional
School And these are just the formal
decisions being made further actors! Implied inputs are imposed
and further away from the by parents, community,
classroom Teacher Other?
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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
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40. We need to flip the paradigm……
The System we have:
Dictate Inputs Measure Outcomes
The System we want:
Measure Inputs Dictate Outcomes
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41. We are beginning to see this paradigm
shift with Teacher evaluations
Measure Inputs Dictate Outcomes
Characteristics of Effective
Student Outcomes
Teaching
(ex: Value Added
(ex: Rubric based on
Measures)
Charlotte Danielson)
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42. We need to be careful that the
paradigm flip is not 360 degrees
Dictating Outcomes too narrowly or outside the context of new
instructional delivery models may result in solidifying structures we
know are not optimal
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?
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43. In this paradigm the State plays a number
of different roles to influence behavior
The State removes internal regulations and rules that
Barrier
constrain district flexibility and/or force investment
Breaker
misalignments
The State builds the capacity of districts to improve
Capacity teaching effectiveness thru PD, tools, access to data,
Builder models of best practice
The State identifies providers of services that meet high
Service
standards and structures access and networks
Broker
The State establishes structures, including innovation
Incentivize grants, that encourage certain behaviors or practices
Provider
The State works with other stakeholders (unions,
Influencer legislature) to increase understanding of barriers to
improving teaching effectiveness
Mandate The State mandates certain practices, processes or
Maker investments that have a compelling State priority
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44. Objectives and Agenda
 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
Education Resource Strategies 44