Principles to Consider. NEA Collective Bargaining & Member Advocacy

Transcription

1 Principles to Consider

2 Alternative Compensation - A pay system that is not based solely on a single salary schedule. May be the primary means of compensation or may supplement a single salary schedule. Things to consider What is the purpose of your salary schedule? Do the members know that? Is your salary schedule linked to quality professional development? Has your or your members salary increased over the last 5-10 years? With inflation factored in?

3 Equity Supports the teaching practice (intrinsic value of teaching) Transparency Cost Efficiency

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6 Professional level starting pay (at least $40,000) and a quality base pay system Movement through the pay system for things that matter Enhancements to the pay system for those things that make a difference

7 Professional starting salary - at least $40,000 Employees reach maximum as quickly as possible Starting and maximum salaries are increased by the same amounts-and never decreased. Increments are uniform throughout the salary schedule. Professional advancement columns with uniform differentials

8 Professional development and/or knowledge and skills linked to improved teaching and learning Additional pay for the achievement of National Board Certification Years of experience (no more than 10) Career advancement through the acceptance of additional responsibilities and/or the acquisition of advanced skills

9 Programs and initiatives to attract caring and qualified teachers to high-need hard-to-staff schools; Additional pay for accepting additional responsibilities such as peer assistance or mentoring; Additional pay for extended contract years, extended days, and extra assignments.

10 Whether the system positively impacts teaching and learning or focuses on short-term political gain The extent to which it supports or undermines close working relationships The monetary costs and difficulty of designing and administering the new compensation system The extent to which a compensation system takes teachers away from the classroom What is the system designed to do is it working?

11 Insufficient funding and quotas Over-reliance on quantitative measures Competition vs. cooperation/divisive Lack of buy-in/low morale when goals not met Work overload Multiple measures must be weighted/confusing Teachers leave the classroom Less than adequate base salary Rewards limited to tested subjects

12 Provide an outline for a career path for teachers without leaving the classroom altogether Recognize and reward teachers who attain and can demonstrate knowledge and skills Recognize and reward improved teacher practice that is a factor in student learning Provide guidance for how to recognize and compensate teachers for the myriad duties that their daily work entails Position teachers on par with the salary, professional growth opportunities, and career earnings of comparably prepared professionals.

13 Base Salary: A professional growth salary schedule must start with a professional-level salary of at least $40,000 for all beginning teachers entering the classroom. Teachers should be able to reach their maximum salary on the schedule within ten years. Association Involvement: The schedule must be cocreated or designed with teachers through collective bargaining or, where there is no collective bargaining, agreed to by the organization representing teachers, and it must allow for the strictly voluntary participation of current teachers.

14 Salary Levels (Tiers): A professional growth salary schedule must contain several levels through which teachers progress that are based on prescribed skills, knowledge, licenses, certifications, degrees, responsibilities, and/or accomplishments. Advancement through the Levels: Generally, early levels on the schedule should be linked to the probationary period of employment, and advancement through the levels should be required. Movement through later levels may be voluntary.

15 Linked to Quality Professional Development: A professional growth salary schedule must be linked to a professional development system that has been locally developed. Knowledge and Skills: The professional growth salary schedule should be tied to locally developed, research-based, professional learning opportunities (knowledge and skills) targeted to the needs of the students.

16 Funding: A professional growth salary schedule must have adequate and sustainable sources of funding, both initially and on an ongoing basis. Grants should be viewed only as temporary resources that are not capable of sustaining a career salary program. Accessibility: Any professional growth salary schedule should be accessible to everyone who is eligible, without quotas.

17 Flexibility: There is no single model for professional growth salary schedules. Schedules should be locally bargained or, where there is no collective bargaining, agreed to with the organization representing the teachers. Transparency: The schedule must be understandable to teachers and the public.

18 Program Assessment: There must be an annual assessment of the schedule to determine its effectiveness in improving teacher salaries, teaching quality, and the recruitment/retention of quality staff. The schedule s administrative efficiency and costeffectiveness also should be examined each year. Definition of Those in the System: When implementing a professional growth salary schedule, all parties must agree on, and clarify, who is eligible to participate.

19 Teacher Assessment: A professional growth salary schedule must be accompanied by a quality teacher assessment system. Linkage to Licensure: Those who develop the professional growth salary schedule will need to determine if it will be linked to the state licensure system or operate irrespective of state licensing structures.

20 Longer School Year/Day: One other item to consider is the length of the teachers work year or work day. Student Progress: Improved teaching practice leading to improved student learning and evidence of changes in student outcomes can be factors in the professional growth salary schedule.

21 Student Tests: While student test scores are not reliable measures for making high-stakes decisions (e.g., for teacher pay or job status), test scores do provide valuable information to teachers and schools that can be used to inform curriculum and instructional decisions. Specifics of a Professional Growth Salary Schedule: The NEA will develop an example of a professional growth salary schedule. It may provide guidance to those seeking to develop a professional growth schedule but should not be considered an ideal model.

22 It s one possible way to engage in the current debate and meet our members needs Nothing in here suggests Paying for the evaluation of a school employees performance Paying based on student achievement Paying for subject-area shortages

23 NEA welcomes other examples, which can be provided to Bill Raabe at Questions?