Centennial Alternative Compensation System (Q Comp)

Teacher Leaders

Approximately 70 Professional Learning Communities (PLCs)  throughout the district
  • —Each PLC has a selected teacher leader to address the individual needs/interests of their PLC
  • —Meet 2-3 times a month
  • —Topics include but are not limited to:
      • formative/summative assessment
      • learning targets
      • curriculum alignment
      • Charlotte Danielson rubrics for evaluations
      • technology embedded instruction
Professional Growth Facilitator for each site


Is staff satisfied with the PLC leadership and the direction of his/her PLC?
—84.2% strongly agree that their PLC leader is well organized and prepared for meetings
  • >1% disagree or strongly disagree
92.4% strongly agree that their PLC leader is approachable and accommodating
  • Only 2% disagree or strongly disagree
78.5% strongly agree that they are comfortable with the direction of their PLC
  • Only 4% disagree or strongly disagree
72.8% report that they have contributed to their PLC and feel that their contributions are valued
  • Only 3% disagree or strongly disagree


Professional Development

Is the PLC a useful tool for growing our staff and is it making an impact in the classroom?
—96.1% report that they have opportunities to network and learn form his/her colleagues and that those opportunities are supported.
89% report that they regularly use formative and summative data to improve student learning.
—95.7% report that the work done in their PLC has impacted student growth


Licensed staff are observed, evaluated, and coached by their peers on classroom instruction
  • —94.5% report that the peer observations have had a positive impact on their instruction
  • —96.2% feel comfortable with the Charlotte Danielson rubrics and feel prepared to evaluate his/her peers



Continued Support for PLC leaders with greater access to professional development
  • —Three-year plan to train CACS leaders at the Professional Learning Communities at Work Summer Conference by Solution Tree
  • —On-site training throughout the school year
Increase use of common formative assessment to guide instruction
Expand understanding of Charlotte Danielson rubrics to further develop as an educator