Centennial Alternative Compensation System (Q Comp)

Q Comp Annual Report

 

This template, which may be changed as needed, is designed to help formulate the Quality Compensation (Q Comp) Annual Report. Per Minnesota Statutes, section 122A.414, subdivision 3(a) the report must be submitted to the school board by June 15 of each year and include findings and recommendations for the program. We also recommend that the report include a summary of what was implemented for the year, to help provide context for the findings and recommendations.

Please address the following questions for each program component describing the implementation of the approved plan, the impact of implementation, findings from the program review and recommendations to improve program effectiveness. All information reported should be based on the current school year. We recommend that each question be addressed with a brief summary of 3-7 sentences.


Core Component: Career Advancement Options Implementation

Are the teacher leader positions that were implemented this year the same as those outlined in the approved plan (approval letter and subsequent plan change approval letters)?

Yes

 If no, please explain what changes have occurred and why?

Impact

How did the work of teacher leaders through coaching, observing, mentoring, facilitating learning teams and performing other responsibilities impact classroom instruction?

Learning Community Leaders (LCLs) facilitate PLC meetings and serve as a leadership resource to all members in the areas of best practice, use of student data to inform instruction, application of the Charlotte Danielson Framework to improve instruction and build social relationships.  They address the individual needs/interests of their PLC throughout their meetings.  In addition, Professional Growth Facilitators lead all LCLs within a building in aligning professional development to the professional learning communities.

How did the work of teacher leaders impact student achievement?

Students report increasing clarity of learning expectations through staff use of learning targets and formative assessments. Teachers have received professional development and are implementing strategies for both effective student feedback and standards based instruction. Additionally, emphasis on Charlotte Danielson’s Framework has begun to align staff expectations for themselves as well as students.

Review Findings

How did the training teacher leaders received impact their ability to fulfill the responsibilities of the position and meet the needs of the licensed staff members?

All teacher leaders received ongoing training throughout the year.  Trainings focused on the four questions of professional learning communities:

1. What do we expect our students to learn?

2. How do we know if they learned it?

3. What do we do if they don’t learn it?

4. What do we do if they already know it?

These trainings allow teacher leaders to evaluate the work that they conducted in their PLCs and to lead their PLCs toward a practice that is more closely aligned with the DuFour model of professional learning communities.

What did the results of the evaluations of the teacher leaders in their leadership roles demonstrate about the impact they had on the effectiveness of the licensed staff members?

Staff members were asked a series of questions and asked to answer a Likert scale ranging from 1 (strongly disagree) to 4 (strongly agree).

96.9% report that their PLC leader is well organized and prepared for the meetings

97.1% report that their PLC leader is approachable and accommodating

96.5% report that they are comfortable with the direction of their PLC

97.0% report that they have contributed to their PLC and feel that their contributions are valued

Recommendations

How will the district use the review findings to improve the effectiveness of teacher leadership?

Next year we will continue our training sessions for the Learning Community Leaders and continue to provide assistance to the PLC leaders with materials to use within their PLC to expand on our district professional development.  Our district professional development committee will continue to help teams identify their priority standards, align learning targets with those standards, and provide insight on instructional strategies to address student need.  Additionally, building teams will have the opportunity to attend the PLC at Work Summer Conference hosted by Solution Tree.  We have created a plan to train all interested staff members at this conference to ensure that we are doing the “right work” of PLCs.

 

Core Component: Job-embedded Professional Development

Implementation

Are learning teams configured and meeting as outlined in the approved plan (approval letter and subsequent plan change approval letters)?

Yes

If no, please explain the changes that have occurred and why?

Impact

How did teacher learning from learning teams and other job-embedded professional development activities impact classroom instruction?

96.9% report that they have opportunities to network and learn from his/her colleagues and that those opportunities are supported.  The PLC has become an integrated part of our professional development and a useful tool for collaboration and ongoing learning.

How did teacher learning from learning teams and other job-embedded professional development impact student achievement?

95.6% report that they use formative and summative data to improve student learnings.  Also,

93.6% report that the work done in their PLC has impacted student growth.

Review Findings

How did the sites or learning teams identify needs and instructional strategies to increase student achievement?

Centennial conducted a data retreat and had ongoing conversations on how to use the data to drive our instruction.  Also, our District Professional Development has focused strongly on identifying priority standards and aligning learning targets with those standards.  Teachers continue to make common formative assessment a part of their regular practice.

How did learning teams use data and implement the selected instructional strategies and follow-up on implementation?

Collaborative teams have used their data to aid in identifying priority standards and to set both site goals and student learning goals.  Every PLC was expected to design common formative assessments and this will continue to be a strong emphasis in our professional learning as we move forward.

Recommendations

How will the district use the review findings to improve the effectiveness of job-embedded professional development?

Centennial will once again conduct a Data Retreat in August to continue the education on data-driven instruction.  We will also continue our professional learning with an emphasis on the development of standards based instruction and access and equity in the 2018-19 school year.  This will improve teacher’s knowledge and regular use of learning standards in everyday instruction and assessment.  Additionally, emphasis on what we grade (assessment vs. behavior) will be an ongoing discussion as part of our district professional development.


Core Component: Teacher Evaluation Implementation

 Are licensed staff members observed/evaluated as outlined in the approved plan (approval letter and subsequent plan change approval letters)?

Yes

 If no, please explain the changes that have occurred and why?

Impact

What impact did the observation/evaluation process, including coaching, have on classroom instruction?

91.6% of staff report that the peer observations have had a positive impact on their instruction.  Additionally, 95.1% feel comfortable with the Charlotte Danielson rubrics and feel prepared to evaluate his/her peers.  The peer conversations have become a critical piece of improving teaching.

What impact did the observation/evaluation process, including coaching, have on student achievement?

This is statistically difficult to measure. However, staff report positively on their observations of their peers and the conversations centered on Charlotte Danielson’s Framework.

Review Findings

How did the feedback teachers received from each observation/evaluation assist in self-reflection and improved instructional practice?

Teachers do a self-reflection after each observation to identify areas for improvement.  The Danielson Framework has served as the foundation for these reflections.  Also, our evaluation model is referenced during our professional development of instructional strategies.

How did the training observers/evaluators received throughout the year impact inter-rater reliability and their ability to provide constructive and meaningful feedback to all licensed staff members?

The implementation of our Teacher Development and Evaluation program has brought renewed interest in the evaluation rubrics.  PLCs have had many conversations surrounding the Charlotte Danielson rubrics and staff’s learning continues to grow.  Centennial Elementary School dedicated professional development time to focus on the Charlotte Danielson rubrics and our observation process.  Additionally, all of our administrators and some teachers are nationally certified evaluators through Teachscape.  With more people certified, our opportunities for professional learning increases.

Recommendations

How will the district use the review findings to improve the effectiveness of teacher evaluation?

We will continue trainings sessions for all staff on the Danielson Framework for Teaching in the 2018-19 school year to expand understanding and improve instruction around the intentional use of quality teaching practices.  We will also continue to reference the Charlotte Danielson Framework as we focus our district professional development on instructional strategies to increase student achievement.


Core Component: Performance Pay and Alternative Salary Schedule Implementation

Are the performance pay amounts and standards the same as outlined in the approved plan (approval letter and subsequent plan change approval letters)?

Yes

If no, please explain the changes that have occurred and why?

 Is salary schedule movement or base salary increase based on the same measure of performance as outlined in the approved plan (approval letter and subsequent plan change approval letters)?

Yes

 If no, please explain the changes that have occurred and why?

Impact

What percentage of all licensed staff met the standard to earn performance pay for the measures of student achievement?  

98.4%

What percentage of all licensed staff met the standard to earn performance pay for observation/evaluation results?  

100%

What percentage of tenured licensed staff met the standard to earn performance pay for observation/evaluation results?  

100%

 What percentage of probationary licensed staff met the standard to earn performance pay for observation/evaluation results?

100%

Is performance pay awarded for another area (besides schoolwide goals, measures of student achievement and observation/evaluation results)?

No

If yes, what percentage of all licensed staff members met the standard to earn performance pay for this other area?

What percentage of all licensed staff met the standard to earn movement on the salary schedule or an increase in base salary?

100%

What percentage of tenured licensed staff met the standard to earn movement on the salary schedule or an increase in base salary?  

100%

What percentage of probationary licensed staff met the standard to earn movement on the salary schedule or an increase in base salary?  

100%

Recommendations

How will the district use the data to improve the effectiveness of this core component?

There has been a concerted effort by Q Comp leadership to push goal targets continually higher and encourage staff to use formative assessment.  This effort will continue while supporting teachers with resources and trainings around standards based pre-assessment to accurately identify all groups of learners’ abilities.  


General Program Impact and Recommendations

What overall impact on instruction has the district or charter school seen as a result of implementing the Q Comp program?

Our Q COMP program has aligned and increased teacher expectations for quality instruction.  It has also greatly increased teacher collaboration and data based decision making.

What overall impact on student achievement has the district or charter school seen as a result of implementing the Q Comp program?

Centennial has experienced a continual increase in assessment scores and growth data as a result of greatly increased and intentional focus of all teachers on aspects of quality teaching and peer collaboration.

How will the district use the review findings to improve the overall effectiveness of the program?

These findings affirm that our program is making strides in improving teacher instruction and student achievement.  In 2018-2019, Centennial will continue a cycle of training through Solution Tree.  Teacher leaders will attend a summer conference called Professional Learning Communities at Work.  Here they will learn specific strategies on how to improve the quality of work within their PLC.  The focus will be on student achievement, cultivating collaboration, and data decision making.