blueprint for bargaining professional pay
TRANSCRIPT
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Blueprint for Bargaining a Professional Compensation System (PCS)
Process and Components aligned with Alternative Teacher Professional Pay Systems (ATPPS)
I. SequencedProcessforBargainingaProfessionalPaySystem
II. StatutoryComponentsoftheEducationalImprovementPlan(EIP) Minn.Stat.§122A.413
III. StatutoryComponentsoftheSchoolSiteAccountabilityPlan Minn.Stat.§122A.413,subd.3.
IV. ComponentsoftheAlternativeTeacherProfessionalPaySystemNegotiatedAgreement Minn.Stat.§122A.414
A. PerformanceImprovementTrustCommittee B. AppealsProcess C. TeacherEvaluation* D. ProfessionalDevelopment* E. ProbationaryTeacherInductionandMentoring F. StudentAchievement–StudentGrowth* G. Conversion H. TransitionPeriodforPlanningandImplementation I. DifferentiatedPayforIdentifiedResponsibilities,Licensure,orSites* *requiredbyATPPSstatute
V. Appendix
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KEY
TexT in Blue Boxes = Key Questions TexT in Blue iTalics = suggested Language
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I.SequencedProcessforBargainingaProfessionalPaySystemLocalUnion • Gainverifiablesupportoflocalmemberstobeginthediscussion. • ReviewtheEducationMinnesotaPrinciplesforAlternativeCompensationasabasisfor
designingthenewsystem.
JointLocalUnion&SchoolDistrict • Developarationaleforchangethatarticulatesthegoalsandbenefitsofanew
compensationsystem. • Implementaconsistentcommunicationplantothemembershipandstakeholders. • EstablishaPerformanceImprovementTrustCommittee(ProfessionalCompensation
JointCommittee)todesignthenewcompensationsystem.(SeeSectionIIfordetailsonCommitteemakeupandduties.)Additionalcommitteesmaybeneededtoaddressspecificcomponentsthatmaybeincludedinorwillimpactthenewsystem,suchasstaffdevelopmentandteacherevaluation.
• CompleteaMemorandumofUnderstanding(MOU)articulatingtheprocessandtimelinetobefollowedtoestablishthenewsystem.ThisMemorandumshouldreferencetheappropriatearticlesintheCollectiveBargainingAgreement(CBA).Itmustberatifiedasanyothercontractsinceitcoverstermsandconditionsofemployment.
Ensurethatallagreementsareproperlydocumentedandretained. (seesamplelanguagepage2)
TIMELINES
By ocToBer 1 Must fuLLy iMpLeMent an approved atpps pLan to receive state funding
By DecemBer 31 Levy Must be certified for foLLowing year
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Issue: Alternative Compensation SAMPLE LANGUAGE
Memorandum of Understanding ALTERNATIVE COMPENSATION*
Section1.Rationale TheUnionandtheDistrictagreethatitisinthebestlong-terminterestsofbothpartiesto
examinealternativestothetraditionalstepsandlanes.Suchanalternativemightreplacestepsandlaneswithdemonstratedproficienciesandresponsibilities,dividedoverfivelevels,withatargetedstartingsalaryof$37,500forafullylicensedteacherandatargetedsalaryatlevel5of$75,000.Suchasystemofalternativecompensationwouldbedependentondevelopmentofacleardefinitionofeachlevelofproficiencyandresponsibilityandprovisionforpeerreview.
Section2.JointStandingCommittee jointstandingcommitteeshallbeestablishedtoexaminepossibleplansandproposechanges
inthecurrentsalarystructureiffundingfromanysourcebecomesavailable.ThejointstandingcommitteeshallbemadeupoftheSuperintendent,theUnionpresident,theDirectorofHumanResources,twobuildingprincipals,twoschoolboardmembers,andelectedmembersoftheUnionnegotiatingteam.TheDirectorofBusinessAffairsandtheEducationMinnesotaFieldRepresentativeshallserveasnon-votingresourcestothejointstandingcommittee.
Section3.Authority Thejointstandingcommitteeshallhavetheauthoritytoexamineplansforalternative
compensation,requirementsofalternativefundingsources,preparegrantsandotherfundingrequests,andproposealternativestotheUnionandtheDistrictduringthedurationofthisMemorandum.Thejointstandingcommitteewouldhavetheauthoritytomakerecommendationstothe2005-2007negotiatingcommitteesrepresentingeachside.
Section4.Limitations Thejointstandingcommitteeshalloperatewithinthefollowinglimitations: 1. Anyproposalforchangeduringthedurationofthiscontractshallbesubjecttoavote
ofboththeBoardofEducationandthemembersoftheUnion. 2. Noproposalshallbebroughtforwardduringthedurationofthiscontractthatwould
changethetotalcontributionofthelocalBoardofEducationtoteachercompensation.(Anyadditionalmoneymustbeaccountedforthroughadditional,outsidesourcesoffunding.)
Section5.Costs Costsofthecommitteerelatedtoitswork,wouldbebornebytheDistrict,uptoamaximum
totalof$5,000eachyearofthecontract.Costsofthecommitteewouldbeforsubstituteteachers,travel,andconferenceorconventionattendance.Suchexpenseswouldbethoseasauthorizedbythecommitteeorbythesuperintendent.
Section6.Duration ThisMemorandumwillbeineffectthroughMarch30,2005only.Afterthatdate,allwork
wouldbecomepartofthe2005-2007negotiationsprocess.
*EducationMinnesotaSt.Francis
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II.StatutoryComponentsoftheEducationalImprovementPlan(EIP)Minn.Stat.§122A.413(seeAppendixforcompletestatute)
TheEducationalImprovementPlan(EIP)mustincludemeasuresforimprovingschooldistrict,schoolsite,teacher,andindividualstudentperformance.TheplanmustbedevelopedwithsubstantialparticipationoftheexclusiverepresentativeandthefinalEIPmustbeapprovedbythelocalSchoolBoard.
TheUnionmustdevelopstrategiesandplanstomeettheEIPrequirements.TheEIPwillestablishthegoalsoftheATPPSplanthatwilllinkthelanguagearoundmeasuresofassessmentandcompensation.Inappropriateorunattainablegoalswilldoomthesystem.Accessinglocalunionmemberswithexpertiseisvital.UnionmemberswhohavebeentrainedasProfessionalDevelopmentActivists(PDA)andactiveinEducationMinnesota’sTeachersasLearnersandLeadersProgram(TALL)havehadtraininginprofessionaldevelopmentandassessmentthatwillhelpguidetheprocess.
1. Assessmentandevaluationtoolstomeasurestudentperformanceandprogress. SeePartIV.F(page9)
2. Performancegoalsandbenchmarksforimprovement Thesegoalsmaybedistrict,siteand/orteacher.Itisimportantthatallgoalsand
benchmarksbealignedwiththeEIP. 3. Measuresofstudentattendanceandcompletionrates AlthoughthisisrequiredbyNCLB,itisimportantthatthelocalunionhasinputintothe
proceduresincethiswillbecomepartofthepayplan. 4. ProfessionalDevelopmentSystem(Minn.Stat.§122A.60) a. Alignedwitheducationalimprovement b. Designedtoachieveteacherqualityimprovement c. Consistentwithresearch-basedstandards
LocalPDA’sintheTALLprogramwillhaveinvaluableinsightintothiscomponent.Thestatutorylanguagemustbefollowedastocommitteestructureandexpenditureoffunds.Morethanever,theexclusiverepresentativemusthavetheauthoritytoappointitsmemberstothedistrictandsitestaffdevelopmentcommittees.
5. Measuresofstudent,family,andcommunityinvolvementandsatisfaction Thesemeasurescanbeinavarietyofformsandtheunionmustbepartofthe
determinationofnotonlytheform,butthetimingandreportingprocess.
6. Datasystemforstudentacademicprogress ThisisarequirementofNCLB.Butiftheunionhasideastomakeitmoreeffective,they
shoulddiscussthemwiththedistrict.
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7. Probationaryteacherinductionandmentoringprogram Thisisbeyondanorientationworkshop.Theinductionandmentoringprogrammust
providecontinuouslearningandsustainedteachersupport.Theplanneedstoaddressnotonlyhow,butwhenandbywhom.
III.TheStatutoryComponentsoftheSchoolSiteAccountabilityPlanMinn.Stat.§122A.413,subd.3.(seeAppendixforcompletestatute)
Eachschoolsite,withtheexclusiverepresentative,mustdevelopaplanthatisalignedwiththedistrictEIP.Thesiteplanmustbeconsistentwiththedistrictlevelplan,butsitesmaysetgoalsandbenchmarksthatmeetorexceedthoseofthedistrict.
Thisplanmustbedonecollaboratively.Bothpartiesmustworktogethertodeterminewhatthesiteplanincludes.Neitherpartymaycompleteasiteplanunilaterally.Thefinalsiteplanmustalsobeapprovedbytheschoolboard.
IV.ComponentsoftheAlternativeTeacherProfessionalPaySystemNegotiatedAgreementMinn.Stat.§122A.414(seeAppendixforcompletestatute)A. PerformanceImprovementTrustCommittee
KEY QUESTIONS:
who wiLL design the professionaL coMpensation systeM?
how wiLL this group be forMed?
to whoM do they report?
what current practices can be incorporated?
TheprocessofdesigningaProfessionalCompensationSystem(PCS)isacomplexundertakingandrequiresthebestthinkingofmanystakeholders.
Thestructureforworkingouttheseissuesshouldbeajointlabor-managementcommittee.SincethepurposeofthePCSistoimprovetheperformanceofthesystem,andwithouttrustthereislittlechanceofsuccess,asuggestedtitleisthePerformanceImprovementTrustCommittee(PIT).Thiscommitteeshouldbeformallyestablishedthroughthecollectivebargainingprocess,orthroughaformalMemorandumofUnderstanding(MOU).
ThisPerformanceImprovementTrustCommittee(PIT)wouldbecomethevehicleforthebuildingoftrustbetweentheunionandthedistrict;andtheworkofthecommitteewouldrequiresomeauthenticcollaborationbetweenthepartiesastheymutuallydevelopadesignforanynewcompensationsystem.Afterreviewbythelocalunion,anyrecommendationsforrevisionmustberesubmittedtothefullPITCommitteeforfurtherrevisions.Thefinalrecommendationsorproductofthecommitteewouldthenbeconsideredforratification.RatificationwouldoccurafterfinalplanapprovalbytheCommissionerofEducation.
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TheMemorandumofUnderstanding(MOU)thatestablishesthecommitteecouldincludelanguagetoaddressthefollowingissues:
• Membership:Teachers,Union,SchoolBoard,Administrators,Others
• Expertisein:testing,evaluation,professionaldevelopment,andnegotiations
• SelectionProcess:Partieswouldberesponsiblefortheirownrepresentatives.Criteriaformembersshouldbedefined.
• Termsandtimelines
• Workingresponsibilitiesandimplementationprocess
• Jointcommunicationguidelines
• Otherissuesthatarebasedonlocalneedsorcircumstances
AstandardMOUformatisadequatefortheformalestablishmentofthiscommittee.AnyMOUmustdefinethescopeofauthorityofthePITcommitteeandanyotherlocalissuesofconcern.Itmustalsoclearlydefinetherelationshipbetweenthiscommitteeandtheunionnegotiatingteam.Thiscommitteeisnotthenegotiatingteam,buttheworkitdoeswillhavebargainingimplications.
Acriticalconsideration:TheworkproductofthePITcannotbeimplementedwithoutratificationbytheexclusiverepresentativeanddistrictinaccordancewiththeirrulesandprocedures.
B. AppealsProcess
KEY QUESTIONS:
how wiLL a MeMber’s rights be protected?
how does a MeMber chaLLenge or Question his/her saLary?
is the new pay pLan avaiLabLe to aLL MeMbers of the bargaining unit?
does the appeaL process aLLow for grievance to arbitration?
TheappealandreviewprocesswillensurethePCSprotectsthelegalrightsoftheteacherswhoworkunderit.Theseproceduresmustbeadoptedthroughthecollectivebargainingprocess.Itiscriticalthatthereviewprocessbeeasilyunderstoodbyeducators,administrators,schoolboardandcommunity.
Theappealandreviewprocesscanhelpensurethatthecriteriaforadvancementonthecompensationstructureareeasilyunderstoodbyteachersandthecriteriaforadvancementaremeasuredobjectively.
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Anyeligibleemployeedeniedanyportion/partoftheProfessionalCompensationSystemhastherighttoatimelyappealofthedecision.TheAppealPanelshallconsistoffour(�)people;two(2)appointedbytheExclusiveRepresentativeandtwo(2)appointedbytheSuperintendent.ThisAppealsPanelshallheartheconcernsfromtheteacher,andexaminetheassessmentoftheintendedoutcome/goalsoftheProfessionalCompensationSystem.ThePanelwillneed�(three)votestoreachadecisionontheappeal.ThedecisionoftheAppealPanelissubjecttothegrievanceprocess.
Anemployeemustrequestanappeal,inwriting,within�0daysofthetimetheemployeewasnotified
ofthedenialofany/allpartsofthecompensationplan.TheAppealsPanelshallsetatimetoheartheappealwithin��daysofthewrittenrequestandwithin�daysofthehearingtheAppealsPanelwillreporttheresultsofthehearing.
Acriticalconsideration:WillappealsunderthenewpayplanfollowthePCSappealsprocessonlyorthestandardgrievanceprocedureuponcompletionofthePCSappealprocess?Thismustbelocallydetermined.
C. TeacherEvaluation
KEY QUESTIONS:
is the teacher evaLuation process deveLoped coLLaborativeLy in your district?
is a pit coMMittee forMed to Monitor the iMpLeMentation of teacher evaLuation in your district?
is the LocaL’s roLe in teacher evaLuation cLearLy understood and LegaLLy defensibLe?
are any/aLL LinKs between teacher evaLuation and coMpensation based on research and coLLectiveLy bargained?
are the advanceMent criteria understood by aLL?
how are MeMbers trained and how is rater reLiabiLity assured?
Thestatutespecificallystatesthatlocallyselectedandperiodicallytrainedevaluationteamswhichunderstandteachingandlearningwillusemultiplecriteriatoevaluateteachers.
Theevaluationsystemshouldbedifferentiatedtosupportcategoriesofteachers:
• Non-tenuredorProbationaryTeachers,whoneedsupportandassistance: • ExperiencedTeachers,withassumedcompetenceandpursuingprofessionalgrowth • ExperiencedTeachersencounteringdifficulty,whoneedsupportandrealistictimelinesfor
improvementTheMasterAgreementmustinclude:
• DefinitionofRoles • Instruments/toolsandprocedurestoproduceevidenceofteaching
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• Trainingagreementsforallparticipantsonraterreliability • Processforteacherstounderstandcriteria • Processformakingfinaljudgments • Appealsystem(seeIV.B.page5)
Ajointteacher-administrativeevaluativecommittee(halftobeappointedbytheSuperintendentandhalfbytheUnionPresident)willbeestablishedtorecognize,supportandreinforceeffectiveteaching.Theworkofthiscommitteeistoestablishasystemforevaluatingteachersthatwilladdresstheneedsofafacultywithvaryingyearsofexperienceandlevelsofexpertise.Thedesignoftheevaluationsystemwillincludeaprofessionalgrowthcomponent,aninductioncomponentwithassistancetosupportteachersreachingtheirgoals.TheteacherevaluationprocessshallnotbeamendedinDistrict[districtname]withoutfirstreferringproposedamendmentstothejointteacher-administrativecommittee.Thiscommitteewillconsiderandreacttosuchamendments.Theevaluationcommitteewillmeeteachspringtoassesstheoperationoftheteacherevaluationplanandtoimplementanyacceptedchange.
D. ProfessionalDevelopment
KEY QUESTIONS:
why are we discussing changing our pay systeM?
how wiLL changing the pay systeM iMprove instruction and Learning?
why shouLd the union have a roLe in deterMining instruction, assessMent, and professionaL deveLopMent?
Professionaldevelopmentisthekeytoimprovinginstructionalpracticeandstudentlearning.Itrequiresteachers,theschooldistrictandtheuniontoprovideadultlearningopportunitiesthatfocusontherelationshipbetweeneffectiveteachingandsuccessfulstudentlearning.
Anyplanforcompensatingteachersusingstudentachievementasacomponentmustincludeeffectiveprofessionaldevelopment.Forprofessionaldevelopmenttobeeffectiveitmust:
• Focusontherelationshipofinstructiontostudentlearning • Useresearch-basedstrategies • Beon-going • Alignwithstate-widestandardsanddistrict/sitegoals • Containtheelementsofcollaborationandreflection • Targetcontentandthepedagogythatfacilitatesstudentlearning • Bedevelopedbyteachers • Undergomonitoring,evaluationandadjustmentonaregularbasis.
Thelocalunionmustensuretheplan:
• Guaranteestheschooldistrictimplementsallstatestaffdevelopmentstatutes
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• AccessesthetheresourcesofEducationMinnesota’sTALLprogramwithtwoProfessionalDevelopmentActivists(PDAs)
• Involvesthelocal’sPDAsindevelopingcollectivebargainingagreementprovisionsandimplementingprofessionaldevelopmentactivities
Foursuggestionsforarelevantandeffectiveprofessionaldevelopmentprograminadistrictare:
1. Theunionappointsteachermemberstoalljointcommitteesrequiredbythestateandthosedistrictcommitteesrelatingtotheimprovementofteachingandlearning.Themajorityofmembersonsuchcommitteeswillbeteachers.
2. Thedistrictandtheunionworktowardincorporatingprofessionallearningthatfeaturescollaborationandtimewithintheschooldayforsuchactivities.
3. Teachersatthedistrictandsitelevel,inconjunctionwiththedistrict,areresponsibleforplanning,developing,implementingandevaluatingprofessionallearningopportunitiesforcontent,relevanceandtime-effectiveness.
4. Professionaldevelopmentiscoordinatedwiththedistrictrelicensurecommitteetoensurealignmentbetweenstatelicensurerequirementsanddistrictlevelactivities.
Acriticalconsideration:Theratifiedagreementmustdescribehowprofessionaldevelopmentwilloccurduringtheschoolday.Theschooldayisamandatorysubjectofbargainingunderthisstatute.
E. ProbationaryTeacherMentoringandInduction
KEY QUESTIONS:
how are Mentors seLected?
how are Mentors trained?
when wiLL the worK of the Mentoring process be done?
wiLL the Mentor’s evaLuations be used to deterMine coMpensation and/or continued eMpLoyMent of the Mentee teacher?
ProfessionalCompensationSystemsrelyoncontinuousimprovementofteachingskills.Effectivementoringisthefoundationforsuchimprovementforbothnoviceandexperiencedteachersandisalsothekeytoretentionofnoviceteachers.
One-thirdofbeginningteachersleaveteachingwithinthefirstfiveyears,andtheattritionratesareevenhigherinurbanandhigh-povertyschools.Inductionthroughmentoringoffersawaynotonlytokeepnewteachersintheprofession,butalsotohelpthemconsolidatetheircraftandmovebeyondaninitialfocusonclassroommanagementissues.Theimportanceofhighlyqualified,well-trainedmentorsisrevealedintheresearchthatshowsthatinschools/districtswitheffectivementoringprograms,athirdyearteacherwhoismentoredhastheequivalentexpertiseofateacherwitheightyearsexperience.Well-designedandwell-fundedmentoringprogramshelpretainandimprovetheskillsofnewteachers.
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Theprocessforselectingandcompensatingmentorteachersmustbebargainedandshouldinclude:
• Criteriatoapplytobeamentor • Applicationandselectionprocess • Trainingandsupportofmentors • Dutiesofamentor • Mentor’sroleinevaluations • Useofmentor/menteenotesanddocumentation
F. StudentAchievement–StudentGrowth
KEY QUESTIONS:
can student achieveMent be LinKed to teacher coMpensation in a way that can iMprove student Learning?
how can student achieveMent be Measured?
is student achieveMent siMpLy one test score?
what is the roLe of the district in providing resources to heLp teachers?
who deterMines how individuaL or group achieveMent is reLated to teacher and schooL factors?
Thecollectivebargainingagreementmustdefinestudentachievementandhowitwillbemeasured.Itmustalsodeterminehowfactorsbeyondtheteacher’scontrolwillbeaddressedandwhatresources,mostimportantlyprofessionaldevelopment,willbeprovidedtoimproveteachingpractices.
Studentachievementdoesnotequalonestandardizedtestscore,butratherisbestviewedasstudentgrowth.Optionsformeasuringstudentgrowthinclude:
• Standardizednorm–referencedtests • Standardizedcriterion-referencedtests • State-widetests • Districttests • Studentwork • Studentattendance • Graduationrates • Teacherdevelopedclassroomassessments • Studentparticipationincoursesandotherextracurricularactivities • Anyothermeasurablefactorsthatsignificantlycontributetostudentgrowthandthatthe
district/school/orteachercancontrolinordertoimproveperformance.
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G. Conversionfromtheexistingpaymodeltoadifferentpayplan
KEY QUESTIONS:
how wiLL teachers be Moved froM their saLary on the current steps and Lanes to a different pay ModeL?
how wiLL the saLary be deterMined for teachers new to the district?
Contractlanguagemustbebargainedtoguaranteethatexistingstaffwillsuffernolossintheircurrentlevelofcompensationinatransitiontoanewpayplan.Theissueofvoluntaryversusmandatoryparticipationisonethatmustbecarefullyconsideredandthediscussionmustinvolveallmembersofthebargainingunit.
Onechallengewithadifferentpaymodelisplacementofnewlyhiredteachers.Bothpartiesmustbargainlanguagethatdetermineshowteacherswillbeplacedandcompensated,aswellashowtheymightappealtheirplacement.
Conversiontothenewcompensationsystem:
Teacherswillbeplacedonthenewsalaryplanbasedonthefollowingcriteria:thedescriptorsofeachcategorywhichmostcloselyalignwiththeindividualteacher’sexperience,qualifications,additionaltrainingorcertificationandcurrentlevelofcompensation.Innoinstanceshallateacher’scurrentlevelofcompensationbereduced.Intheeventtheteacher’ssalaryishigherthantheplacementcategory,thesalarywillremainineffectuntiltheteacherqualifiesforprofessionalcompensationadvancement.
TheProfessionalImprovementTrustCommitteeshallprovidetheprocessforthisconversion.Anyteachermustrequestanappeal,inwriting,within�0daysofthetimetheteacherwasnotifiedoftheplacementonthecompensationplan.TheAppealsPanelshallsetatimetoheartheappealwithin��daysofthewrittenrequestandwithin�daysofthehearingtheAppealsPanelwillreporttheresultsofthehearing.
Conversionfromprofessionalcompensationmodeltotraditionalstepsandlanes:
Inaconversionbacktoa__-step,costneutralschedulewith__numberoflanes,teacherswillbeplacedonthesalaryscheduleinaccordancewithArt.VII.*Noteacherwouldhaveareductioninsalaryduringthisconversion.However,ifateacher’ssalaryexceedsthesalaryforthestepsandlanessalarycell,theirsalarywillbefrozenuntiltheschedulecatchesuptotheirsalary.
*orwhateverarticleorMOUwilladdressissuessuchaswhatqualifiesforlaneadvancement,hownewteachersareplacedonsteps,etc.
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H. TransitionPeriodforPlanningandImplementation
KEY QUESTIONS:
how Much tiMe wiLL it taKe to phase-in the new coMpensation systeM?
wiLL it MaKe any difference if pLanning and iMpLeMentation occur at the saMe tiMe?
Anextendedtimeframe,ofatleastoneyear,isrecommendedforplanningandimplementation.Bargainingtimelinesmustalsobeconsidered.
Year1:Planning
• Considerwhatprogramsareworkingandshouldbecontinued. • Designnewprogramstomeetgoalsandaddressneedsofthedistrict/site. • Collectivelybargainallcomponents.
Year2:ImplementationandMonitoring
• Entiredistrict • Individualsites
Regardlessofthemodelchosen,individualteacherscanvoluntarilyoptinoroptout,basedontheplandesign.Anongoingreviewprocessofthesystemshouldbedesignedaspartofthenegotiatedplan.
I. DifferentiatedPayforAdditionalResponsibilities,Licensures,orSites
KEY QUESTIONS:
what extra duties wiLL receive additionaL coMpensation?
how wiLL these duties be Made avaiLabLe?
what is the definition of a position that wouLd receive additionaL coMpensation?
what is the definition of a ‘hard to staff’ site?
wiLL this pay be an annuaL incentive or added to the teacher’s base pay?
Multiplecareerpathsaretheusuallabelforadditionalresponsibilities.Themostcommonofthesearementorormasterteachers,butthePCSshouldalsodefineresponsibilitiesordutiesthatbothpartiesagreeareneededintheirdistrict,suchascurriculumwritingorsiteteamchairs.
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Thecollectivebargainingagreementshouldclearlylayout • howteachersapply • howtheyareselected • howtheyareevaluatedontheseadditionalresponsibilities • howlongthisassignmentremainsineffect.
Anyteacherwhomeetsthecriteriaforadditionalresponsibilitypayshouldbeeligibletoapply.ThePCSmustaddressanyadditionaltrainingrequirements.ThePCSalsoshouldclearlylayoutwhenthedutieswillbeperformed,withtheunderstandingthatwhileitisalwayspreferredtohavetheworkdoneduringthedutyday,thismightnotalwaysbepossible.
Oneofthemorecontroversialaspectsofalternativecompensationmodelsispayingforhigh-needareasoflicensureandhard-to-staffsites.Bothpartiesmustbargainlanguagethatdefinestheseterms.Thisincludesthecriteriafordetermininghowaposition,eitherhard-to-filllicensureareaorhard-to-staffsite,meetsthedefinition.Factorstoconsider:
• thenumberofapplicantsforaposition • thenumberofvacanciesinaspecifictimeperiod • thelengthoftimeapositionisvacant • thenumberofvariancesappliedfor,amongothers.Insomeinstancesahard-to-staffpositionislessspecifictoalicenseareathanitistoagradelevelorasite.Inotherwords,issecondarymathahighneedareaorisitmiddlelevelmath?
Thesameholdstrueforhard-to-staffsitedefinitions.Bothpartiesmustagreeonwhatdeterminesthatasitemeetsthedefinitionandwhatadditionalcompensationwillbeaddedtothesalariesofthosewhoteachthere.Inaddition,languageshouldclarifythereevaluationprocessforalloftheseareasandwhethertheadditionalpaywillbeaddedtothebaseorasanincentiveaslongasthepositionmeetsthedefinition.
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Appendix122A.413Educationalimprovementplan.
Subdivision1.Qualifyingplan. Adistrictorintermediateschooldistrictmaydevelopaneducationalimprovementplanforthepurpose
ofqualifyingforthealternativeteacherprofessionalpaysystemundersection122A.414.Theplanmustincludemeasuresforimprovingschooldistrict,intermediateschooldistrict,schoolsite,teacher,andindividualstudentperformance.
Subd.2.Plancomponents. Theeducationalimprovementplanmustbeapprovedbytheschoolboardandhaveatleastthese
elements:(1)assessmentandevaluationtoolstomeasurestudentperformanceandprogress;(2)performancegoalsandbenchmarksforimprovement;(3)measuresofstudentattendanceandcompletionrates;(4)arigorousprofessionaldevelopmentsystem,consistentwithsection122A.60,thatisalignedwitheducationalimprovement,designedtoachieveteachingqualityimprovement,andconsistentwithclearlydefinedresearch-basedstandards;(5)measuresofstudent,family,andcommunityinvolvementandsatisfaction;(6)adatasystemaboutstudentsandtheiracademicprogressthatprovidesparentsandthepublicwithunderstandableinformation;(7)ateacherinductionandmentoringprogramforprobationaryteachersthatprovidescontinuouslearningandsustainedteachersupport;and(8)substantialparticipationbytheexclusiverepresentativeoftheteachersindevelopingtheplan.
Subd.3.Schoolsiteaccountability. Adistrictorintermediateschooldistrictthatdevelopsaplanundersubdivisions1and2mustensurethat
eachschoolsitedevelopsaboard-approvededucationalimprovementplanthatisalignedwiththedistricteducationalimprovementplanundersubdivision2anddevelopedwiththeexclusiverepresentativeoftheteachers.Whileasiteplanmustbeconsistentwiththedistricteducationalimprovementplan,itmayestablishperformancegoalsandbenchmarksthatmeetorexceedthoseofthedistrict.
HIST:�Sp200�c�art2s��;�Sp200�c�art2s��
122A.414Alternativeteacherpay.
Subdivision1.Restructuredpaysystem. Arestructuredalternativeteacherprofessionalpaysystemisestablishedundersubdivision2toprovide
incentivestoencourageteacherstoimprovetheirknowledgeandinstructionalskillsinordertoimprovestudentlearningandforschooldistricts,intermediateschooldistricts,andcharterschoolstorecruitandretainhighlyqualifiedteachers,encouragehighlyqualifiedteacherstoundertakechallengingassignments,andsupportteachers’rolesinimprovingstudents’educationalachievement.
Subd.1a.Transitionalplanningyear. (a)Tobeeligibletoparticipateinanalternativeteacherprofessionalpaysystem,aschooldistrict,
intermediateschooldistrict,orsite,atleastoneschoolyearbeforeitexpectstofullyimplementanalternativepaysystem,must:(1)submittothedepartmentaletterofintentexecutedbytheschooldistrictorintermediateschooldistrictandtheexclusiverepresentativeoftheteacherstocompleteaplanpreparingforfullimplementation,consistentwithsubdivision2,thatmayinclude,amongotheractivities,trainingtoevaluateteacherperformance,arestructuredschooldaytodevelopintegratedongoingsite-basedprofessionaldevelopmentactivities,releasetimetodevelopanalternativepaysystemagreement,andteacherandstafftrainingonusingmultipledatasources;and(2)agreetouseuptotwopercentofbasicrevenueforstaffdevelopmentpurposes,consistentwithsections122A.60and122A.61,todevelopthealternativeteacherprofessionalpaysystemagreementunderthissection.(b)Tobeeligibletoparticipateinanalternativeteacherprofessionalpaysystem,acharterschool,atleastoneschoolyearbeforeitexpectstofullyimplementanalternativepaysystem,must:(1)submittothedepartmentaletterofintentexecutedbythecharterschoolandthecharterschoolboardofdirectors;(2)submittherecordof
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aformalvotebytheteachersemployedatthecharterschoolindicatingatleast70percentofallteachersagreetoimplementthealternativepaysystem;and(3)agreetouseuptotwopercentofbasicrevenueforstaffdevelopmentpurposes,consistentwithsections122A.60and122A.61,todevelopthealternativeteacherprofessionalpaysystem.(c)Thecommissionermaywaivetheplanningyearifthecommissionerdetermines,basedonthecriteriaundersubdivision2,thattheschooldistrict,intermediateschooldistrict,siteorcharterschoolisreadytofullyimplementanalternativepaysystem.
Subd.2.Alternativeteacherprofessionalpaysystem. (a)Toparticipateinthisprogram,aschooldistrict,intermediateschooldistrict,schoolsite,orcharter
schoolmusthaveaneducationalimprovementplanundersection122A.413andanalternativeteacherprofessionalpaysystemagreementunderparagraph(b).Acharterschoolparticipantalsomustcomplywithsubdivision2a.(b)Thealternativeteacherprofessionalpaysystemagreementmust:(1)describehowteacherscanachievecareeradvancementandadditionalcompensation;(2)describehowtheschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolwillprovideteacherswithcareeradvancementoptionsthatallowteacherstoretainprimaryrolesinstudentinstructionandfacilitatesite-focusedprofessionaldevelopmentthathelpsotherteachersimprovetheirskills;(3)reformthe“stepsandlanes”salaryschedule,preventanyteacher’scompensationpaidbeforeimplementingthepaysystemfrombeingreducedasaresultofparticipatinginthissystem,andbaseatleast60percentofanycompensationincreaseonteacherperformanceusing:(i)schoolwidestudentachievementgainsundersection120B.35orlocallyselectedstandardizedassessmentoutcomes,orboth;(ii)measuresofstudentachievement;and(iii)anobjectiveevaluationprogramthatincludes:(A)individualteacherevaluationsalignedwiththeeducationalimprovementplanundersection122A.413andthestaffdevelopmentplanundersection122A.60;and(B)objectiveevaluationsusingmultiplecriteriaconductedbyalocallyselectedandperiodicallytrainedevaluationteamthatunderstandsteachingandlearning;(4)provideintegratedongoingsite-basedprofessionaldevelopmentactivitiestoimproveinstructionalskillsandlearningthatarealignedwithstudentneedsundersection122A.413,consistentwiththestaffdevelopmentplanundersection122A.60andledduringtheschooldaybytrainedteacherleaderssuchasmasterormentorteachers;(5)allowanyteacherinaparticipatingschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatimplementsanalternativepaysystemtoparticipateinthatsystemwithoutanyquotaorotherlimit;and(6)encouragecollaborationratherthancompetitionamongteachers.
Subd.2a.Charterschoolapplications. Forcharterschoolapplications,theboardofdirectorsofacharterschoolthatsatisfiestheconditions
undersubdivisions2and2bmustsubmittothecommissioneranapplicationthatcontains:(1)anagreementtoimplementanalternativeteacherprofessionalpaysystemunderthissection;(2)aresolutionbythecharterschoolboardofdirectorsadoptingtheagreement;and(3)therecordofaformalvotebytheteachersemployedatthecharterschoolindicatingthatatleast70percentofallteachersagreetoimplementthealternativeteacherprofessionalpaysystem,unlessthecharterschoolsubmitsanalternativeteacherprofessionalpaysystemagreementunderthissectionbeforethefirstyearofoperation.Alternativecompensationrevenueforaqualifyingcharterschoolmustbecalculatedundersection126C.10,subdivision34,paragraphs(a)and(b).
Subd.2b.Approvalprocess. (a)Consistentwiththerequirementsofthissectionandsections122A.413and122A.415,thedepartment
mustprepareandtransmittointerestedschooldistricts,intermediateschooldistricts,schoolsites,andcharterschoolsastandardformforapplyingtoparticipateinthealternativeteacherprofessionalpaysystem.Aninterestedschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolmustsubmittothecommissioneracompletedapplicationexecutedbythedistrictsuperintendentandtheexclusivebargainingrepresentativeoftheteachersiftheapplicantisaschooldistrict,intermediateschooldistrict,orschoolsite,orexecutedbythecharterschoolboardofdirectorsiftheapplicantisacharterschool.Theapplicationmustincludetheproposedalternativeteacherprofessionalpaysystemagreementundersubdivision2.Thedepartmentmustconveneareviewcommitteethatatleastincludesteachersandadministratorswithin30daysofreceivingacompletedapplicationtorecommendtothecommissionerwhethertoapproveordisapprovetheapplication.Thecommissionermustapproveapplicationsonafirst-come,first-servedbasis.Theapplicant’salternativeteacherprofessionalpaysystemagreementmustbelegallybindingontheapplicantandthecollectivebargainingrepresentativebeforetheapplicantreceives
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alternativecompensationrevenue.Thecommissionermustapproveordisapproveanapplicationbasedontherequirementsundersubdivisions2and2a.(b)Ifthecommissionerdisapprovesanapplication,thecommissionermustgivetheapplicanttimelynoticeofthespecificreasonsindetailfordisapprovingtheapplication.Theapplicantmayreviseandresubmititsapplicationandrelateddocumentstothecommissionerwithin30daysofreceivingnoticeofthecommissioner’sdisapprovalandthecommissionermustapproveordisapprovetherevisedapplication,consistentwiththissubdivision.Applicationsthatarerevisedandthenapprovedareconsideredsubmittedonthedatetheapplicantinitiallysubmittedtheapplication.
Subd.3.Report;continuedfunding. (a)Participatingdistricts,intermediateschooldistricts,schoolsites,andcharterschoolsmustreporton
theimplementationandeffectivenessofthealternativeteacherprofessionalpaysystem,particularlyaddressingeachrequirementundersubdivision2andmakeannualrecommendationsbyJune15totheirschoolboards.Theschoolboardorboardofdirectorsshalltransmitacopyofthereportwithasummaryofthefindingsandrecommendationsofthedistrict,intermediateschooldistrict,schoolsite,orcharterschooltothecommissioner.(b)Ifthecommissionerdeterminesthataschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatreceivesalternativeteachercompensationrevenueisnotcomplyingwiththerequirementsofthissection,thecommissionermaywithholdfundingfromthatparticipant.Beforemakingthedetermination,thecommissionermustnotifytheparticipantofanydeficienciesandprovidetheparticipantanopportunitytocomply.
Subd.4.Planningandstaffdevelopment. Aschooldistrictthatqualifiestoparticipateinthealternativeteacherprofessionalpaysystemtransitional
planningyearundersubdivision1amayuseuptotwopercentofbasicrevenuethatwouldotherwisebereservedundersection122A.61forcomplyingwiththeplanningandstaffdevelopmentactivitiesunderthissection.
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122A.415Alternativecompensationrevenue.
Subdivision1.Revenueamount. (a)Aschooldistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatmeetstheconditions
ofsection122A.414andsubmitsanapplicationapprovedbythecommissioneriseligibleforalternativeteachercompensationrevenue.(b)Forschooldistrictandintermediateschooldistrictapplications,thecommissionermustconsideronlythoseapplicationstoparticipatethataresubmittedjointlybyadistrictandtheexclusiverepresentativeoftheteachers.Theapplicationmustcontainanalternativeteacherprofessionalpaysystemagreementthat:(1)implementsanalternativeteacherprofessionalpaysystemconsistentwithsection122A.414;and(2)isnegotiatedandadoptedaccordingtothePublicEmploymentLaborRelationsActunderchapter179A,exceptthatnotwithstandingsection179A.20,subdivision3,adistrictmayenterintoacontractforatermoftwoorfouryears.Alternativeteachercompensationrevenueforaqualifyingschooldistrictorsiteinwhichtheschoolboardandtheexclusiverepresentativeoftheteachersagreetoplaceteachersinthedistrictoratthesiteonthealternativeteacherprofessionalpaysystemequals$260timesthenumberofpupilsenrolledatthedistrictorsiteonOctober1ofthepreviousfiscalyear.Alternativeteachercompensationrevenueforaqualifyingintermediateschooldistrictmustbecalculatedundersection126C.10,subdivision34,paragraphs(a)and(b).(c)Foranewlycombinedorconsolidateddistrict,therevenueshallbecomputedusingthesumofpupilsenrolledonOctober1ofthepreviousyearinthedistrictsenteringintothecombinationorconsolidation.Thecommissionermayadjusttherevenuecomputedforasiteusingprioryeardatatoreflectchangesattributabletoschoolclosings,schoolopenings,orgradelevelreconfigurationsbetweentheprioryearandthecurrentyear.(d)Therevenueisavailableonlytoschooldistricts,intermediateschooldistricts,schoolsites,andcharterschoolsthatfullyimplementanalternativeteacherprofessionalpaysystembyOctober1ofthecurrentschoolyear.Subd.2.Repealed,1Sp2005c5art1s55
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Subd.3.Revenuetiming. (a)Districts,intermediateschooldistricts,schoolsites,orcharterschoolswithapprovedapplications
mustreceivealternativecompensationrevenueforeachschoolyearthatthedistrict,intermediateschooldistrict,schoolsite,orcharterschoolimplementsanalternativeteacherprofessionalpaysystemunderthissubdivisionandsection122A.414.Forfiscalyear2007andlater,aqualifyingdistrict,intermediateschooldistrict,schoolsite,orcharterschoolthatreceivedalternativeteachercompensationaidforthepreviousfiscalyearmustreceiveatleastanamountofalternativeteachercompensationrevenueequaltothelesseroftheamountitreceivedforthepreviousfiscalyearortheamountitqualifiesforundersubdivision1forthecurrentfiscalyearifthedistrict,intermediateschooldistrict,schoolsite,orcharterschoolsubmitsatimelyapplicationandthecommissionerdeterminesthatthedistrict,intermediateschooldistrict,schoolsite,orcharterschoolcontinuestoimplementanalternativeteacherprofessionalpaysystem,consistentwithitsapplicationunderthissection.(b)Thecommissionershallapproveapplicationsthatcomplywithsubdivision1,andsection122A.414,subdivisions2,paragraph(b),and2a,iftheapplicantisacharterschool,intheorderinwhichtheyarereceived,selectapplicantsthatqualifyforthisprogram,notifyschooldistricts,intermediateschooldistricts,schoolsites,andcharterschoolsabouttheprogram,developanddisseminateapplicationmaterials,andcarryoutotheractivitiesneededtoimplementthissection.(c)ForapplicationsapprovedunderthissectionbeforeAugust1ofthefiscalyearforwhichtheaidispaid,theportionofthestatetotalbasicalternativeteachercompensationaidentitlementallocatedtocharterschoolsmustnotexceed$522,000forfiscalyear2006and$3,374,000forfiscalyear2007.Forfiscalyear2008andlater,theportionofthestatetotalbasicalternativeteachercompensationaidentitlementallocatedtocharterschoolsmustnotexceedtheproductof$3,374,000timestheratioofthestatetotalcharterschoolenrollmentforthepreviousfiscalyeartothestatetotalcharterschoolenrollmentforthesecondpreviousyear.AdditionalbasicalternativeteachercompensationaidmaybeapprovedforcharterschoolsafterAugust1,nottoexceedthecharterschoollimitforthefollowingfiscalyear,ifthebasicalternativeteachercompensationaidentitlementforschooldistrictsbasedonapplicationsapprovedbyAugust1doesnotexpendtheremainingamountunderthelimit.
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