WHAT IS A “MASTER” TEACHER? Compensation Technical Working Group

March 1, 2012

PURPOSE: TO EXAMINE WAYS TO DEFINE A

“MASTER” TEACHER FOR THE SALARY

ALLOCATION MODEL

Analyze ways to define a “master” teacher with:

Teacher leadership roles

Licensure or professional development expectations

NBPTS Certification

Evaluation outcomes

Gains in student performance

Review:

Washington law PESB Report

Compare:

Local collective bargaining agreement language

2

“ Teacher

leadership is a

set of skills

demonstrated

by teachers who

are able to

influence

students

outside of the

classroom and

beyond.”

Charlotte

Danielson

TEACHER LEADERSHIP

Teaching is seen as a relatively flat profession.

Federal focus is on teacher quality and

effectiveness, strategizing ways for “recruiting,

developing, rewarding and retaining effective

teachers and principals, especially where they

are needed most.”

President Obama’s 2011 budget for education-

funding for Excellent Instructional Teams

Effective Teachers and Leaders State

Grants

The Teacher and Leader Innovation Fund

The Teacher and Leader Pathways

Program

3

STRATEGIES TO ADDRESS TEACHER

LEADERSHIP IN STATE RACE TO THE TOP

APPLICATIONS

Strategy Number

Using evaluation results to identify effective teachers to serve as

professional development creators/presenters, intervention

specialists, instructional coaches, mentors, coordinators of

comprehensive school-based student support, peer assistance

review leaders and so on.

9 states

Revising teacher leadership standards. 1 state

Creating a tiered licensure structure that includes teacher

leadership requirements.

1 state

Providing additional pay for taking on new roles and

responsibilities

20 states

4

“MASTER” TEACHER

TEACHER LEADERSHIP ROLES

Mentoring new and

current teachers

Designing and

implementing teacher

professional

development to increase

teacher effectiveness

Serving as department

head, union

representative, site

committee member,

curriculum specialist

Leading professional

learning communities

Assisting or guiding

colleagues in accessing

or selecting appropriate

research-based

strategies

Engaging in reflective

dialogue with colleagues

to improve instruction

and student results

Formal Informal

5

“MASTER” TEACHER-

TEACHER LEADERSHIP GOALS

School and classroom

improvement

Teacher learning,

professional development,

motivation, recruitment and

retention

Improving the effectiveness of

administrative leadership

Developing teaching as a

profession with a career path

Building instructional

capacity of teachers

Greater job satisfaction

Teacher tenure and

continuity

Principals cannot do it alone-

need distributive leadership

Recognizes additional roles

and responsibilities necessary

in schools

System Staff

6

7

48.95% 46.77% 44.44% 42.34% 39.72% 40.68% 40.96%

36.43% 35.29%

44.85% 46.53%

48.54% 47.90%

50.47% 49.66% 49.28%

52.23% 55.88%

5.64% 4.99% 5.22% 6.64% 6.61% 7.25% 7.11% 8.59%

7.35%

0.56% 1.71% 1.80% 3.12% 3.20% 2.42% 2.65% 2.75% 1.47%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

A- 5 years or less

B- 6 to 10 years

C- 11 to 15 years

D- 16 to 20 years

E- 21 to 25 years

F- 26 to 30 years

G- 31 to 35 years

H- 36 to 40 years

I- More than 40 years

Certificated Employees-Pay for Leadership Roles by Years of Experience

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

1242 2106 2050 1762 1377 1035 830 291 68

8

54.41% 51.73%

45.78% 42.93%

39.42% 37.11%

29.76%

41.18% 43.06%

47.39% 49.21%

49.97% 54.09%

54.43%

4.41% 4.20% 5.18% 5.62% 7.75% 5.66%

10.36%

1.01% 1.65% 2.24% 2.86% 3.14% 5.46%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

18-24 25-34 35-44 45-54 55-64 65+ Decline to identify

Certificated Employees-Pay for Leadership Roles by Age

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

68 1881 2547 2723 2864 159 531

“MASTER” TEACHER

LICENSURE & PROFESSIONAL DEVELOPMENT

NBPTS Certification Washington ranks 2nd nationally in

new 2010 NBCT’s behind North

Carolina, and 4th nationally overall in

total numbers of NBCT’s, with 5,247

NBCT’s in 2010

Instructional

Facilitator Praxis test

(ETS)

Teacher Leader Model

Standards

Additional college

degrees used to

distinguish teachers

TAP/BEST Mentor

grantees

Locally determined

professional

development options

(instructional coaches

and facilitators)

Licensure Professional

Development

9

TEACHER LEADERSHIP MODEL STANDARDS

Created by the Teacher

Leadership Exploratory

Consortium in 2008

Mapped to

Interstate School

Leaders Licensure

Consortium (ISLLC)

State Standards for

State Leaders

Interstate Teacher

Assessment and

Standards Consortium

(InTASC) standards

Domain I-Understanding Adults as

Learners to Support Professional

Learning Communities

Domain II-Accessing and Using

Research to Improve Practice and

Student Achievement

Domain III-Promoting Professional

Learning for Continuous Improvement

Domain IV-Facilitating Improvements

in Instruction and Student Learning

Domain V-Using Assessments and Data

for School and District Improvement

Domain VI- Improving Outreach and

Collaboration with Families and

Community

Domain VII-Advocating for Student

Learning and the Profession

10

11

34.39% 33.33%

21.16%

47.03%

39.61%

21.77% 20.75%

42.73% 50.00%

47.75%

40.22%

41.16%

46.78% 53.34%

14.68%

13.20%

20.51%

9.27%

12.98%

21.16%

16.64%

8.20% 3.47%

10.58%

3.48% 6.25%

10.30% 9.26%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Initial Certificate NBPTS Certificate Ongoing Certificate

ProCert Residency Standard Certificate

Vocational Certificate

Certificated-Pay for ProCert or Additional Certification by Certification Type

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

695 1182 3506 2071 2257 2807 583

“MASTER” TEACHERS-

NATIONAL BOARD CERTIFICATION

Bonus has been in

effect since 2000

Bonus, recognition

and certification

support programs

have increased

certification rates

Research indicates

positive effect in

student achievement

with NBPTS teachers

NBPTS is well

established, nationally

recognized method of

distinguishing

“master” teachers

12

13

36.69%

91.30%

26.81%

34.51%

44.59%

25.91% 22.54%

35.27%

7.62%

38.53%

36.83%

33.29%

35.33% 39.15%

16.57%

0.50%

18.84%

16.36%

13.20%

21.31% 20.68%

11.47%

0.58%

15.82% 12.29%

8.92%

17.45% 17.63%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Initial Certificate NBPTS Certificate Ongoing Certificate

ProCert Residency Standard Certificate

Vocational Certificate

Certificated-Pay for NBPTS by Certification Type

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

706 1207 3560 2066 2265 2825 590

HISTORY OF NATIONAL BOARD BONUS

APPROPRIATIONS

$0

$5,000,000

$10,000,000

$15,000,000

$20,000,000

$25,000,000

$30,000,000

$35,000,000

$40,000,000

$45,000,000

14

$5,000 base

and

challenging

school bonus

“MASTER” TEACHER

GAINS IN STUDENT ACHIEVEMENT

“Pay for performance”

Controversial

Research shows not a

statistically

significant effect on

student achievement

Some research shows

that overall school

wide awards

incentivize behavior

better than individual

classroom based

awards to teachers

Additional questions:

What measures of

achievement?

Timeframe? Student

population?

Review Performance

Pay Brief-WSIPP

15

16

6.50% 8.82%

2.08%

9.28% 9.09% 12.43%

7.54% 3.45% 5.82%

13.40%

3.97% 7.88% 8.64% 8.17%

25.47%

37.25%

33.33%

31.06% 27.27%

39.95%

30.65% 41.38%

23.81%

42.27%

26.59% 22.25%

27.46% 25.56%

41.19%

37.25%

45.83% 35.23%

36.36%

31.75%

38.19%

31.03%

41.27%

30.93%

36.90% 32.95%

32.53% 33.00%

26.83%

16.67% 18.75% 24.43%

27.27%

15.87%

23.62% 24.14% 29.10%

13.40%

32.54% 36.93%

31.36% 33.28%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Certificated Pay for Individual Classroom Performance by Job

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

369 102 48 528 33 378 199 29 189 97 252 3897 2742 1800

17

6.50% 8.82%

2.08%

9.28% 9.09% 12.43%

7.54% 3.45% 5.82%

13.40%

3.97% 7.88% 8.64% 8.17%

25.47%

37.25%

33.33%

31.06% 27.27%

39.95%

30.65% 41.38%

23.81%

42.27%

26.59% 22.25%

27.46% 25.56%

41.19%

37.25%

45.83% 35.23%

36.36%

31.75%

38.19% 31.03%

41.27%

30.93%

36.90% 32.95%

32.53% 33.00%

26.83%

16.67% 18.75% 24.43%

27.27%

15.87%

23.62% 24.14% 29.10%

13.40%

32.54% 36.93%

31.36% 33.28%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Certificated Employees-Pay for School Wide Performance by Job

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

102 48 528 33 29 378 199 189 97 252 3897 2742 1806 369

“MASTER” TEACHER

EVALUATION OUTCOMES

TPEP is still in beginning

stages

There is reluctance to

base pay on evaluation

until the system is fully

functional

In 2009-2010 survey of

performance evaluations

of certificated teachers:

Satisfactory 59,022

Unsatisfactory 459

Senate Bill 5895:

Fully implemented by

2015-16

In 15-16, evaluation

results must be used as

one factor in

assignments and RIFs

Teachers with +5 yrs

experience and Level 2

for 2 yrs or 2/3 yrs

placed on program of

improvement

Current Future

18

19

23.32% 21.18% 17.44%

12.85% 13.35% 11.64% 11.89%

45.42%

32.91%

31.16%

31.93% 29.10% 32.30%

25.15%

18.79%

27.27%

28.41%

27.41% 30.92%

34.30%

27.63%

12.47%

18.64% 22.98%

27.81% 26.62% 21.77%

35.34%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

18-24 25-34 35-44 45-54 55-64 65+ Decline to identify

Certificated-Pay for Successful Evaluation from Principal by Age

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

68 1873 2531 2683 2822 150 521

20

25.83% 21.15%

18.13% 14.70% 13.53%

18.05%

10.19%

44.65%

34.53%

31.31%

29.90% 31.05%

34.37%

22.06%

18.55%

24.91%

27.38%

26.10% 27.93%

27.10%

28.39%

10.98%

19.41% 23.18%

29.30% 27.49%

20.47%

39.37%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

18-24 25-34 35-44 45-54 55-64 65+ Decline to identify

Certificated-Pay for Successful Evaluation by Principal and Peer Reviewers by Age

4-Strongly oppose

3-Somewhat oppose

2-Somewhat favor

1-Strongly favor

68 1872 2527 2676 2815 152 516

“MASTER” TEACHER IN

WASHINGTON LAW

RCW 28A.415.250

Teacher Assistance

Program-Provision for

mentor teachers

“Sustained support for

beginning teachers or

experienced teachers

who are having

difficulties”

“Mentor teachers who

are superior teachers

based on their

evaluations”

Beginning Educator

Support Team

Limited

funding=limited scope

Supplemented by local

funding

3,320 average number

of new teachers in the

past 3 years

3,411 new teachers in

2011-2012

21

“MASTER” TEACHER

PESB REPORT

Master Teacher

A separate license

would be duplicative

of NBPTS and cost-

prohibitive

Most teachers choose

NBPTS due to

national reciprocity

and recognition

Could be a career

ladder and/or a

strategic intervention

in struggling schools

“ It would be important to have

clarity on the role expectations in

order to define the competencies

and training through which one

could attain the designation.

From this point the question

becomes, now that we are clear on

the role of master teacher, are we

concerned about their equitable

distribution? “ (p. 7)

22

“MASTER” TEACHER

CBA’S ROLES & RESPONSIBILITIES

23

Review CBA analysis

Local school districts

recognize certain

additional roles &

responsibilities

Based on local

bargaining, levy

funding and school

district priorities,

some pay for

“master” teachers

State of WashingtonAdditional Pay per FTE

Teachers Only (2011-2012 Preliminary S275)

Legend

0 - 2499

2500 - 4999

5000 - 7499

7500 - 9999

10000 +

SOURCES:

American Recovery and Reinvestment Act of 2009, Pub. L. No. 111-5, 123 Stat. 115 (2009). Retrieved February 14, 2012

http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=111_cong_bills&docid=f:h1enr.txt.pdf

Comprehensive Center for Teacher Quality (2010) Teacher Leadership as a Key to Education Innovation.

http://www.tqsource.orgg/blung

Danielson, C. (2006) Teacher Leadership That Strengthens Professional Practice. Association for Supervision and

Curriculum Development. p. 12

National Board Certification 2010 Quick Numbers Retrieved September 30,2011

http://www.k12.wa.us/Compensation/pubdocs/NationalBoardCertification2010Numbers.pdf

Professional Educator Standards Board, Washington State (2010) Strengthening the Continuum of Teacher Development:

Professional Educator Standards Board Response to the Charges in ESHB 2261. Retrieved September 11, 2011

http://www.pesb.wa.gov

The Center for Strengthening the Teaching Profession (CSTP) (2005) Effective Support for New Teachers in Washington

State. Retrieved September 11, 2011 http://www.cstp-wa.org

The Center for Strengthening the Teaching Profession (CSTP) (2009) Final Recommendations for a Washington Master

Teacher Designation. Retrieved September 11, 2011 http://www.cstp-wa.org

The Education Commission of the States (2010). Teacher Leaders: Boosting Teacher Effectiveness and Student

Achievement. Retrieved February 14, 2012 http://www.ecs.org

U.S. Department of Education (2010a). A blueprint for reform: The reauthorization of the Elementary and Secondary

Education Act. Washington, D.C. Retrieved February 22, 2012

http://www2.ed.gov/policy/elsec/leg/blueprint/blueprint.pdf

U.S. Department of Education (2010b). Race to the Top Fund website. Washington, D.C. Retrieved February 22, 2012 from

http://www2.ed.gov/programs/racetothetop/index.html

Washington State Common School Manual. RCW 28A.415.250 Teacher assistance program-provision for mentor teachers.

Retrieved February 14, 2012 http://apps.leg.wa.gov/RCW/default.aspx?cite=28A.415.250

Washington State School District Teacher and Principal Evaluation System Survey Results (2009-10) Teacher Evaluation

Project Pilot

24