2021-2022 A-Comp Plan - Alexandria Public Schools
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2021-2022 A-Comp Plan
Alexandria Public Schools initially has been a Q Comp district since 2016-2017 school year.
To qualify for Q Comp aid under Minnesota Statutes, section 122A.413, a district, school site, charter
school, intermediate district or cooperative district must have an alternative teacher professional pay
system as described in Minnesota Statutes, section 122A.414. All components of the Q Comp program
must meet the state requirements. Q Comp in Alexandria Public Schools is known as A Comp.
Core Component #1 Career Advancement Options
Career advancement options refer to opportunities for teachers to step into formal teacher leadership
roles. Teacher leaders are professional educators who act as change agents to build capacity in self
and others to increase effective educator practices and improve student learning.
The career ladder includes three positions with various duties and compensations.
A-Comp Oversight Committee Member
Qualifications:
● Valid Minnesota teaching license
● Experience in leadership role, experience in Alexandria preferred
● Master’s degree preferred
● Effective communication, organizational and time management skills
● Demonstrates knowledge of broad base of instructional strategies and practices that promote
student learning
Responsibilities:
● Attend six meetings with an estimated commitment of 9 hours outside of the duty day
● Monitor and evaluate program implementation
● Determine program changes
● Actively solicit input from teachers and other educators about how the program is
experienced on the ground
● Decisions will be made by the Oversight Committee by significant consensus
● Serve as an appeals committee, if necessary
Membership:
● The following will be the positions on the Oversight Committee:
Position Person Term
Elementary Teacher (3-5) Jade Liebl 2019-2021 (1st Term)
Instructional Specialist Dave Harstad 2019-2021 (2 Term)
nd
Elementary Teacher (preK-2) Elizabeth Boike 2019-2021 (2nd Term)
Instructional Coach Sara Kosters 2019-2021 (1st Term)
High School Teacher Jacob Clauson 2019-2021 (2nd Term)
Middle School Teacher Patrick Dougherty 2021-2023 (1st Term)
Special Education Teacher Leigh Mattox 2021-2023 (2nd Term)
EMA President Thomas Ellison Term Expires when no longer EMA President
Elementary Administrator Brendan Bogart 2019-2021 (2nd Term)
Secondary Administrator Heather Timm 2020-2022 (2nd Term)
Superintendent Rick Sansted Ongoing position
Human Resource Director Scott Heckert Ongoing position
Assistant Superintendent Darcy Josephson Ongoing position
1 | May 27, 20212021-2022 A-Comp Plan
Hiring Process:
● Teachers will express an interest through the EMA President. The EMA President will fill the
teacher positions. The Assistant Superintendent will be responsible to fill the administrative
positions.
● The term of the committee will be for 2 years with the ability to apply for a second term.
Evaluation Process:
● The Assistant Superintendent will evaluate each member based on meeting attendance and
participation.
● Committee members are expected to attend at least 5 of the 6 meetings and demonstrate
proficiency on the self-evaluation tool to meet the standards and earn compensation for the
position.
Compensation:
● $300.00 annual salary augmentation
Ratio:
● A total of eight teachers will serve on the A Comp Oversight Committee
● A total of five administrators will also serve on the committee to represent the district
Strategy Coach
Qualifications:
● A valid Minnesota teaching license
● At least five years of experience working as a teacher and three years in the district
● Displays knowledge of effective, evidence-based teaching practices and employs those
practices in his or her role (teacher, counselor, psychologist, etcetera)
● Demonstrated ability to use data for instructional planning
● Effective participant in a professional learning community (PLC)
● Effective communication, organizational and time management skills
● Demonstrates effective interpersonal relationship skills
● Demonstrated knowledge of a broad base of instructional strategies and practices that
promote student learning
Responsibilities:
● Conduct observations for tenured teachers and provide feedback about their
instructional practices
● Train tenured staff in the evaluation/observation process as outlined in the Q Comp plan.
● Act as a resource for professional development activities for all staff that will improve the
observation and evaluation process.
● Maintain ongoing contact with the Assistant Superintendent.
● Participate in local, state and national training, as needed.
● Maintain records of observations and other information necessary for the successful
implementation of the A Comp program.
2 | May 27, 20212021-2022 A-Comp Plan
Membership:
Coach Position Name Term Expiration Funded
Elementary Literacy Patty Wiitanen 2021-2024 (1st term) Q-Comp
Elementary Literacy Nanette 2020-2023 (2nd term) District
Haugen
Elementary Literacy Nancy Hasz 2020-2023 (2nd term) Q-Comp
Elementary Literacy Caitlin Hayes 2019-2022 (1st term) District
Elementary Math Jill Fuglestad 2021-2024 (2nd term) District
Elementary Math Megan Paulson Static District
Secondary Coach (Specialist- Sue Green 2020-2023 (2nd term) Q-Comp
PE, Music, Health, Art etc. )
Secondary Coach Sara Kosters 2019-2022 (2nd term) Q-Comp
(Humanities)
Secondary Coach (STEM) Haley Kalina 2021-2024 (2nd term) Q-Comp
K-12 Special Education Trish Mages 2019-2022 (2nd term) District
Coach
AAHS Academy Coach Claire Static District
Anderson
Social Worker Vicky Doetkott Static District
Instructional Coach
Technology Coach Lukas Gotto Static District
There are only five of these positions which are funded by Q Comp funds. The other
positions are funded with other funding sources. In addition the Early Education Coordinator
and the Adult Basic Education Coordinator both complete some of the A-Comp evaluations
and are paid with District funds.
Hiring Process for A-Comp funded positions:
● All open positions are posted on the online application system. Staff will also be informed via
an email message from the Education Minnesota-Alexandria. Alexandria strives to hire the
best candidates for open positions and thus will work to ensure high-quality communication
regarding open positions.
● Positions will be posted in-house for five working days.
● Interested candidates will complete an application in the online system.
● Appropriate staff members will be given access to view the applicant’s file so that the
candidate’s qualities can be matched to the criteria that is being sought.
● District administrators, EMA representatives and members of the A Comp Oversight
Committee will be selected to be a part of the interview team.
○ Candidates will be scheduled for interviews and will be invited to share their past
experiences related to education, work done training adults, technology use, coaching
background, administrative training (if applicable) and educational best practice.
○ Interviewers will meet with all selected applicants for interviews using a pre-
established set of questions.
○ At the conclusion of the interviews, the interview committee will discuss the
strengths and areas of concern for each candidate.
○ Based on conversations, the committee will pick the top candidates and conduct
background checks and follow-up interviews as needed. If a second round of interviews
are needed, the committee will reestablish the process listed above and a second set of
questions will be generated.
3 | May 27, 20212021-2022 A-Comp Plan
Evaluation Process:
● Strategy Coaches will be evaluated based on the Danielson framework for instructional
specialists.
● The evaluation will be conducted by the Assistant Superintendent.
● The evaluation will mirror the teacher evaluation activities (e.g., three professional
observations annually).
Compensation:
● This is a 1.0 FTE Teacher on Special Assignment (TOSA) position with flexible days and
extended contract days to be used throughout the duration of the contract year. The extended
time and flex time must be approved by the Assistant Superintendent in advance.
○ A term limit of 3 years is established in order to ensure that teachers retain their primary
role in student instruction with the ability to apply for a second term.
○ The term limits would apply only to the positions funded with Q Comp funds. The other
positions will be based on district decisions.
Ratio:
● A total of 11 Strategy Coaches for the district
○ This is a 1:30 ratio of Strategy Coaches to teachers (364 teachers)
Core Component #2: Job-Embedded Professional Development
Job-embedded professional development refers to all the professional learning opportunities
teachers have during their contract day throughout the school year. The focus of the A Comp plan
will be reading so the measured goals will be reading goals. The goals for each site will need to be
updated based on year-end standardized data prior to October 1 of each year and resubmitted to
MDE each year.
In alignment with the district’s strategic plan or World’s Best Workforce Plan, each site has
chosen the following goals as the focus for student improvement for 2021-2022 school year:
Building Site Level Goals Reading Goal Math Goal
GARFIELD READING GOAL – Q COMP GOAL
BUILDING MATH GOAL
MILTONA READING GOAL– Q COMP GOAL
BUILDING MATH GOAL
CARLOS READING GOAL– Q COMP GOAL
BUILDING MATH GOAL
LINCOLN READING GOAL– Q COMP GOAL
BUILDING MATH GOAL
4 | May 27, 20212021-2022 A-Comp Plan
VOYAGER READING GOAL– Q COMP GOAL
BUILDING MATH GOAL
WOODLAND READING GOAL– Q COMP GOAL
BUILDING MATH GOAL
DISCOVERY READING GOAL– Q COMP GOAL
BUILDING GOAL
AAHS A COMP READING GOAL– Q COMP GOAL
AAHS BUILDING GOALS– Q COMP GOAL
Professional Learning Communities
PLC teams are by grade level as well as by content (physical education, music, etc.) at the elementary
level. Average membership is between 2-6 people. Middle school PLCs are organized by content area
with membership between 2-8 people. High school PLCs are also organized by content area and
membership is between 4-10 people. Currently preK-12 staff meet for an average of 90 minutes every
other week as determined by the building structure.
Mentorship
Alexandria has a very well-established mentorship program and requires all non-tenured teachers to
participate in it for three years. Alexandria also requires this program for new teachers to the district
who may have previously taught or been tenured in another district. The supervising administrator
will determine if a teacher with 3 years experience will continue after the first year in the program.
Support is provided for all new teachers in the classroom and within the school system so that new
teachers can become familiar with Alexandria’s cultures, practices and training programs.
During the first year of the mentorship program, teachers work on general teacher knowledge and the
Danielson framework. The second year is based on Marzano’s work. The third year is focused on
Understanding by Design and planning for instruction.
Alexandria has a full-time mentor coordinator who does monthly training with each of the four different
groups of teachers (Year 1, Year 2, Year 3 and new previously tenured staff). This is paid for with
funds other than Q-Comp.
New teachers are observed by building administrators, the mentorship coordinator, instructional
coach, mathematics coaches and literacy coaches. All coaches work to ensure that new teachers
have the tools they need to be successful in Alexandria.
Core Component #3: Teacher Development Evaluation
The purpose of the teacher evaluation cycle is to support teacher growth and development. In this
model, Alexandria Public Schools provides several opportunities for educators to meet and discuss
instructional practice and student outcomes.
5 | May 27, 20212021-2022 A-Comp Plan
These opportunities include classroom observations, meeting in PLCs, creating individual growth and
development plans, setting student learning goals, and monitoring and responding to student
engagement.
Teachers and observers (strategy coaches and supervising principals) engage in three classroom
observation cycles annually. They use the Charlotte Danielson rubric to focus the observations and
conferences on common definitions of effective instructional practice. Teachers in their first year in
Alexandria Public Schools will be evaluated on the following components from Danielson-2a, 2c, 3a
and 3c. They will be evaluated on all four components each of the three (3) observations from their
supervising administrator. For all certified teachers the second year and beyond the A Comp
Oversight Committee will determine two (2) required Danielson components each teacher will
complete annually. These will be chosen from domains 1, 2 and 3. Each certified teacher will choose
an additional two (2) components to complete each year from domains 1, 2 and 3. The components a
teacher chooses must not be a required one chosen by the A-Comp Oversight Committee for three
years. The same four (4) components will be utilized for all three observations.
Required components as determined by the A-Comp Oversight Committee:
2021-2022 Components-2d and 3a
2022-2023 Components-1e and 2a
2023-2024 Components-2b and 3d
Supervising administrators and Strategy Coaches are responsible for conducting observations,
facilitating a growth-focused conversation and evaluating teacher performance using the Danielson
rubric.
Tenured teachers at Alexandria Public Schools will be on a three-year rotation that will consist
of one year in a Formal Observation Cycle and two years in the Professional Growth Cycle. The
supervising administrator may choose to keep a teacher in the Formal Observation Cycle for more
than one year if the administrator deems necessary. There are two key differences in these cycles for
tenured teachers.
● In the Formal Observation Cycle, one observation is conducted by a principal and the
remaining two are conducted by a Strategy Coach. Also, the formal observation cycle
concludes with a summative conference (see description below) at the end of that school year.
● The Professional Growth Cycle observations (at least three) are all completed by a
Strategy Coach. The certified staff will receive a summative score in each of the
determined components at the end of the year based on the preponderance of evidence
collected in the three observations. The Strategy Coach will determine the summative
scores after the three cycles are completed.
Certified staff may choose to participate in Peer Observation for the second cycle if they are in the
Professional Growth Cycle only. A Comp Oversight committee in partnership with administration
and teacher representation created a model to implement peer observation. A timeline and training
modules have been established to support successful implementation. The request for this option
came from tenured teachers who saw the benefit of peer observations in our mentorship program.
The purpose of Peer Observation is to provide opportunities for teachers to be reflective partners to
improve their craft and lead their own learning. A reflective partner facilitates the thinking of their
colleague.
6 | May 27, 20212021-2022 A-Comp Plan
Information will be shared with staff about the program. Staff will notify the coaches they are
interested in peer coaching and the coaches will notify the Assistant Superintendent. Staff may
choose their partner or the Assistant Superintendent can randomly assign partners. Teachers are
not able to choose the same reciprocal partner two consecutive years. The length of the
observation must be one class period or a minimum of 25 minutes. The peer coaching experience
must occur between December 1st-January 30th. All participants must attend training. Coaches will
cover the classes while teachers participate in Peer Observation.
The teacher evaluation cycle for probationary teachers in Alexandria is similar to tenured teachers in
most ways. The key difference is that all observations of probationary staff will be conducted by a
school administrator. Probationary teachers are also supported by mentors throughout their
probationary period. The other difference is that at the end of the third year the supervising
administrator will have assessed a non-tenured teacher in all 22 of Danielson’s components.
Licensed, non-instructional teachers (e.g., nurse, counselor, TOSA) will also engage in similar activities
based on their tenure status. The differentiation for licensed, non-instructional teachers includes using
Danielson’s rubrics for specialist positions and centering the conversation between observer and
educator on the professional responsibilities of the position. To make this process applicable to all
certified workgroups, revisions to the framework are to be used with the following staff:
● Special education teachers
● Strategy Coaches
● School nurse
● School counselors
● Media specialists
● School psychologists
● Therapeutic specialists (speech, occupational, hearing or physical therapists, and social workers)
● ECFE parent educators
● Instructional Coaches
Annual Development and Evaluation Activities
Annually, all teachers in Alexandria Public Schools will engage in the activities listed below to support
their continuous professional growth.
Teachers will:
● Complete a professional growth and development plan
● Participate in three Formal Observation Cycles that reflect evidence from the Danielson
framework for teaching. These dates will be adhered to unless there is a unique situation as
determined by administration.
o November 30- completion of first observation cycle
o January 30- completion of second observation cycle
o March 30- completion of third observation cycle
● Be observed informally using classroom walkthrough observations.
● Complete student learning goal(s) (SLGs) and reflect on the results.
● Collect and reflect on student engagement data.
● Participate in Professional Learning Communities (PLCs).
● Conduct other job responsibilities expected of a professional teacher.
The classroom observation cycle includes a pre-observation conference, a classroom
observation and a post-observation conference.
7 | May 27, 20212021-2022 A-Comp Plan
● Step 1- Pre-Observation Conference: Prior to the observation, a pre-observation conference
between the principal and teacher will be held. The focus of this conference is centered on a
discussion of the class profile, teaching profile and planning questions, and the selection of the
components to focus the observation. The lesson plan should be completed in Frontline and
submitted at least one day prior to the pre-observation conference.
● Step 2- Classroom Observation: The administrator/strategy coach will gather evidence on the
identified components using the Danielson framework through the observation process.
● Step 3- Post-Observation Conference: The administrator/strategy coach and teacher will meet
to discuss the observation. At least one day prior to the post-observation conference, the
teacher will complete the post-observation reflection questions in Frontline and submit the
document to the observer. All attempts should be made to conduct the post-observation within
one week of the observation. The observer will facilitate a conversation about the lesson
observed, including a discussion of the evidence of performance related to the selected
components and record everything in the rubric document in Frontline. Finally, the observer
and teacher will discuss action steps to take prior to the next observation cycle.
Student Learning Goals (SLGs)
Annually, teachers will create student learning goals. Each year, they will examine baseline data for
their new students, identify an appropriate assessment to measure progress, and create a student
learning goal. This goal will be shared with Strategy Coaches and/or supervising administrators for
review and approval. Teachers will monitor student progress throughout the year (supported by PLCs,
coaches and principals). The SLG mid-year check in will be completed and submitted in Frontline by
teachers by February 15th. In the spring of each year, the teacher will meet with a Strategy Coach or
principal to review the data and to determine if the goal was met. The final SLG document will be
completed and submitted in Frontline by May 15th.
Summative Conference
At the close of the Formal Observation Cycle (and annually for probationary teachers) the supervising
administrator and teacher will meet following the completion of the third observation. Together, they
will:
● Discuss the summative evaluation report that is to be completed by the supervising administrator
● Review longitudinal data collected throughout the three-year evaluation cycle
● Establish SMART goals for the professional growth stage
The teacher has the right to respond to the form by sending a letter of rebuttal to Human Resources
to be attached to a summative evaluation report. The principal will send copies of the completed
summative evaluation report to the Human Resources department. Teachers will be provided with a
copy of the summative evaluation report as well.
As part of the summative evaluation for probationary teachers in the third year, the supervising
administrator will meet with staff at the end of their probationary period following the third observation to
establish goals for the professional growth stage.
Teacher Improvement Process
Teachers not meeting professional teaching standards as outlined by Minnesota Statutes
122A.40 and 122A.41 will be provided support to improve through a teacher improvement
process that includes established goals and timelines.
8 | May 27, 20212021-2022 A-Comp Plan
If a teacher’s supervising administrator determines a teacher is not meeting the expectations for a
teacher in Alexandria Public Schools and as determined through the state and school district guidelines
the administrator will work with the teacher to create goals, measurement criteria and timelines using
the teacher improvement plan document. In addition, if a teacher’s supervising administrator
determines a teacher is not meeting Danielson’s components annually identified the administrator will
work with the teacher to create goals, measurement criteria and timelines using the teacher
improvement plan document. The administrator will set up regular meetings to check on progress and
assist the teacher through the process of making satisfactory improvement.
Teachers, per statute, will be disciplined for not making adequate progress or participating in the
teacher improvement process. Discipline may include a last chance warning, termination, discharge,
nonrenewal, transfer to a different position, a leave of absence or other discipline
that the school administration determines is appropriate. If a teacher refuses to participate in the
improvement process, he or she will also be subject to discipline.
Q Comp Appeals Process
The A Comp Oversight Committee shall decide appeals. The Appeals Committee shall be composed
of four district administrators and four members of the A Comp Oversight Committee (the Union
President and Assistant Superintendent will be two of the members.) The Union President and
Assistant Superintendent shall co-chair the Appeals Committee and will count as two of the four A-
Comp Oversight Committee representatives.
Any teacher with a concern about any aspect of A Comp is encouraged to work with the A Comp
Oversight Committee to resolve the issue.
A formal appeal shall be made in writing to either the Union President or Assistant Superintendent. The
request shall be submitted on the official appeals form within 10 contract days of the conference,
observation or concern. If this timeline is not met because the teacher is pursuing an informal resolution
to the issue, the Union President and Assistant Superintendent may extend the deadline for submission
of an appeal.
The Appeals Committee shall meet within 14 contract days of receipt of the written appeal. The Union
President and Assistant Superintendent shall be responsible for scheduling the Appeals Committee.
This timeline may be extended upon mutual agreement of the Union President, Assistant
Superintendent and the teacher.
The teacher and other involved parties shall have the opportunity to speak to the Appeals
Committee, though an individual may present information in writing instead if he/she so chooses.
There shall be a 30 minute time limit for each side to discuss their concerns. Appeals Committee
members may question individuals who present information at the meeting. The teacher has the right
to union representation at the appeals hearing. The union representative may speak as part of the
teacher’s allotment of time.
Upon conclusion of the appeals hearing, the Appeals Committee shall meet in private to deliberate. A
decision is made by majority vote. The Appeals Committee may uphold an appeal, deny an appeal or
recommend another course of resolution. The teacher must be notified in writing of the results of the
appeal no more than seven (7) contract days following the hearing.
9 | May 27, 20212021-2022 A-Comp Plan
Training—Teachers, Principals, Strategy Coaches
As part of the process, building administrators hold meetings with the staff that are being observed to
review the process. Building Administrators also review the steps in the process during pre- and post-
conferences so that each teacher knows what happens in each phase of the observation cycle. The
Mentor Coordinator provides training on the Danielson framework in meetings with new staff
members.
Training on the Danielson framework will be provided for administrators and coaches. Administrators
and coaches will then provide training for all teachers during back to school workshops on the
components being chosen for the year. Staff will annually receive training on the required components
during back to school workshop week. Coaches will also work with PLC teams prior to the first
observation to ensure a common understanding of the rubric.
Core Component #4: Performance Pay and Alternative Salary Schedule
In order to be eligible for Q Comp a certified teacher must be at least a .5 FTE. If a teacher who is .5
to 1.0 FTE fully participates and completes all of the requirements, he/she is eligible for full salary
augmentation.
The district has reformed the salary schedule by modifying how teachers move vertically (step
increment) on the schedule. In addition to years of experience with Alexandria, teachers will be eligible
for vertical movement when they earn a “Proficient” rating through the observation process. Teachers
must annually demonstrate proficiency (score of a 3) on their summative scores in the identified areas.
In addition, each teacher can earn increased compensation in the following manner so that at least 60
percent of any increase in compensation will be based on factors of student and teacher performance:
• $50.00 for schoolwide student achievement gains will be awarded to each teacher at the site if
the schoolwide goal outlined in Core Component: Job-Embedded Professional Development
(updated annually) is met.
• $100.00 for measures of student growth and will be awarded to each licensed staff member
whose goal process has been achieved per the plan.
● Teachers will submit their student learning goal to the Principal at the elementary by
October 15th. At the middle school/high school the teacher will submit their student
goal to their coach by October 15th and then their principal by October 31st.
● The Principals will review all the goals to ensure equity and inform teachers if their
goals meet the criteria or if revisions are needed.
● All goals will be finalized by November 30th each year.
● The mid-year check in is due February 15th.
● The final document is due May 15th.
● The Principals will verify the data and form to determine if pay has been earned.
● Staff must be able to complete their student learning goal and have beginning of the year
and end of the year data in order to be eligible for this salary augmentation.
• $950.00 for teacher observation/evaluation results will be awarded to each licensed staff
member who annually demonstrates proficiency (3 or 4) on the summative scores for the
identified components for that year. In order to be eligible for the full salary augmentation, a
teacher must complete all three observations and must complete one observation during each
cycle. If an accommodation needs to be made the certified staff should work with the building
administrator.
10 | May 27, 20212021-2022 A-Comp Plan
● Strategy Coaches and administrators will conduct at least three observations
annually. One observation will be completed each cycle.
● As part of the observations, coaches and administrators will use the Danielson rubric
to evaluate current performance, based on a predetermined selection of Danielson’s
components, established prior to the school year beginning.
● All summative scores for a teacher in their second year or beyond must be a 3 and
for a first year teacher in APS school district must be a 2. This summative score is
based on the preponderance of evidence from the three (3) observations.
● All observations need to be completed by March 30th and one observation must be
completed each cycle to be eligible for the salary augmentation.
• $150.00 for successful participation in a PLC will be awarded to each teacher who
demonstrates all of the following as monitored by the principals through PLC minutes
documented by each team:
● Research, develop and implement a student learning goal
● Construct lesson plans to implement the strategies and share these with the team
● A minimum of two of these lessons will be part of the PLC minutes
● Implement the lessons and collect student work samples
● Analyze collected data and share findings with the team
● Differentiate teaching strategies to meet individual student needs based on data analysis
and discussion
● Share student work twice from the implemented instructional strategies with the team
● Attend at least 90% of the PLC meetings held in that year
○ If a staff member is out on medical leave or maternity leave and still attended 90% of
the meeting you could have attended; you will receive the A-Comp payout. (i.e. a
teacher has a baby or a total knee replacement and missed 3 months of PLC time).
This is not counted against the staff member if the member attends 90% of the
remaining PLCs (those that took place outside of the surgery or maternity leave.
Payments will be made the second paycheck in June.
As part of the program, MDE will be working with the Alexandria Public School District to conduct an
annual program review as part of the report requirement in Minnesota Statutes, section 122A.414.
11 | May 27, 2021You can also read
