here - School District of Greenfield

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SCHOOL DISTRICT OF GREENFIELD
COMPENSATION MODEL
FOR PROFESSIONAL EDUCATORS
WHY A “NEW” COMPENSATION
MODEL?
• Since 1970s, salaries for teachers were formally
bargained per state law
• Under former state law, increases to teacher
compensation needed to reach the Qualified
Economic Offer (QEO) which was set at 3.8%
• The QEO did not include advancement on the
lanes/step system
• So, aggregate teacher compensation often rose
higher than 3.8% annually when lane/steps were
considered, as well as benefit cost increases
WHY A “NEW” COMPENSATION
MODEL?
• Beginning in 2011, revenue authority (state aid &
local property tax) to school districts was
significantly reduced.
• For example, in 2008, the District was allowed to
invest an additional $275 per resident student,
compared to the year prior.
• In 2013, that amount is $75 per resident student.
• The District has 3021 resident pupils, thus a $200
reduction in revenue authority results in over a
$600,000 reduction annually.
WHY A “NEW” COMPENSATION
MODEL?
• In 2011, changes were made to state law.
• Prohibits bargaining collectively with respect to
any condition of employment except wages,
which includes only total base wages and
excludes any other compensation, such as
overtime, premium pay, merit pay, performance
pay, supplemental compensation, pay
schedules, and automatic pay progressions.
• Prohibits bargaining over a percentage of a total
base wage increase greater than the
percentage change in the consumer price index
(CPI).
WHY A “NEW” COMPENSATION
MODEL?
• The old model of compensation is economically
unsustainable.
• In years past, the District would have
approximately $500,000 for compensation
increases, now the District has approximately
$200,000.
• With labor costs approximately 73% of the
budget, to cover wage increases of 8-10%
with revenue increases of 1-2%, the District
would quickly become insolvent.
• Professional educator compensation must
align with revenue allowance.
NOW WHAT?
Based on the facts that:
1) District can no longer sustain the old compensation
system; &
2) Bargaining over the pay schedule (and any
increase beyond CPI) is prohibited,
The District needed to develop a compensation
model.
BACKGROUND
The Board of Education for the School District of
Greenfield authorized a subcommittee of the Board
(“Compensation Committee”) to develop a
professional educator compensation structure. The
Compensation Committee is charged with bringing
to the Board a compensation model for
implementation in the 2014-15 school year.
INITIAL STEPS
• District administrators visited schools to inform staff
of the issue.
• To gauge feedback from staff, a survey was
commissioned.
SURVEY FEEDBACK
The feedback from the survey identified several themes.
Professional educators believe that:
• There should not be regression in salary;
• Experience is the most important factor as it relates to
compensation;
• Student performance should not affect professional
educator compensation;
• Teacher Performance should influence compensation;
• Pathways to higher earnings should be transparent; and
• Relationships with administration and colleagues are
critical.
CORE VALUES
On the outset, Administration identified several key
features that should be present in a compensation
system. To that end, the compensation plan will:
•
•
•
•
•
Attract teachers to Greenfield;
Retain teachers in Greenfield;
Be sustainable based on revenue projections;
Be fair, transparent and easily understood; and
Reward desired behaviors aligned with Educator
Effectiveness and the District’s culture & mission.
BLENDING: FEEDBACK & CORE VALUES
Taking into consideration the feedback of our professional staff,
as well as the core values of our administrative staff, the
subcommittee has met with the goal of addressing our needs.
Committee Members:
Cathy Walsh, Board Treasurer
Len Cich, Board Member
Rob Hansen, Board Member
Scott Krueger, GEA President
Danielle Pierro, GMS Teacher
Andrea Woerpel, Elm Dale Teacher
Dan Manley, GHS Teacher
Mark Kapocius, Director of Human Resources
Amy Kohl, Director of Business Services
Patrice Ball, Director of Curriculum, Assessment and Instruction 6-12
Charity Eich, Director of Curriculum, Assessment and Instruction K4-5
Lisa Elliott, Superintendent
BASIC TENETS OF PLAN
• Experience is the greatest factor affecting
compensation
• Pathways for increased compensation are
transparent
• Teacher performance and professional growth will
affect compensation, but student performance will
not
• Teachers who exceed expectations, and lead
others, will receive additional compensation
BASIC TENETS OF THE PLAN
• Depending on experience and growth, professional
educators will be placed in one of four
classifications:
•
•
•
•
(I) Introductory
(P) Professional
(A) Advanced, and
(S) Senior.
• Each classification has a minimum salary amount.
• I- $42,000; P- $50,000; A- $60,000; S- $70,000
• Progression into one classification, from another, is
based on experience (points) earned in previous
years.
BASIC TENETS OF PLAN
The District will take an active role in facilitating
professional learning and growth opportunities for all
professional educators.
BASIC TENETS OF PLAN
• All professional educators can be evaluated
annually* and a point total can be ascribed to the
performance.
• Meeting the standard expectation will earn a “1”
• For those who meet expectations (“1”), and then exceeds
expectations, they may earn a “+”
* In an evaluation year- Classroom Observation with the Danielson
Rubric; In non-evaluation year- Professional Practice Goal.
BASIC TENETS OF PLAN
• When a professional educator earns a “1” they will
remain on track for continued advancement within
their classification, and eventually into the next
available classification.
• When a professional educator earns a “+”, they
would receive a stipend above their standard
salary.
• If a professional educator earns a “0,” their progress
may be impeded.
BASIC TENETS OF PLAN
• Each year, the Board of Education will determine
the aggregate amount of money available for
Professional Educator salary increases. This amount
will be based upon multiple budgetary factors
including:
• State of Wisconsin’s Biennial Budget
• Resident Pupil Count
• Consumer Price Index (CPI)
• The identified amount will be used to compensate
• (a) those on the standard progression (i.e., “1”) and
• (b) those that exceed expectations, (i.e., “1+”).
BASIC TENETS OF PLAN
• Why the emphasis on professional development
and growth?
• We believe this an area that professional educators can
control.
• We believe that rewarding behaviors aligned with Educator
Effectiveness and the District’s culture & mission is critical to
the learning, growing and succeeding of all students.
• We believe that professional growth:
• meets specific needs of the District,
• helps individuals improve their performance to increase student
achievement; and,
• should be uniquely tailored for all professional educators.
BASIC TENETS OF PLAN
Research has proven effective educators to be the
single most important school based factor in every
student’s chance to succeed (Wisconsin Department of
Public Instruction, 2014).
Therefore, we need to ensure that
every teacher in our district continues to learn, grow,
and succeed.
GETTING FROM HERE TO THERE
The Great Migration
• For the 2013-14 year, we will be migrating to the new
model.
• The migration will allow us to fully implement the model
in 2014-15.
• As we migrate professional educators to the new model:
• No one will realize a regression in their current salary,
• Everyone will be placed onto the nearest cell based on their
current salary (Introductory-1 to Senior),
• Based on their current salary, some educators will advance
more than others,
• Everyone will get a minimum of a $500 increase (not including
new hires for ‘13-14),
MIGRATION TO NEW MODEL
ASSUMPTIONS
• 2013-14 Hires are not placed on the schedule
• Each is assigned a placement based on zero years of
service (I-0, P-0, etc)
• Each will be placed in the compensation model in 2014-15
at the predetermined cell (I-1, P-1)
MIGRATION TO NEW MODEL
ASSUMPTIONS
• All 2012-13 teachers are placed on the schedule
using the following rules:
• Using current salary, placed at the next highest salary cell
(no regressions)
• Teachers that are >$66,000 and < $70,000 will be
placed at A5-0, with a maximum increase of $2,000
• Using YOSV (variance) placement may be advanced in
the Introductory and Professional, and Advanced
categories
• YOSV = 4 or 5, then gain 1 additional step
• YOSV => 6, then gain 2 additional steps*
*2 additional steps must be in same column, example P4 can’t move
to A1, only to P5.
MIGRATION TO NEW MODEL
ASSUMPTIONS
Years of Service Variance (YOSV) calculation:
• YOS are assigned to each cell of the schedule (1-20)
• YOSV (variance) is calculated using actual YOS in the
District compared to cell YOS
YOSV = YOS cell – YOS in the District
• YOSV is used to determine additional step(s) for 2013-14
only
MIGRATION TO NEW MODEL
COMPENSATION
Introductory and Professional category
• Using current salary, placed at the next highest
salary cell
• Additional advancement:
• <=3 YOSV receive minimum $500 increase*
• 4-5 YOSV receive minimum $1,000 increase*
• >=6 YOSV receive minimum $1,500 increase*
* minimum increase is combined with increase due to placement into the model
MIGRATION TO NEW MODEL
COMPENSATION
Advanced category
• Using current salary, placed at the next highest salary
cell:
• <=3 YOSV receive minimum $500 increase*
• 4-5 YOSV receive minimum $1,000 increase*
• >=6 YOSV receive minimum $1,500 increase*
* minimum increase is combined with increase due to placement into
the model, not to exceed $2,000
MIGRATION TO NEW MODEL
COMPENSATION
Senior category
• All teachers in this category receive a minimum of $500
• Teachers with => 20 YOS in District receive $750
• Must have 10 YOS in District to qualify to move to this
category (start of year 11)
Teachers were initially placed onto the nearest cell based on their
current salary. (No regressions)
For example: A teacher making $40,092 in the 12-13 school year would
be placed at I-1 for the 13-14 school year and receive a $42,000 salary.
Introductory
Professional
Advanced
I-1: 42,000
P-1: 50,000
A-1: 60,000
I-2: 43,500
P-2: 51,500
A-2: 61,500
I-3: 45,000
P-3: 53,000
A-3: 63,000
I-4: 46,500
P-4: 54,500
A-4: 64,500
I-5: 48,000
P-5: 56,000
A-5: 66,000
Senior
S: 70,000+
Teachers were initially placed onto the nearest cell based on their
current salary. (No regressions)
For example: A teacher making $58,240 in the 12-13 school year would
be placed at A-1 for the 13-14 school year and receive a $60,000
salary.
Introductory
Professional
Advanced
I-1: 42,000
P-1: 50,000
A-1: 60,000
I-2: 43,500
P-2: 51,500
A-2: 61,500
I-3: 45,000
P-3: 53,000
A-3: 63,000
I-4: 46,500
P-4: 54,500
A-4: 64,500
I-5: 48,000
P-5: 56,000
A-5: 66,000
Senior
S: 70,000+
With the exception of new hires in the 13-14 school year, ALL teachers
will receive a minimum of a $500 increase when placed into the
model.
For example: A teacher making $64,058 in the 12-13 school year would
be placed at A-4 ($64,500) for the 13-14 school year, however since
that is only $442, and the minimum increase is $500, their actual salary
would be $64,558. For future movement purposes, their placement is
the A-4 category.
Introductory
Professional
Advanced
I-1: 42,000
P-1: 50,000
A-1: 60,000
I-2: 43,500
P-2: 51,500
A-2: 61,500
I-3: 45,000
P-3: 53,000
A-3: 63,000
I-4: 46,500
P-4: 54,500
A-4: 64,500
I-5: 48,000
P-5: 56,000
A-5: 66,000
Senior
S: 70,000+
Teachers that currently make more than $66,000, but less than $70,000will be placed at A5-0, with a maximum increase of $2,000.
For example: A teacher making $66,072 in the 12-13 school year would
be placed at an interim step A5-0 ($66,000) for the 13-14 school year,
however they would realize a $2,000 increase as this interim step. Their
actual salary would be $68,072. For the 2014-15 school year they will
move into the senior category with a salary of $70,000.
Introductory
Professional
Advanced
I-1: 42,000
P-1: 50,000
A-1: 60,000
I-2: 43,500
P-2: 51,500
A-2: 61,500
I-3: 45,000
P-3: 53,000
A-3: 63,000
I-4: 46,500
P-4: 54,500
A-4: 64,500
I-5: 48,000
P-5: 56,000
A-5: 66,000
Senior
S: 70,000+
Using a variance calculation, placement in the matrix may be
advanced in the Introductory, Professional and Advanced categories.
If there was a significant discrepancy between where a teacher was
placed and their years of service in the district, they could gain
additional movement
Variance of 4 or 5 years: gain one additional step
Variance of 6 or more years: gain two additional steps (must be in the
same category- I, P, or A)
For example: A teacher making $40,092 with five years of service in the
district was initially placed at I-1, however…..
Introductory
Professional
Advanced
I-1: 42,000
P-1: 50,000
A-1: 60,000
I-2: 43,500
P-2: 51,500
A-2: 61,500
I-3: 45,000
P-3: 53,000
A-3: 63,000
I-4: 46,500
P-4: 54,500
A-4: 64,500
I-5: 48,000
P-5: 56,000
A-5: 66,000
Senior
S: 70,000+
since there is a “Variance” of four years from where they would be
placed and what would be “expected” based upon the placement
matrix, they would move one additional step and be slotted in at I-2
which would equate to a salary for 13-14 of $43,500.
Introductory
I-1: 42,000
I-2: 43,500
I-3: 45,000
I-4: 46,500
I-5: 48,000
Professional
1
2
3
4
5
P-1: 50,000
P-2: 51,500
P-3: 53,000
P-4: 54,500
P-5: 56,000
Advanced
6
7
8
9
10
A-1: 60,000
A-2: 61,500
A-3: 63,000
A-4: 64,500
A-5: 66,000
Senior
11
12
13
14
15
S: 70,000+
16+
Teachers currently making $70,000 or more were placed into the Senior
category.
Teachers in the Senior category who have 19 or less years of service in
the District received a $500 increase on their current salary
Teachers in the Senior category who have 20+ years of service in the
District received a $750 increase on their current salary.
For example: A teacher with 16 years of service in the district, making
$73,293 in the 12-13 school year would be placed in the Senior
category for the 13-14 school year and receive a $73,793 salary.
A teacher with 23 years of service in the district, making $75,561 in the
12-13 school year would be placed in the Senior category for the 13-14
school year and receive a salary of $76,311.
Introductory
I-1: 42,000
Professional
P-1: 50,000
Advanced
A-1: 60,000
I-2: 43,500
P-2: 51,500
A-2: 61,500
I-3: 45,000
P-3: 53,000
A-3: 63,000
I-4: 46,500
P-4: 54,500
A-4: 64,500
I-5: 48,000
P-5: 56,000
A-5: 66,000
Senior
S: 70,000+
MIGRATION TO NEW MODEL
The bar graph below depicts the results of the Migration Placement by Full Time Equivalent.
2013-14 Salary Increase Distribution
70
65
60
50
43
43
40
Number of Teachers
30
21
21
20
10
2
1
0
2500-2999
3000-3499
3500-3999
0
500
501-999
1000-1499
1500-1999
2000-2499
2
4000-4500
MIGRATION TO NEW MODEL
The pie chart below depicts the results of the Migration Placement as a percentage.
Percent of Full-Time Teaching Staff in each 2013-14 Salary
Increase Range
500
501-999
1000-1499
1500-1999
2000-2499
1%
0%
2500-2999
0%
1%
11%
11%
3000-3499
32%
22%
22%
3500-3999
4000-4500
MIGRATION TO THE MODEL
Salary by Percentile
$90,000
$80,000
$76,311
$71,032
$70,000
$60,000
$60,000
$50,000
$40,000
$46,500
Salary
$40,092
$30,000
$20,000
$10,000
$0
1st Percentile
25th Percentile
50th Percentile
75th Percentile
99th Percentile
MIGRATION TO NEW MODEL
• Average/Mean Increase: $1,090.64
• Median Increase: $879.00
• Range of Increase: $500-$4,540
• Increase to total base wage is 2.2%; CPI is 2.07%
• Range of Salaries for 2013-14: $40,092-$76,311
FINANCES OF THE MODEL
• As the model avoids fixed salary figures, but for the
initial step in each classification, annual progress of
the salary schedule will vary.
• The variability will be determined by a number of
factors including:
• State resources based on pupil enrollment;
• Consumer Price Index (CPI);
• The number of professional educators advancing from one
classification to the next; and
• The number of professional educators who exceed
expectations in a given year.
FINANCES, IN GENERAL
• Like all municipal and governmental sector employers,
the School District of Greenfield cannot spend more
money than allowed by law.
• The years of double-digit increases in educator salaries
are over.
• Professional educator compensation has historically had
wide variability (over 100% variance from lowest to
highest paid).
• As such, those progressing through the wage scale will
absorb the greatest portion of the available money.
• Thus, those at the top of the wage scale will see a
slowing of wage growth to compensate for those
progressing through the wage scale.
CONCLUSION
The proposed compensation model is aligned with
the core values of the Administration and Board of
Education, while taking into consideration the needs
and concerns of our professional educators.
2014-15 contracts are based on the adopted
compensation model. The aggregate increase is
2.0% on base wage; CPI for July 1, 2014 is 1.46%.
QUESTIONS?
If you have any questions, we will
be available after this presentation
or feel free to contact Mark, Amy,
or Lisa.

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