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District outlines tiered campus supports and new principal compensation framework to improve retention
Summary
District staff described a tiered support model for campuses, principal coaching (internal and external), differentiated instructional supports and a new score-based compensation approach intended to reward performance and improve retention of principals and teachers.
District staff described a differentiated campus-supports model that assigns campuses to tiers based on accountability, attendance, discipline and teacher quality metrics, then matches each tier to specific supports such as principal coaching, instructional specialist time and biweekly accountability meetings.
Staff said the district will offer external principal coaches (named in the presentation as Debbie Graham and Carl Scarborough) and internal coaching capacity (Miss Sands and other central-office leaders). ‘‘Everyone wants a coach,’’ a presenter said when describing principal feedback collected during campus visits.
The district also described a performance-based principal compensation framework tied to multiple components — campus student outcomes, instructional leadership and campus operations — and said the model sets a baseline (unsatisfactory) and allows principals to earn higher compensation for meeting or exceeding targets. Staff characterized the initial year as a baseline year with movement phased in so principals would have time to adjust.
Recruitment and retention were also discussed: staff collect spring intent-to-return data from principals and teachers, and leaders said they are building strategies to address turnover and make roles more competitive. Staff emphasized non-pay supports as well, including differentiated campus coaching, targeted professional development, and greater instructional resources on campus.
No formal approvals were requested at the meeting; staff said they will continue to meet with campuses and implement tiered supports and coaching assignments.
