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District reports QCOMP/ATPS changes to preserve teacher performance pay amid budget shortfall
Summary
Janice Jeffrey, the district—s ATPS coordinator, reported on the alternative teacher performance pay system—s 21-year history, program outcomes and recommended changes that trim the payout and leadership stipends to save roughly $80,000.
Janice Jeffrey, the Albert Lea High School English teacher who coordinates the district—s Alternative Teacher Performance Pay System (ATPS), told the board the program has operated in the district for 21 years and aims to improve instruction through peer review, PLC (professional learning community) work and targeted professional development.
Jeffrey said the program historically paid a $1,300 performance incentive for meeting growth goals; the payout is composed of building-site goals, individual student-achievement goals and peer-review/PLC participation. "Right now, the performance pay incentive for meeting all the goals on your individual growth plan is $1,300," she said.
To preserve the program amid an operating shortfall, staff proposed several changes that the presentation said would reduce the maximum payout to $1,150 and save about $80,000. The board packet and coordinator—s report show the proposed changes include continuing two formal peer reviews with instructional coaches, eliminating the 41 instructional team-leader stipends, and removing the informal peer-observation/"instructional rounds" requirement that had carried a $150 payout component.
Jeffrey reported 56 percent of teachers met their individual SMART goals for student achievement this year and highlighted school-level progress toward Marzano high-reliability certifications in several buildings. She and board members discussed that peers and instructional coaches would continue to provide embedded, job-aligned professional development, while the program structure would be adjusted to reduce recurring costs.
The board treated the report as informational; staff said the changes were intended to sustain the program while retaining its core elements.
Ending
Jeffrey and board members agreed the program provides valuable instructional supports but cautioned that the proposed leadership reductions had been a difficult discussion for teachers and administrators.
