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Presenters detail Q-Comp program and $620,000 in state funds for ROCORI teachers
Summary
District teachers and PLAC leaders told the ROCORI Public School District board that Q-Comp, a state-funded program that supports mentorship, evaluation and professional development, provided about $620,000 this year to underwrite leadership stipends, mentorships and instructional supports.
At the June 22 ROCORI Public School District board meeting, PLAC co-chair and middle school math teacher Britney Herrig told the board that Q-Comp is state funding that supports the district's mentorship program, teacher evaluation and professional development. "Q-Comp is state funding that helps us run our mentorship program, teacher evaluation, professional development," Herrig said.
Herrig, joined by high school math teacher Tammy Bodin and intervention teacher Brianna Koltes, said the district received about $620,000 this year for Q-Comp and is using that money to fund teacher leadership positions, peer and administrative evaluation cycles, professional learning communities (PLCs) and performance pay. She explained that teachers are evaluated under the InTASC standards, that each teacher writes a student learning goal (SLG) and a professional growth plan (PGP), and that PLCs meet 90 minutes twice a month to focus on data and curriculum alignment. "This year the elementary school gets to join our PLC model," Herrig said, noting districtwide expansion of PLC participation.
The presenters described several components that draw on Q-Comp funds: district-level leadership stipends, mentorship through the Spartan Network for probationary staff, instructional coaches and committee work. Herrig said a base performance-pay component of $1,575 is available to eligible certified staff who complete required PGPs, SLGs and PLC participation, but she emphasized the total Q-Comp allocation also covers stipends for mentors, committee chairs and instructional supports, which reduces the amount available for base payments per teacher.
The presentation outlined committee rotation practices (most leadership roles rotate on three-year cycles), department collaboration time, and plans to host PLC Institute facilitators locally to expand training. Presenters credited the program with giving teachers time and structures to analyze student data, share strategies and support new teachers through mentorships.
Board members asked for clarity on how the $620,000 is allocated. Presenters said the figure pays for multiple program elements beyond the base performance payment and noted some flexibility is maintained for midyear staffing changes. Specific maximum individual earnings were discussed informally by board members and presenters, but no definitive districtwide maximum was provided in the presentation.
