MNPS side of the incentive rejection by MNEA

Here's a snip from the MNPS press release regarding the vote on incentive pay for teachers and staff that do their jobs better.

Erick Huth, chief negotiator for the MNEA, notified School Board Chairwoman Marsha Warden Friday of the MNEA membership vote, which Huth said was 51.3% against the plan. Huth did not respond to a request from Warden to provide the actual number of teachers who voted on the plan and other specific information.

Chairwoman Warden expressed disappointment at the MNEA vote, which is especially puzzling because the Tennessee Education Association and other local teacher associations across the state have approved the concept and practice of alternative pay plans.

“We were excited by the possibilities,” Warden said. “It was not going to cost the city of Nashville a penny. It had an excellent chance of succeeding and helping children who needed help. The unexpected negative vote by the MNEA certainly places a significant roadblock to our efforts; efforts endorsed by the Board, other elected officials, the Chamber of Commerce, as well as the faculty, staff, and students at these schools.”

And we're still waiting for a reasonable explanation from the teacher's union as to why they are not behind this Nashville Alliance Award Initiative.

And from the press release here is the summary of the program.

Summary

NASHVILLE ALLIANCE AWARD INITIATIVE For a Diversified Pay Plan Pilot Project at Alex Green and Inglewood elementary schools

General Agreement Principles

• This alternative compensation plan for teachers/staff seeks to enhance and improve student learning with additional pay supplements based on the average percentage of students reaching preset benchmarks for academic achievement.

• MNEA will first ratify the plan by Oct. 6, and the Metropolitan Board of Education will approve the plan at its Oct. 10 meeting. The final decision to implement the diversified pay plan at each of two schools will be made by a secret-ballot vote by teachers at each school. A 70% approval is required for the school’s participation.

• The diversified pay plan will be evaluated annually and at the end of the three-year pilot period.

Measures of Success

The evaluation occurs at the grade-level for K-4 teachers, and at the school-level for the principal, reading specialist, other certified staff (including Pre-K teachers), and non-certified support staff.

The goal is to increase the average percentage of students reaching the indicated benchmark on the following assessments:
Kindergarten	Grades 1 and 2	Grades 3 and 4
􀂃 % of Students Meeting All Benchmarks on District Reading Assessment* 􀂃 % of Students Scoring Advanced on District Math Computation Assessment	􀂃 % of Students Meeting All Benchmarks on District Reading Assessment* 􀂃 % of Students Scoring Advanced on District Math Computation Assessment 􀂃 % of Students Scoring Proficient on District Writing Assessment	􀂃 on District Writing Assessment 􀂃 % of Students Scoring Proficient on TCAP Reading Test 􀂃 % of Students Scoring Advanced on District Math Problem Solving Assessment 􀂃 % of Students Scoring Proficient on TCAP Mathematics Test 􀂃 % of Students Scoring Proficient on TCAP Science Test 􀂃 % of Students Scoring Proficient on TCAP Social Studies Test

* The District Reading Assessment is a compilation of multiple Benchmarks. For example, in order to be considered Proficient on the Kindergarten Reading Assessment, students must meet the Proficiency level in Concepts of Print, Lower Case Letters, Upper Case Letters, Sounds, Phonemic Awareness, Sight Words, and Running Record.

Awards

For Average Gains of…
5% - 9%	10% - 14%		15% - 19%		20% +
* Teachers	$2,000	$3,500		$5,000	$6,000
4% - 7%	8% - 11%		12% - 15%		16% +
Principal	$2,500	$5,000		$7,500	$10,000
Reading Specialist	$2,000	$3,500		$5,000	$6,000
Other Certified Staff	$1,500	$2,500		$3,500	$4,500
* Non-Certified Staff	$500	$750		$1,000	$1,250

* Not a subject for teacher ratification.

* K-4 teachers have higher targets because school-wide growth is more difficult to achieve than grade-level growth.