Charlotte-Mecklenburg Schools Career Development Plan

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CHARLOnt-MEtKLEN8URC

SCHOOt.s CAIC££R

DEVELOPIOT PUN

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pl.n, under dev.lo,..nt fcw the .chool ye.r, IIIOUld provide. "c.reer I.dder" th.t , ∑∑d to 1.I.rl ∑∑ equlv.l.nt to ~Id-.. n.g... nt p.y r.ngel for t ∑∑ cherl. The pl.n hli. rob.tl could period for t ∑∑cher. which strel~es profelllon.1 develo,..nt. During the Inltl.1 prob.tfonory on:~!' t.,cher, ~.t fa-plete Inlervlc. r.qulr.mentl .quiv.l.nt to . . . ,ter', degree .nd h.v. I.tl,f.:: ' on-the-job p.r ot.ance evalu.tionl. Ch.nge$ .. de In the tenure 'y,t. . .xtend the prob.tlonary ,:;rod t ,-, yo.r., but provide. flexible tl .. fr.~ for .chi.vlng t.nur. ,t.tUI. '0
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All t ∑∑ cherl new to the Iystem would partlclp.t., with .xperl.nc.d te.chen I" the IYlt_ hovlng the opportunity to Join If they wi,hld to do

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Ottlill of the Plln: Prob.tlon.ry St.tu,: (.ee b.ck of p.ge) 'irst y∑∑ r - .11 te.ch.r, .re probltlon.ry Second y~.r - .dv.nce to clreer nominee It.tu" continue II prob.tlon.ry te.cher, or be t.r.tn.ted Third ye.r - .dy.nce to c.reer cendld.te, .dv.nc. to c.r.. r nominee, r... ln c.r.. r naalne. or be termin.ted , Fourth year - .dv.nce to career c.ndld.testatu" r",'n., c.reer noIIlnee, or.be t ....i ... tect FHth year - .w.rded t.nure, .dvlnce to car∑∑ r c.ndldlte, r... ln ∑ Clr.er clndld.t., or be t .... ln.ted Sixth y.,r - ,wlrd.d tenure, r.maln I c.r.er c.ndldlte, or be t .... ln.ted Seventh y∑∑ r - become tenur.d or be t.r.lnlt.d L.vels for the Tenured Te.cher: tir.er level I - thIS 'ir,t ,t.p for tenur.d t.,cherl would provide In .xtrl $2,000 per ye.r. T cher, would b. reev.lu.t.d .v.ry three yelr.. E.ch eVllultlon that II ,.tlsf.ctory would ∑∑ provide .nother $2,000 Increment. T chers In thll l.v.1 would t.lch, IV.lu.te currlculu. ∑∑ .. terhla Ind work with prob.tlonary t ∑∑chers. ' e.r.er lev.1 II - Aft.r thr∑∑ y∑∑ rs∑ experience .t the ffrlt l.v.I, t.,cherl could .uv. to Level II. The I.l.ry level would b. Ipproxfmately $2,000 .bove the L.vel I te.cher,. In Idditlon to cl.llroom te.chlng, the,. t ∑∑ cherl would help with I,algned projecta, poaalbly laalltlng In numerous Ichooll, conduct rele.rch or work on Inl.rvlc. proj.cta. Cer.er L.v.l III - These, t ∑∑ chera would work .1 currlculu. sp.cl.ll.t. or on In ∑∑ rvice project.. Th.y would still lerve ., cllS.rOOll1 t ∑∑ cher.. They .hould be .bl. to c.rry out r ∑∑ e.rch projects a. needed by the dl.trfct. The 111.ry would be Ipproxl .. t.ly $2,000 .bov. the Level II teacher. Under the plan the lIIC)$t experienced teacher who hIS re.ched Cer.er Level III IIIOUld be p.id .pproxi .. tely S39,ooo ∑ y∑∑ r, .bout $17,000 more th.n I, currently e.rned by the .ult experl.nced t ∑∑ chers In the ' dfatrlct. Fln.nclna of the Pl.n: It ∑∑ 'Itlmated th.t'the co.t would Idd $6.0 .Illion Innu.lly when the pl.n I. fully I.,l ...nled In .bout 15 ye.ra. Ev.lultlon Method., to Be Used: Frequent .vllUltlons will occur, but cereer telcherl will be .v.lu.ted In I lumm.ry f.shion once e.ch 3-5 yeer. to determine elfgibllfty for "I.ry increments. Ev.lu.tion of beginning teachers h cOMPet.ncy b.l.d (knowledge .nd Ikill). Ev.lu.tion of Coreer Level I, II, .nd III teacherl Is ba,ed on cl ∑∑ r .nd convincing evidence that Ipecified perforMance expectation, .re being .. t (yu.l achi.vement Ind product qu.lity). A key element In the ev.lu.tion will be Ub~ervation/evalu.tion r.port. preplr.d by 'pecl.lly tr~lned full ti~ observer/ev.lu.tor ∑∑ wfllittonr

e~empting the .chool di.trlct fro. the It.t~ tenure hw which grent. tenure Ifter three y∑∑ ra' teechlng .xp.rl.nc.. The .x.-ptlon .111 hove to be renewed by the 1185 Leglll.ture ∑

The 1983 North Carolina Legl.l.tur. p.sled ∑ bill

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unfQue F∑∑ ture.,

A dl.trfct level plln which provides ∑∑ tensive tr.'ning during In extended prob.tlonary period for
te.cherl. The progr . . .tr∑∑ se. clre.r dev'lopaent .nd Includes opportunltl., for t ∑∑chers to ~Ine cll ∑∑ rooa t ∑∑ching with currlculua, In.erylee, Ind r ∑∑e.rch projectl. Futur. Action.: .blHn ' ' ' ' Ind 1985, I ,t.nlr phn wi 11 b. developed for non-cllnrooa peraonnel Including prinel,... , ... htlnt prlnct,. .. , and .upport personnel. 11/13

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CHARLOTTE-M£ClCLENBURC SCHOOLS CAREER LADDER FOR TEACHERS
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S25.ooo-sn,000

Car..r Level III Car.. r Level II

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Vear 12+ 'fn CMS

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S22,OOO-$33,ooo

Vear 7+ fn CMS Career Level I Career Level I
$18,000-$32,000

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Terminated Year 7 in CMS Terminated Year 6 in CMS Terminated Year 5 in eMS Terminated Year It in CHS Ca reer Nomi nee Probatfonary Teacher Probationary Teacher Year 1 in CMS* Terminated Year 3 in CHS Terminated Year 2 fn CMS

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$1",000-$22,000 $14,000-$22,000

Career level teachers may receive extended contracts. Teachers working eleven ~nths would receive 10\ more ,alary, and teachers working twelve month, would receive 20\ more salary. *Teachers new to the system with pr"ior experience will be placed on present state, .alary .chedule as appropriate for level of experience and training.
PRESENT AND PROPOSED SALARY SCALE

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$3It,OOO 33,000 32,000 31,000 30,000 29,000 28,000 27,000 26,000 25,000 21t,OOO 23,000 22,000 21,000 20,000 19,000 18,000 17,000 16,000 15,000 14,000

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2 3 .,. 5 6 7 8 9 10 11 12 13 lit 15 16 17 18 19 20 21 22 23 21t 25 26 27 28 29 30 Vear. of Experience

Present ---- Career I **Civen the pre.ent pattern of .tate funding, it t. not possible to relate .alary"directly to experience. Therefore, the pre.ent .alary .tructure pre~ented here t. an approxf ..tion tntended to gtve a general t ..ge of the prevailing pattern of pay.

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DRAFT

CHARLOTTE-MECKLENBURG SCHOOLS PROPOSAL FOR TEACHER' CAREER DEVELOPMENT PROGRAM GENERAL RECOMMENDATIONS 1. All teachers employed on a regular contract subsequent to January 1, 1984. who have not previously gained tenure in North Carolina schools, will be required to participate in the Teacher Career Development Program. 2. At least 150 presently tenured CMS teachers will be selected as the initial cadre of career candidates. 3. In the immediate future (the next 3-5 years), new teachers who do not have tenure in North Carolina schools will be advised that the expectation is that they will normally not receive tenure until the end of the fifth year of teaching and some may not receive tenure until the end of the sixth year. 4. For new teachers who have not been previously tenured in North Carolina schools. granting tenure carries with it the granting of career level 1 status in the system. 5. For teachers who have previously been tenured in North Carolina schools. tenure decisions in CMS will be made by the end of the second year of employment. However, for these persons the granting of tenure does not carry with it the granting of career level 1 status. 6. Among present employees, only persons who hold tenure in CMS will be eligible to be considered for admission to career candidacy in the new system. 7. Present employees who do Rot have tenure and who subsequently gain tenure and future employees who gain tenure under the present conditions of the Fair Employment and Dismissal Act (i.e., teachers who are employed with tenure in North Carolina schools) will be eligible to apply for candidacy upon the receipt of tenure.
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8. It should be the goal of the Charlotte-Mecklenburg Schools to assure that all persons who are presently employed (including those who do not have tenure) be provided the opportunity to undergo the training and evaluation necessary to qualify for career I status before persons subsequently employed are eligible to gain this status. 9. The present advisory/steering committee and liaison structure should remain in place for at least five years. The purpose is to provide for monitoring the implementation process, identifying problems that emerge as a result of implementation. and suggesting possible solutions to the Superintendent. 10. Present teacher .embers of the advisory/steering committee will be precluded from applying for candidacy for career atatusfor the 1984-85 school year. However. five of the nine teacher members of

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. the adviaory/ateering committee will be' replaced by career level I teachers for the 1985-86 achool year and the four remaining teachers will be replaced by career level I teachers for the 1986-87 school year. 11. Present teacher members of the advisory/steering cOmmittee will enjoy no special advantage or disadvantage in being selected as candidates other than a) none will be eliglble to be candidates during the first year and b) four will not be eligible for candidacy during the second year. 12. In recognition of the disadvantage of late application, present teacher members of the advisory/steering committee will receive a salary equivalent to the salary they would receive if they were career level I teachers during the period they serve on the advisory/steering committee. However~ it is understood that these teachers are to be replaced by career level I teachers. Serving on the' committee is as,swned to be a normal duty for a career level I teacher and therefore no stipend will be paid. 13. As career level I teachers become available, it is expected that one of their normal duties is to serve on a school liaison committee. 14. The advisory/steering committee and other persons designated by the Superintendent will meet at' least once each year to review progress and address emerging problems.

IS. Chairpersons of liaison committees will meet at least twice each year (at an area level) to review progr~ss, identify problems, and react to proposed solutions.
16. In addition to the annual meeting indicated in number,14 above, the advisory/steering committee will meet at least four times per year to review progress, identify problems. and propose solutions. Recommendations Regarding Evaluation and Training of New Teachers 1. All teachers who have not previously gained t~nure in North Carolina sc~ools and who are employed on a regular contract subsequent to January,∑ 1 , 1984, will be designated as prOVisional teachers. 2. Decisions regarding continued employment and/or advancement to career nominee status will be'based upon an assessment of documented evidence that the provisional teacher has demonstrated the possession of specified competencies (see Appendix A) which have been determined to be associated with the capacity to perform in outstanding ways in the classroom ∑ 3. No person will advance from proviSional status to career nominee status until a) the possession of the specified competencies has been clearly demonstrated and b) until the person has been certified as per the provisions of the state's Quality Assurance

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Program. It i. expected, therefore, "that new teachers will serve in a . provisional .tatu. for two year ∑∑ 4. Persons who have not demonstrated the expected competencies by the end of the second year of employment will be terminated. Termination prior to the end of the second year may also occur if evaluations indicate that the provisional teacher is not likely to develop the competencies and skills required for outstanding performance in the classroom ∑

. S. As a part of the condition of employment, new teachers will be required to sign a∑document indicating a) their understanding of the special provisions for gaining tenure in eMS b) their willingness. to participate in the forms of evaluation and training prescribed.
6. The primary unit responsible for the assessment and direction of provisional teachers will be a three person committee made up of the principal, the assistant principal for instruction, and one experienced teacher∑ designated by the principal to serve as a mentor for the provisional teacher. (Normally, it is expected that the experienced teacher will come from the school in which the provisional teacher is assigned. As career level I, II, and III teachers become available, it is also expected that these persons will form the pri~ary pool from which mentors will be drawn. However, if in the principal's judgment there are no persons available in the school who could appropriately serve as a mentor, an outside teacher will be requested to serve as mentor.) Hereafter, this group will be referred to as the assessment/advisory team. 7. The evaluation criteria used with all beginning teachers will be a specified list of competencies which have been identified as important to assure that one has a maximum chance of developing into an outstanding teacher. (This competency list is still in the process of development, but a preliminary list is attached in Appendix A.) 8. During the first aemester of employment, the evaluations will be informal, but intenaive. a. Prior to the beginning of the school year, the new teacher will meet with the assessment/advisory. team to review the competencies expected and to engage in a preliminary assessment of the teacher's knowledge and skills in these areas. Based on this review, the assessment/advisory team will develop a preliminary observation and conSUlting schedule. The purpose of this schedule will be to confirm that the individual in fact possesses the skills and knowledge that th. preliminary assessment indicated were present and to develop skills and knowledge that appear to be lacking. It is intended that the new teacher will be observed and/or participate in a formal conference centered on one or more of the specified competencies at least once each week. Logistically, the responsibility for such observations and

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cOllf.r.nces will be asa1,n.d to the ...s.ssment/.~visory team .nd to other persons as well (e.g ∑∑ other teachers in the school. curriculum specialists. inservice specialists, and oth~r professional personnel who seem to be appropriate). It viII b. the responsibility of the principal to .ssur. that personnel assigned to conduct observations are in fact availabl ∑∑ d. Each person conducting an observation or consulting session will be expected to file with the principal a brief narrative report indicating his/her assessment of the beginning teacher's performance and/or progress. In addition, specific data supporting the assessment should be reported. (Observers and consultants will, of course, be trained in the preparation of such reports.) At least once every six weeks, the full assessment/advisory team will meet with the beginning teacher to review reports, assess progress, and make necessary adjustments in the conferencing schedule. Near the end of the first semester, the assessment/advisory team will meet with the beginning teacher to hold a summary conference and to specify future directions. At this time, other persons with staff development responsibility may be asked to participate in the conference since one of the purposes of the conference will be to develop a more formalized training and support program for the beginning teacher. .

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. 9. During the second semester of employment, the process described above will be continued. In addition, three formal observation/evaluations will be conducted by three trained and system-verified observer/evaluators. During the first semester, beginning teachers will be provided instruction regarding the nature of the formal evaluation process. The results of these observation/evaluations plus the data contained in the informal observation materials will be used as the evidence to support or refute the propOSition that the beginning teacher has made satisfactory progress in developing the competencies required to warrant co~tinuation as a second year teacher. 10. In early April, the assessment/advisory team will meet to assess the beginning teacher's progress to date and to develop a preliminary recommendation of whether the beginning teacher has a) demonstrated satisfactory.progress to warrant continuation as a - provisional teacher or b) failed to demonstrate satisfactory progress and therefore termination is advised. 11. Subsequent to this aeeting, ∑the principal, and at the suggestion of the principal, other members of the team will meet with the provisional teacher to discuss the team's decision and the data

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base from which th. decision derived. At thii time, the teacher will be invited to write a self appraisal responding to the team's assessment. In c ∑∑∑∑ where termination is recommended the self assessment plus the team'. recommendation will be forwarded to the area review committee for action. (The action of this team will parallel the actions taken for experienced teachers except that the question before the area level review committee will be focused on specified competencies instead of generalized expectation".) 12. In those cases where the assessment/advisory team recommends termination or advancement to career nominee status, the recommendation will be forwarded to an area level review committee (see below). The recommendation report should indicate the specific date upon which the recommendation is based. Furthermore, the recommendation should be especially attentive to the contents of the observation/evaluation reports. 13. The area level review committee comprised of the Area Superintendent or his/her designee, a principal from a school other than the one at which the teacher is assigned, the Assistant Superintendent for Personnel Services or his/her designee. an appropriate curriculum specialist, and a teacher from the teacher's assessment/advisory team will review the recommendation and supporting documents. Based on this review, a recommendation will be forwarded to the central review committee. 14. The central review committee will have the obligation of reviewing all recommendations, assuring that uniform procedures have been followed in all cases. Where there is a disagreement between the assessment/advisory team and the area level committee, the central committee will render a judgment concerning how this difference should be reconciled. The final recommendations to the Superintendent regarding the disposition of any case will come from the central review committee comprised of the Deputy Superintendent or his/her aesignee, the Assistant Superintendent for Curriculum and Staff Development or his/her designee, the Assistant Superintendent for Personnel Services or his/her designee, a teacher member from the advisory/steering committee, and an administrative staff member 'from the advisory/steering committee. 15. At present, all new teachers will serve a second year as provisional teachers. The evaluation procedures described above will be employed during the second year with the forlowing exceptions: a. b. c. The informal observations and conferences will be less intensive (once every two weeks) as opposed to once per week. The number of observation/evaluations by outside observers will be increased from three to six. At the end of the second year, all recommendations will be reviewed by the area level and central review committees.

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. 16. For a person to receive a positive recommendation at the end of the .econd year. two conditions must be met:∑
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The data contained in the nine observation/evaluation reports must clearly indicate that the quality of the teacher'a classroom performance is strong to outstanding 1 ∑ ~ There must be strong evidence that the specified competencies have been demonstrated.

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17. To assure that the evaluation plan for beginning teachers can be effectively implemented, the following conditions must be met: a. New te~chers will be expected to participate in a three day training session prior to the beginning of their employment. The purpose of this session will be to orient them toward the expectations of the evaluation system and help them understand what is intended. Other than specific activities suggested by the assessment/advisory team, there will be no training provided for new teachers during the first semester of employment. Experienced teachers who apply for candidacy (see below) will be required to indicate their willingness to serve as mentors for provisional teachers if requested to do so even if they are not selected in the first group of experienced teachers to become candidates. Teachers who are d.esignated as mentors to new teachers will be provided a substitute ~ day per month so that they can observe and consult with the beginning teacher. The assistant principal for instruction (API) will be expected to spend the equivalent of one full day per month with each beginning teacher at his/her school. In those cases in which the number of teachers in an individual school is too great to make this feasible " alternative arrangements will be made. The principal will be expected to spend ~ day per semester observing and conferring with each new teacher at his/her school. The appropriate curriculum specialist will be expected to spend ~ day per semester with each new teacher. In those cases in which the appropriate curriculum specialist is not available, alternative arrangements will be made. The area program specialist will be expected to spend per semester with each new teacher.
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Principals, API's, curriculum specialists, and teachers who serve on assessment/advisory teams will be provided a 2-3 day training session in which they are provided instruction in

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the ways and means of preparing useful reports on obaervations and conferences.

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18. Baaed on the results of evaluations conducted during the first semester of the employment of provisional teachers, API's in cooperation with curriculum specialists and under the leadership of the Assistant Superintendent for Curriculum and Staff Development, should design and implement system-wide ana/or area wide training programs designed to develop required competencies that are found to be generally lacking or in need of refinement. In addition, the assessment/advisory teams should prescribe individual experiences intended to overcome deficiencies noted in individual cases. At a minimum, this training should assure the development of the competencies contained in the Effective Teaching Program and the Alcohol Education Workshop. 19. The evaluation of career nominees will parallel the evaluation of second year provisional teachers except that the focus of the evaluation will be broadened to include knowledge and skills that assure the capacity to effectively assume faculty responsibilities that go beyond the classroom (e.g., work on faculty committees, work with parents and community agencies).2

20. The career nominee will be permitted, if he/she chooses, to select a mentor other than the one assigned during the provisional period with the provisions that: 1) the person selected meets with the approval of the principal, and b) the person selected is a career levell, 11, or 111 teacher. (By the ,time new teachers reach career nominee status, career level 1 teachers and perhaps career level 11 teachers will be available.)
21. Career nominees will continue to be evaluated as they were evaluated as provisional teachers. Each year of nominee status (one to two years) a nominee will undergo at' least three observation/evaluation sessions with trained outside evaluators. No person will advance from nominee status to career candidate status until it is judged that he/she has satisfactoriiy demonstrated all the competencies listed in Appendix A. Furthermore, no person will be advanced to candidate status until and unless the observation/evaluation ' reports indicate that the quality of classroom performance is outstanding ∑.-.-

22. As for provisional teachers and career nominees, primary responsibility for the assessment and direction of the candidate will be assigned to a team of teachers and/or administrators. At the recommendation of the candidate and with the consent of the principal, the assessment/advisory'team assigned during the prOVisional and nominee period could be retained, or the team may be reconstituted. If the team is reconstituted, the following provisions ~ill apply:
a. The team shall have no fewer than three and no aore than five members.

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If the principal is not offtcially a -member of the t.am, he/she will continue to seTVe in an ex officio capacity.

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23. Prior to the beginning of school of the first year of candidacy, the advisory/assessment team will meet with the candidate to develop a two year evaluation plan. The intent of the plan will be to cause the candidate to present products that contain evidence of results suggested by the expectation statements. For example. a candidate might propose that he/she will submit a number of teacher made tests to a school system specialist in tests and measurements for critical review and evaluation. Similarly, the candidate might suggest ,that he/she will submit an appropriate unit to a curriculum specialist for review and evaluation. The candidate would also be called on to suggest criteria to be used in the evaluation of these products. The team will review the candidate's proposal and make suggestions about any needed additional products or modification of criteria. In addition to the products suggested by the candidate and the team, the candidate will be required to undergo six observation/evaluation sessions with outside observers over the two year period. Recommendations regarding advancement to career level I status will be based on the results of the observation/evaluations and on the evaluation of the other products that the teacher has agreed to provide. 24. As with provisional teachers and career candidates, it is expected that the assessment/advisory team will meet regularly with the person being evaluated for the purpose of a) establishing an evaluation plan, b) monitoring progress, and c) rendering a summative judgment at appropriate points. For the career candidate, these meetings will occur before the beginning of the school year, near the end of the first semester, and near the end of the second semester. 25. The general structure for the evaluation of career candidates will be the same as for the evaluation of provisional teachers and career nominees. Specifically, the assessment/advisory team will be expected to conduct on-going evaluation sessions with the candidate and at the appropriate time to torward a recouquendation for advancement to career status. With the exception of presently employed teachers, no person will be recommended for career level I status until he/she has served at least two years as a career candidate.
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26. ODce one has arrived at candidate status, the focus of evaluation will shift from specified competencies to more global expectations. The critical question will be, "Is there clear and convincing evidence that the individual being evaluated is meeting the expectations of a career level I. 11. or III teacher?" Thus, the evaluation system will shift from a competency based evaluation .ystem (i.e ∑∑ skill. and knowledge) to a results based evaluation ayatem. Furthermore, the'results of concern are those indicated by the statement of expectations (e.g ∑∑ teachers should engage in activity that assures that they maintain currency in their field). The evaluative question, therefore. is "What is the evidence to support the assertion

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that the teacher is current in his/her field?" ,Similarly, "What is the evidence that the teacher's classroom performance is consistent with what is known about effective teaching?" 27. For career candidates and career level I teachers, 'the expectations are: a. Maintain mastery of the subject matter he/she is assigned to teach and maintain technical expertise in his/her assigned area of responsibility. Evaluate students in a manner that is consistent with the best available knowledge in the field of evaluation. Provide instruction to students in a manner that is consistent with the best available knowledge in the field of teaching and learning. Manage classroom activities in a way that creates an environment conducive to effective and efficient student acquisition of knowledge. Provide his/her students with maximum access to the human and material resources available in the system and in the community. Recognize and respond positively, appropriately, and with a caring attit~de to students including the handicapped and those from diverse cultural and ethnic backgrounds. Establish high expectations for student performance and provide students with those forms of motivation, instruction, guidance, and support that are most likely to assure that these expectations can be met.

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h.Communicate effectively with staff, parents, and students regarding issues relevant to his/her area of expertise and/or his/her job assignment. i.
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in the planning, implementation, and evaluation of the effects and effectiveness of school programs.

Participate in and support activity aimed at enhanCing the life of the school and achieving school goals. Serve as a mentor and role model for new or less experienced teachers and for student teachers. Participate in research and development activities aimed at improving instruction including participating in the creation of and testing of alternative curriculum materials and alternative instructional atrategies. Engage in continuous self-evaluation and alter his/her performance in response to these evaluations.

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Participate in the evaluation proce'ss~s associated with the ∑∑∑essment of the career level I teacher. Maintain an awareness of the trends and issues being addressed by professional organizations and become involved, where appropriate, in shaping and addressing these trends and isaues.

28. For career level II teachers, there are the following ~ tional expectations: a. b. Provide leadership to the staff in identifying and attempting to solve school problems. Develop and maintain skills as an observer-evaluator and be willing to serve in an observer-evaluator role if asked to do ao. Accept new job assignments including accepting temporary moves or transfers if such moves are viewed as necessary to effectively address school problems or improve instructional programs.

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29. Career level III teachers will be expected to meet all the expectations for career levels 1 and II, and in addition to: a. Provide leadership in the design and conduct of research and development projects aimed at improving instruction including participating in the creation of and testing of alternative curriculum materials and alternative instructional strategies. Provide leadership in the design and implementation of building, area, and system level staff development programs.

b.

30. To advance from career candidate status to career level I status, there must be, in the judgment of the assessment/advisory team and the subsequent review committees that the individual being evaluated is performing in ways that meet the expectations indicated for career level I status. Furthermore. no person will be advanced from career can4idate status until the results of the observation/evaluation reports indicate that the quality of his/her classroom performance is consistently outstanding. 31. Presently employed teachers who are selected as candidates for career level I status will be required to submit to the same evaluation process described above for career candidates with the following exceptions: a. b. The eva~uation plan will be for one year rather than two. y.ars. The observation/evaluation reports will be increased to nine in a single year.

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32. Career level I, II, and III ∑teacher. will undergo an evaluation proce∑∑ directly parallel to that described for candidates with the exception that: a. b. c. d. The evaluation cycle for career level∑ I teachers will be for three yeara. The evaluation cycle for career levels II and III teachers will be for five yeara; The expectations for career level II and III teachers will differ from those for career level I; Only one observation/evaluation session will be conducted per year except that in the last year of the evaluation cycle. two observations will be conducted.

Recommendations Regarding Selection Ideally, the selection of career candidates should be based on a systematic evaluation process occurring over a sustained period of time. Ideally, all present teachers who aspire to career level I status should be afforded the opportunity to undergo such an evaluation at the same time. At present, the technical capacity to systematically evaluate all teachers who might wish to seek career level I status is unavailable, and it is unlikely that resources will be available to develop such capacity in the ahort run. Therefore, the following alternative strategy is recommended: 1. 2. All teachers who have tenure in CMS∑will be eligible to apply for acceptance as a candidate for career level I status. All teachers who apply will be assured that they will have the opportunity at the earliest possible time to undergo the training and evaluation that will determine whether they will be granted career level I status. Persons who apply will not be accepted, unless they agree to comply with .the training and evaluation requirements and unless they are willing to accept the other conditions of aelection described below. Once applications have been received, fellow teachers and knowledgeable administrators will be provided with a carefully constructed questionnaire which calls on them to indicate their assessment of the applicant's reputation among _ teachers,. administrators, and parents. For example. an ite~ might be. "If the Superintendent of Schools said that X is an outstanding teacher, most teachers who know X would a) agree strongl~, b) agree moderately, c) have serious doubts, d) I do not know how other teachers would respond, or e) I do not wish to answer this question.

3.

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V.inl re.ponses on the questionnaire as the data ba.e, applicants viII be placed in tvo catelories: a) those vith clear reputations for outstandinl performance, and b) those with axed reputations. -. Applicants with clear reputations for beinl outstanding will be given the earliest opportunity. If all applicants fall in this category, priority will be assigned by random lot with the exception that attention viII be given to a) assuring a balance between elementary and secondary scho~l teachers, b) assuring racial balance, and c) assuring the presence of both aen and vomen. Seniority in OMS will be taken into account. formula is still being developed. The precise

6.

7.
8.

Only persons who indicate that they are willing to . participate in a one week training workshop prior to the beginning of school will be eligible for selection. Only persons who indicate that they are willing to serve on evaluation teams and as mentors will be eligible for .election. Only persons who indicate that they are willing to participate in a training program which requires a time commitment equivalent to six semester bours of credit will be eligible to be .elected.

9.

10.

Training and Logistics 1. In addition to the time commitments indicated earlier as necessary to support the evaluation and training of new teachers, the following additional requirements must be met if this program is to be .uccessfully implemented: a. For the 1984-85 school year, it will be necessary to employ nine persons to serve as observer/evaluators and to provide for their training. . It will be necessary to provide a one week training session prior to the beginning of school to orient experienced teachers wbo bave been selected to the expectations the system bas for them and to provide them with the instruction necessary to insure a reasonable probability of .uccess in the program. It will be necessary to provide experienced teachers vho are candidates with one-half release day per month to participate in a formal training program designed to develop the knowledge, skills, and attitudes necessary to aeet the expectations for career level 1 teachers.

b.

c.

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13

It viII be necessary to assure teachers who are not selected in the first or early Iroups that they will have an opportunity to participate and that hilh priority will be liven to redirectinl existinl ataff development resources in such a way as to help them move into the Career Development Prolram aa rapidly as possible. It will be necessary to inform all new teachera that. the first 4-6 yeara of teaching in. the Charlotte-Mecklenburg Schoola carrie a with it the expectation that one be willing to participate in intensive training intended to develop and maintain skills required of outatanding teachers.

e.

2. It ianot the purpose of this program to∑ in any way jeopardize the present basic salary atructure or to threaten future improvements in that structure ∑

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NOTES IThe specific instrument (or instruments) to be used in the assessment of classroom performance has yet to be selected and/or developed. It appears likely, however, that the instrument that will be used is the instrument that is presently being field tested by the State of North Carolina as the instrument to be used in support. of the Quality Assurance Program. The reasons this instrument is likely to be selected are: 1) it would make our evaluation system congruent with the minimum requirements of the state evaluation, 2) the state Classroom Performance Appraisal Instrument is one of the few instruments available that is based on research regarding effective teaching and effective schools, 3) the items of concern on this instrument are consistent with the elements of teaching auggested as important by the Effective Teaching Program presently being implemented in CMS. and 4) since the instrument is being developed in North Carolina, we will have easy and relatively inexpensive access to the forms of training and technical assistance which will assure that the instrument will be effectively and appropriately employed. 2Persons who have arrived at career nominee status should be persons who have already demonstrated they have the knowledge and skills to assure that they are capable of high quality classroom performance. It does not depreciate the significance of classroom performance to suggest, however, that there is more to being a classroom'teacher than classroom performance. Outstanding teachers are called on to do many things to maintain excellence in a school in addition to those things that maintain excellence behind the classroom door. They are, for example, called on to relate effectively with parents and other teachers. They are expected to be articulate advocates of public education. They are expected to know and uphold the values and goals of the school system. They are expected to understand and implement system-wide policies and procedures. They are expect;d to provide collegial support to other teachers and will eventually be expected to provide collegial support to new teachers. The knowledge and skills that theae expectations require are different from the knowledge and skills required to teach a good lesson. As a provisional teacher, one is expected to develop the knowledge and .kills required to deliver a good lesson in the classroom and thus b~ an effective classroom teacher. As a career nominee, one 11 expected . to develop the knowledge and skills that assure that he/.he will be an effective faculty member as well ∑

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11/7 /83

Fact Sheet Charlotte-Mecklenburg Teacher Career Development Program∑

The questions and answers listed below were comPiled as a result of the work of the advisory/steering committee and feedback from liaison committee chairpersons and other professional personnel in the school system. Many of the questions are directly quoted from ,written reports submitted by liaison committees. General Questions 1. What are the basic purposes of the Teacher Career Development Program?
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The basic purposes of the Teacher Career Development Program are: 1) to deveiop and maintain outstanding teacher performance, 2) to promote effective schools, 3) to advance the pro~ession of teaching, 4) to enhance the credibility of public education, and 5) to assure that the status and rewards teachers receive are commensurate with the high expectations held for them. 2. Is there a quota for the number of persons who are selected to be active for career level 1 status? If so, why is a quota needed?
candidat~s

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In the long run, there will be no quota. Everyone who wants to become career level I will have the opportunity to try. In the short term, however,a quot~ is needed because the training and evaluation procedures will require a large amount of resources both in terms of money and technical capacity. The quota which will be established will depend on the resources available for effectively training and evaluating candidates. The number currently being considered is 150 in the first year. Will all present teachers have a chance to become career level I? Yes, evaluation will have reach that all present teachers will have a chance to undergo the training and required for career level I status. The goal is that all present teachers the opportunity to try for career level I status before any new teachers level.

- 3.

4.

Who is included in the Teacher Career Development Program? All prese~t teacher level, tenured personnel who are certified and have,a regular contract will∑∑∑be included if they want to be. All new teachers will be required to be in the program. Eventually, all professional level personnel below the level of assistant superintendent will in some way be involved in the progr8Jl'. It is not clear at this point exactly how specialists, student services specialists, principals, and assistant principals will be included.

5. "

Why is there so little emphasis on classroom performance? The emphasiS is and always has been on outstanding classroom performance. However, some of the early documents sent out by the advisory/ateering committee did not communicate this well. In addition to demonstrating outstanding classroom performance, career level I teachers will also be expected to show evidence of meeting expectations held for them in the areas of school performance and professional performance, but these expectations can be met by effective participation on faculty committees and by assuming other responsibilities 'that are even now assumed by outstanding teache~s.

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6.

What are the ∑∑suranc∑∑ for the future?

I. this a fad?

Even under pr.sent circumstance., there are'no guarantee. and no assurances for the future. The present Board of EducaU,on. can morally, but not legally, bind a future Board of Education. However, there are ..ny people both inside and outside the system who are giving attenUon to thb program. It is being embedded in a variety of . contexts which will make it difficult for it to be discontinued. The fact that this . school .ystem is taking a proactive .tance in combination v1th the fact that this .program is a pilot program for the state and is receiving national attention as well vould make it very difficult for an enl1ihtened community like Charlotte-Mecklenburg not to support the program!!i! produces quality education.
I

7.

Will liaison committee feedback really count? It does count, and it viII count IIOre and more. Based on feedback, the advisory/steering committee has already made modifications in' what is being proposed.

8.

Why does the advisory/steering committee keep changing its mind? As indicated above, the advisory/ateering committee really does want input from other professional personnel and really does listen to that feedback. The goal is to have the best plan possible. Whenever a better idea 1a brought to the attention of the committee, the proposed plan will be modified in light of that idea.

9.

How will parents feel who have children in non-career level 1 teachers' classes? In the long run, all teachers will be Career Level I, II, or 111 teachers or in the process of achieving that status. In the short run, parents will need to be informed that experienced teachers who are not Career Level I w111 eventually be eligible to qualify as Career Level I.

10.

Should teachers be required to attend meetings held by the liaison committee Rt their school? No. All teachers should be provided with Gny documents sent out [rum the advisory/steering committee, but they should not be forced to participate. The goal is to give all teachers who want to parUcipate in the planning of this program an opportunity to do so.

'11.

Where does a person stand who is due to receive tenure in 1985? Any pre~ent teacher who does not yet have tenure but who is granted tenure (under the present system) will be treated as all other experienced t.achers. Such a teacher can apply for the opportunity to try for career level I status as soon as he/she gets tenure.

.'.'

12.

Will teachers new to CMS but with tenure in North Carolina take 4-6 years to get tenure?

o

No. The Nor~h Carolina law holds. They will get tenure in 2 years or be terminated. Once they receive tenure thef will have the opportunity to apply for Career I Status.

∑

3

13.

What will happen to teachers who come to CMS with experience from another state? For purposes of tenure, these teachers will come in with 0 years of experience just as they do now. On the salary scale, they will be paid in terms of their years of experience.

14.

If it were decided that most of what has been planned could be done a better way, would the adviScry/steering committee be rece~tive to that?

Yes.

The goal is to have the best plan possible.

IS.

What if parents want their children to be in career ievel I teachers' classes? In the short run, the answer to this question is twofold. First, those teachers who are ~ being requested by parents will be in the first 1 or 2 groups. Second, parents will not know whether one teacher is less outstanding than another or whether∑ one teacher has not yet had a chance to tty for career level I because of the luck of the draw. In the long run, there will probably be a residual core of teachers who will not qualify. However, with most merit pay systems, only about 10% are considered to be outstanding.

16.

Can a tenured teacher make career level I in one year? This is the intent, but it is not guaranteed.

17.

How long will it take a tenured teacher to make career levels II and III? The committee has not discussed that, but for present teachers, the time will have to be collapsed.

18.

Which program is taking priority--The Teacher Career Development Program or E. T.? The Teacher Career Development Program is an overarching system to which E. T. is related and can clearly be a part. E. T. will be received by all teachers by ,next fall regardless of their participation in the career development plan.

19.

Was attention given to alternative plans that have already been developed? The Merit Pay Committee did an extensive study. The fact is tha't CMS is far ahead of any o~her school system and people are looking to us for a plan ∑

,20.

Could teachers who have after school duties (e.g., coaches) be included in this program? The intent is to include those who have other responsibilities after school.

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21.

What happens to a teacher's pursuit of career status if he/she has to go on leave? ∑ ' . Decisions and arrangements for continuation will have to b. aade (probably by the '>advisory/steering c~mmittee) on an individual basis. I Will a master's degree be ~ requirement for career status? A master's degree will not be a requirement for present teachers. For new teachers, the goal is to have the training yield a master's degree, but the emphasis will be on training Tather than on a degree.

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Ia there aDytbiaa a teacher could do hefore settfns tenure that would help him/her the Ions run' in There ia notbins a teacher could do to increase bis/her cbancea of being selected in an early sroup. However, tbere aisbt be things a teacher ,could do which would allow h1.a/her to move throush the training at" a ∑iaster pace. ". ~

24.

What role will the Consortium play in thia program? The exact role of the Consortium 1n regard to this p~ogram is not clear at this tille, but 1t 1a expected that it will play a vital role in negotiating with universities to provide graduate credit for the training which is developed.

25.

How can we keep the granting of career level I status from becoming almost automatic like tenure? . The extensive training and evaluation required for beginning teachers shoul d preclude this from happening.

26.

What provision is made to asaure thllt those teaching in adverse conditions have chance?

is.

The proposed evaluation proceaa 1a context-aensitive as opposed to context-oblivious. The individual professional review committee will know the context of the observer/evaluator reports and thia will give more meaning to them. 27. Will there be pressure from the achool aystem for all (preaent) teachers to achieve career level I atatus? Absolutely not. The in~ent of thb program is to aive ~eachers additional opportunities and rewards, not to compel them to achieve career I status. 28. If a teacher is changing fields, ahould he/she continue hia couraes? . This would have to be a peraonal decision, but continuation would probably be well advised. In the long run, those courses. might help the teacher meet the expectations stated for this program. 29. Bow would this program benefit a teacher with 25 years of experience? The answer to this question depends on the motivation of the teacher. However, there is no -.question that in terms of a~lary and career options, teachers nearing retirement have less to gain.
30.
"

If a teacher can demonstrate he/ahe baa the atated competencies, can that teacher "plug in" at a higher level? Ivery teacher begins at Career level I. A teacher will not have to undergo training1nreaard to competencies for which he/sbe can dellonstrate outstanding performance. Bowever, this proaram 1nvolvea a aocialization proceas as well as a process of demonstrating technical akill. Therefore, there vill be some training in vhich every teacher in the proaram will be required to participate. In addition, teachers need to know as INch about evaluation aa those vho are evaluating them. Thua, training in evaluation vill be req~ired.

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What i, the fastest possible track for the first group,? Level 'I could be obtained in a minimum of 1 year. Level II could be obtained in roughly 1 .ore yeer end level III in roughly 2-3 more years.

32.

Is the principal supposed to be on the'liaison coMmittee? Yes.
~upport.

The role of the principal in this capacity is to prOVide information and

33.

Can a teacher other than the liaison chairperson sometimes attend the area level chairpersons' meetings in place of the chairperson because it generates more enthUSiasm? Yes. one representative from each school is requested to attend the area level chairpersons' meetings and that representative mayor may not be the liaison chairperson.

34.

Won't career level 1 teachers take away many of the duties of the curriculum specialists? This would not happen in the short run but. in the long run. this program will have impact on most roles in the school system. It is important to keep in mind. however. that no one will have the rules changed on him/her. No one will lose anything he/she now has.

35.

What will happen if CMS develops a plan and the state develops another plan? the state override CMS?

Would

It will be better to have a plan to advocate for than to have nothing. and as stated earlier. other people around the state and nation are looking to eMS tor answers. 36. Could a present teacher teach for the rest of his/her career at career levelland never be pressured to earn a master's degree? Yes. However. such a person would not receive the state supplement for the G certificate.
~7.

Would principals tell parents who the career level 1 teachers are? Parents ~~uld undoubtedly know from the media who these teachers are.

38.

What is the time line? It is expected that if the Board of Education approves the plan will. go into effect in 1984-85.

39. If a present teacher gets career level 1 status and then decides he/she docs not want -- ----------the--extra--respons1b11ities, will that person be fired? ------No. That person can go back on the present salary scale. however. be true for new teachers.) (This will not.

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'40. If a teacber laina career level I (or II or IIi) atatus and leaves the system for a vbile, would that person come back at the level he/sbe left?
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ABsainl tbe teacher could ..et tbe eXistinl expectations __ he/she would came back at the level be/sbe left. . :,

41. Are support personnel represented on any of the committeea?
~'

Support personnel are represented on and through the liaison committees. It was . decided that the advisory/steerinl committee would represent the dominant roles in the achool syatem. Why didn't this prolram begin with principals? . -This prolram did not begin with principals for several reasons. First. until expectationl are developed for teachers. it is nat known what should be expected of" principals. Second. those personl who bave become principall have already taken advantage of salary and atatua rewards whicb are not available to teachers. Thus. if the program began witb principals, there would be an even greater difference than now exists between the career opportunities for teachers and the career opportunities for administrators. Third. unlesl teacbing ia made a more attractive occupation. there will be a teacher shortage in another decade. Such a shortage il not forseen among prinCipals.

42.

43.

Will a scbool be looked down on if no one there is motivated enough to try? That would not happen in the short run. In the long run. however. if no one applies. the situation should probably be reviewed.

44.

Will teachers have to do anything above and beyond the requirements and expectations of the Teacher Career Development Program to be in line with the Quality Assurance Program? No. This program i8 much more comprehensive than the Quality Assurance
Pro~ram.

About Punding and Salary
1.

What are the sources of funding? The intent is to get new local money to fund this program. It is, 'believed that the proposed ...alary scale is both economically and politically feasible for local funding. G1~en the sentiment around tbe state and nation concerning quality education, it is possible that funding will also come from other sources.

2.

What is tbe effect of this program on tbe present local supplement?
I

The intent is to keep tbe present supplement and any anticipated increases in tbat supplement for both preaent teachers and newly bired teachers. No present teacber will lose anythinl be/she presently bas or can.presentlyanticipat~.
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There will be no change in retirement benefita. Retirement will be accrued in tbe aame way it ia DOW. Increaled .alary _ans increased benefits.-

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If a teacher atays ai: career level I would he/she automatically get the proposed, salary increa.es every three years? No. A teacher would get the salary increase only if his/her evaluation indicated he/she was maintaining outstanding performance.

s.

If the state provides a raise to te.chers, how will that affect the proposed salary . structure?
...

~

A salary increase from the state will drive the proposed salary scale up proportionately.

6.

Wouldn't a person with an Ed.S. or Ph.D. degree make less in the Teacher Career Development Program than he/she now makes? No one will ever make less than that to which they are presently entitled on the current salary scale. Even more important, the salary scale is constructed in a way that assure that persons with a master's degree and substantial ~xperience will mnke more than teachers with a Ph. D. presently make.

7.

Would a person with a master's degree make $1,000 more than the proposed salary?

The proposed salary scale is based on the assumption that one will have achieved a master's degree prior to achieving career status and teachers new to the system will be required to have a master's degree before they are granted career status. Teachers '. presently in the system can achieve career status without gaining a master's degree. However, those who do not have a master's degree would not receive the state supplement for a G certificate.
8.' If a teacher does not perform well, would that teacher stay on a straight line on the salary scale?

A person whose outstanding performance was not maintained would probably be given a year to remediate at the end of an evaluation cycle (i.e., at the end of a 3 year period for career level I teachers and at the end of a 5 year period for career level II and level III teachers). However, the teacher would not receive the expected $2,000 salary increase during that year, and if during that year performance did not move back to the level at which it had been previously, the teacher would probably be terminated. If the performance were brought back up during the remedia~ion year, the teacher would then receive the appropriate salary increase. 9. Will new teach~rs get the local supplement immediately upon employment or do they have to wait a certain number of years? The intention is that new teachers will get the local supplement beginning in their first year as they do now. 10. .' 11. If 8 person 1s already at the top of the salary scale, where would that person enter the ne~ salary scale if he/she made career level I? That person would enter the new salary scale at the first point above where he/she is now. Will all teachers who make career level I make at least $2,000 more? No. Some teachers will make less than that. The $2,000 is an approximation.

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12. How vould a 10t2 person fit into the new .alary sc~e?
That person's 10 .onth salary would be the base ∑
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13.

Will the 10% IIOre that an eleven IIOnth employee could make be 10% of the present ∑∑lary or 10% of the proposed career level I .alary? It will be 10% of the proposed career level I aalary.

, 14 ∑. Will teachera be able to be paid over a 12 month period? Thia option ia available now. questions About Selection 1. Why 1a aelection based on reputation? Ian't thia a popularity contest?

Selection is based on reputation so that 1£ the evaluation process determines aomeone to be outstanding. that evaluation vill be believed. One of the worst things that could happen to this program is for a teacher to be granted career level I status and other teachers (or administrators) or parents say. "If that's what they mean by career level 1. 1 don't want any part of 1t." The issue of the popularity contc:st will be resolved by asking an applicant'. colleaguea if they believe the reputation to be deserved. It ia important to keep 1n mind that. all preaent teachers will have an opportunity (1f they want 1t) to try for career level I. The question of reputation ia asked only to determine who will be given the first opportunity. 2. Why ahould the teacher membera of the advi.ory/ateering committee be paid and given apecial consideration? They are being paid and given special considerat-ion because they do a lot of work (e.g ∑∑ speaking to faculty groups. receiving phone calls at home from teachers who have questions about the proposed program) after the regular school day has ended. In addition. to avoid a conflict of interests. they are the only teachers in the school system who are being asked not to apply _to be in the first group. (Eventually, all teachers on the steering committee will be required to have career level I status.)
3.

Why does experience count? Experience counts because the school system believes it has a∑ 'commitment to teachers who bave provided long term service. and experienced teachers have less time to benefit f~om the proposed program.

4. Why is it that only experience 1n CMS counta in the selection in process?
A final decision on whether all experience or only CMS experience will count 1n the selection proceas has not yet been made. The advisory/steering committee would like to have feedback from teachers on thia 1asue. All experience.!!!! count in regard to salary level.
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What happens to people who come from other school systems? Teachers from other-school systems will be granted tenure 1n two years. tenure is granted they may apply for Career I Status.
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"6. Why willI be assigned lowest priority "if I am selected for the first group but would
rather be in a later group? You will not be assigned lowest priority. That idea has been discarded and teachers now will be able to identify the year . for which they Wish to be considered for selection. 7. .Will demographics be considered? Quality is the overriding concern. level taught) will be taken into account. 8. Within that, demographics (race and grade

Will a teacher's personnel file be taken into consideration? No. The committee decided to stay away from personnel files because, for this purpose, the usefulness of the information cannot be guaranteed. Past performance is difficult to verify.

9.

Who will receive the questionnaire? All of the teachers and administrators an applicant believes are knowledgeable will have an opportunity to respond, but in order to assure that someone does not "stack the deck," other teachers and administrators a teacher has been known to have worked with also will be asked to respond.

10.

Will the questionnaire be used to∑determine career level I status? No. Data from the questionnaires will only be used to determine when an applicant will have the opportunity to try for career level I status.

11.

Will teachers know in which group they will be? Yes. Teachers will be told in the spring of 1984 in which group they will be.

12.

Could the category for 11-24 years of experience be broken into smaller categories? That decision will have to be made after it is known who applies. However, if it has to be adjusted, teachers would be informed of what the committee is .doing in this regard and feedback would be solicited. Nothing would be changed without letting teachers know ∑. .
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13.

Will parents and students be involved in the selection process? No. It is not the intent of the committee to involve parents and students in the , selection process but rather to ask other teachers and administrators about an applicant's reputation with parents and students.

14. If a lot of people apply, how will the paper work be handled?
There will not be much "paper work," but it will handled by cOilputers. 15. Is there a penalty for applying late? Persons who apply in the first group will be assigned a year of entry. Persons who apply later would necessarily be admitted only after the first applicants had had the opportunity to participate.

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l6.

Will .ex be taken iDto account iD the ~election proce ∑∑ ? There viII be 110 quota., but every effort viII be made to a.aure that both lien and women are in each aroup ∑

.17. Should everyone ~ho wants to be in the proaram at .6me point apply in the beginning?
Yes. -aroup. Everyone should apply at the beainnins so that they can be as.isned to a

18. How 10n8 will it be before all present teachers bave had a chance to try for career level 11
The intent is to sive all present teachers a chance to try for career level I within five years.

19. Will teachers who arc turned down be notified?
No one will be turned down.
20.

Everyone who applies will be assilDed to a group.

Will there be questions on the questionnaire about one'. teachins style? No. The questions viII only concern the teacher's reputation.

21.

Will people vith degrees above the master's level be considered for the first group? Yes. They. will not be given preferential treatment, however ∑

22.

If a coach 18 selected for candidacy, could that person .tay at his/her school if he/she had to give up coaching to participate in the trainins? Coaches and others vho have .pecial aSSignments viII be accomodated. For example, special trainins .essions will probably be developed to fit individual time .chedules. However, the same hiSh standards of performance viII be' expected of all who.enter the program and no compromises will be made regarding this issue.

.

23.

Haa the questionnaire been developed? No. However, it viII have been developed before the application process begins.

24.

If a teacher ~8 selected for the first group and cannot participate at that time, can he/she be in--the second group? Decisions like tbis viII be made 011 an individual basis.

25.

If a teacher is not selected for the first aroup, are tbere tbe meantime that would be helpful?

tbi~gs

be/she could do in

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There probably viII be thinss .uc:ll_a p~r.()Il~oulddo toeDbance his/her .kills -but-thatti.s-ilotbe-.Jiworkedout yet. There will DOt be anything such a person could do which vould allow him/her to be assisned to an earlier group. 26. How viII student teachers be a.signed? In the 10n8 run .tudent teachers viII probably be ∑∑∑ igned∑ to career level I teachers. '

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Questiona About Expectations 1. Why are expectations
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11

vague?

The expectations (perhaps, better called goals) specify tbe broad areas in which evaluation will occur. They are not more specific because they are not criteria for evaluation. 2. How can the expectations be measured? They cannot be measured, but whether one has the knowledge and skills which make it likely that one can meet the expectations can be evaluated, and whether one performs in the classroom in ways indicated by the expectations can be evaluated. For example. one of the expectations is that the teacher will have knowledge of his/her subject area. Whether one has this competency can be observed and evaluated in a number of ways. It could be evaluated by an examination of the teacher's lesson∑ plans, by listening to the teacher's lectures, and by examining the effectiveness of the teacher's participation in training experiences relevant to the content area. 3. Why is there so much emphasis on performance outside the classroom? As indicated above (see general questions), the emphasis is and always has been on outstanding performance in the classroom. However, there are things a teacher can do (e.g., actively participate with other faculty members in solving school problems, taking leadership roles on faculty and school system c01ll1l11ttees) which go beyond the four walls of the classroom, but which have a direct impact on the quality of instruction that is delivered inside the classroom. The goal of this program is to spread the impact of an outstanding teacher around the school and around the scbool system. 4. How can I meet the expectations if my principal won't let me? You can't. However. principals will be expected to be supportive of the Teacher Career Development Program. Training will be provided to them and the evaluation of each prinCipal will take into account his/ber work in support of this program. In addition, given the structure of the individual professional review committee. the teacher will have a support system whether or not the principal is actively supportive ∑
.. 5.

How can a teacher have all the extra responsibilities and still maintain quality instruction in the classroom?
!~

The answer to this question is twofold. First, each teacher does not have to meet every expectation every day or even every year. Different expectations will be emphasized in different years depending upon one's particular school and job a.signment. Second. if every teacher is expected to share the responsibilities which outstanding teachers now assume (and they will be expected to do this), outstanding teachers will have more time ∑ . 6~ . Why hasn't a

JOb description been developed for teachers?

It has been assumed by the advisory/steering committee that the list of expectations for teachers is, in effect, the job description for teachers.

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questions About Training
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1.

What are the training requirements and who will pay for the training? The training requirements have not been formally ideiitiUed, but they will include the.knowledge and skills that will enable a teacher to'be likely to meet the expectations for career level I. The training will be roughly equivalent to a one week summer workshop and two three-hour course~. However, the training should not be ~hought of as traditional college courses. a.ther, the training will be job-embedded and work-related. It will occur both duri~g school and after school. It will involve observations, demonstrations and the building of collegial relationships. There will be a core training experience for all candidates whi.ch will include such components as training in the observation and evaluation processes and instruction in the history and values of the school system. There will be other training experiences designed to meet the needs of small groups and individuals as these needs are related to the expectations for career level I. All of the training experiences will be provided by the school system.

2.

What is the relationship between E. T. and other training programs (e.g., Consortium programs) and the proposed program? Since the training for the Career Development Program will be competency-based, any training experiences which enable a teacher to meet the stated expectations will be to that teacher's advantage. The fact that a present teacher has participated in any given program will have no effect on whether that teacher is selected first for this program. By the time this program goes into effect, all teacherR in CMS will have undergone E. T. training.

3.

Will advanced degrees count? A degree, itself, will not count. However, 1£ the training which led to the degree better enables. the teacher to meet the stated expectations, that training will, of course, be to that teacher's advantage.

4.

How would this program affect people already in a master's program? A teacher could not effectively participate in this program and', a master's program at the same time. However, depending upon a number of factors (e.g., one's area of concentration, the university at which the master's work is being done, etc.), the Career Development Program training might fit into a master's program.

5.

Is the requirement for summer training a must? Yes.

6.

Will a teacher's transcript be taken into account in determining the training he/she Deeds? No. Claa.room performance is what will be taken intoaccoUDt.

7.

After a teacher arrives at career level I, does he/she have to go through training every three years? As a professional, teachers are expected to keep abreast of their field and new developments in it. Sometimes this involves formal training, sometimes confe,ences. There is no "renewal credit" requirement for career development, but certificate renewal requirements will stay in place. .
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.8. Won't there have to be training for
pri~cipals?

Yes. Administrators and specialists will need special training'which will enable them to be supportive of the Teacher Career Development Program. 9. If s teacher transfers to another school during the training period, what effect will this have? School transfers will have no effect on the training. 10. How often will training programs begin? Training programs will begin every year. 11. If a teacher already has a master's degree, will a higher degree be provided through the∑training? No. a higher degree will not be provided. However, a teacher on hb /her own might be able to negotiate with the university involved to have the training count as part of his/her graduate program. 12. If it happens that the training occurs through the Consortium, would the Consortium certificate be just as good as a regular certificate? There is no such thing as a Consortium certificate. The certificates all come from the state. The Consortium recommends a candidate for a certificate just as a university does. 13. What will happen if eMS gets all this planning done for the training and universities don't cooperate. There is every indication that universities will cooperate. They have been very cooperative with Consortium programs. In the long run, it is in the interest of the university to cooperate because this program will generate business for them. However, if the universities do not SUppoTt this program we would continue it. 14. Why doesn't the new program "hold off" on training until there is enough money to accommodate all teachers who want to be trained? It is imperative to the integrity of the program that quality control be maintained. Technically and logistically it would be impossible to maintain quality, control with large numbers of people. 15. If no one "washes out," won't this reflect poo,rly on the training program? Given the high standards it is likely some will fail to meet them. 16. Could teachers who teach in summer school be in the training program 1£ they were selected? .---.------Yes. 17. The training will be scheduled so as not to interfere with summer school.
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Will the summer training be for all groups or just the first one? In the long run, the training now planned for the summer might take place at some other time. However, for the first few groups, such a plan cannot'be worked out ∑

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Selection of Experienced Teachers for Career Candidate Status

The goal of the Charlotte-Mecklenburg Schools Teacher Career Development Program is to make it possible for every presently employed teacher who wishes to do so to undergo the evaluation and training necessary to qualify for career level I status before any newly employed teacher is eligible for that status ∑ . Furthermore. it is intended that those teachers who achieve career level I status be persons whose teaching performance is exemplary and could serve as a model for others to emulate. Given this goal and these intentions. the selection of existing teachers will b~ conducted in two phases. To be eligible to be selected for Phase I (1984-85 and 1985-86). applicants must meet the following conditions: 1. The applicant must provide direct delivery of instruction to students on a regularly assigned basis. This includes regular classroom teachers. special education teachers. media specialists in the elementary schools. student services specialists in the elementary schools and homebound teachers. The professional staff who are not included above. will be able to apply for groups selected for the 1986-87 school year and subsequently. The applicant must agree that. if requested to do so. he/she would be willing to serve for a designated period of time as a mentor for a new teacher or as a member of an advisory/assessment team for an experienced teacher even if he/she is precluded from acceptance into the first two groups. Given the results of a peer/administrator nomination process described below. there must be clear and convincing evidence that the applicant is regarded by his/her peers and administrators as an individual who is among the most outstanding teachers in the school in which he/she teachers. Phase I
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2.

3.

Selection Procedures: 1. 2. 3. On or before all teachers.

1. 1984. application fonns w;11 be distributed to

Prior to the distribution of application fonns. after school meetings will be held in each of the five areas to discuss with interested persons the questions they have about the application process ∑ ..
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Prior to or' concurrent with the distribution of applications, each faculty member in each school w;11 be provided with a list of the names of all who are technically eligible to apply for candidacy. Given this list. each faculty member will be asked to identify the names of those persons he/she believes to most clearly exemplify what he/she believes an outstanding teacher should be. There is no minimum number of persons who may be nominated. but no more than 25% of eligible faculty should be nominated. For example. if the number of --∑∑--------eHgible-faeul-ty-is-l00.-an-indiv1dual respondent could identify up to 25 persons. If the eligible faculty is twenty. then no more than five should be nominated. 4. Principals and assistant principals will be asked to respond to a similar nomination checklist.

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After applications have been received. the names of individuals apply will be checked against the names nominated to assure that applicants are among those most frequently nominated by peers administrators (i.e.. that the frequency of nomination places applicant among the top 20% of his/her faculty.)

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6.

Applicants who meet the above criteria will be placed in a pool from which 150 persons will be randomly selected with the exception that care will be taken to assure representativeness with regard to race, sex, and grade level taught and experience will be given extra weight. For the 1985-86 school year, as many additional people will be selected for entry into the program as it is determined can be provided with high quality training and evaluation. All persons who were in the pool described above who were not selected for Phase I {1984-85, 1985-86) will have their names placed in the applicant pool for Phase II. (It is recognized that given the limitation in the number of persons who can be selected in Phase 1, there will be many outstanding teachers who will not be selected in this phase. This is unfortunate, but as has been discussed numerous times, limiting the size of the initial groups is essential to assuring the integrity of the program.)

7.

Selection Procedures: Phase II Subsequent to the selection of Phase I candidates, all remaining applicants will be selected on a random basis and assigned an entry year based on a best .estimate of the school system's capacity to provide high quality training and evaluation and on the number of applicants remaining in the pool.
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Who May Apply? Any teacher level employee of the Charlotte-Mecklenburg School System who has or will have tenure by September, 1984 and who is willing to undergo the training and evaluation may apply. Those who indicate their interest in being selected for Phase 1 must also be willing to meet and accept the special conditions that apply to the selection of Phase I candidates (i.e., they must provide direct delivery of instruction to students on a regularly assigned basis and they must agree to serve as a mentor or as an advisory/assessment team member if requested to do so.) ...

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OBSERVER/EVALUATORS Job Description Persons selected to serve in the capacity of observer/evaluators will be expected to engage in systematic observations and evaluations of teachers. The specific duties of observer/evaluators are as follows:
.. 1.

To participate in a training program designed to develop the ability to observe classroom performances in objective and reliable ways. To conduct an average of 10-15 classroom observations each week and to prepare a written report on each observation. To hold appropriate pre and post conferences with the persons being observed. To assist in training teachers in the processes and procedures appropriate to assuring that those being observed can effectively participate in the observation/evaluation process. To maintain confidentiality in all cases and to report the results of the observation/evaluations only through those channels and to those persons specified by school system officials to be appropriate. At least 5 years of public school classroom teaching experience. At least 3 years of experience as a teacher or administrator in the Charlotte-Mecklenburg School System. Successful completion of the Effective Teaching Program now underway in the Charlotte-Mecklenburg Schools. Successful completion of the observation/evaluation training program required to qualify as an observer/evaluator. Letters of endorsement from an area superintendent, a building principal and at least 3 classroom teachers that contain ""Clear stateqJents that: ." a) the applicant enjoys a reputation among colleagues as an outstanding educator. b) c) d) the applicant is known to have sound judgment regarding teaching and classroom performance generally. the applicant has strong interpersonal skills and 1s skilled in working with other adults in tension ridden situations. . the applicant is a person whose integrity and discretion is beyond doubt.
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2. 3. 4. 5.

Minimum Qualifications
1.

2. 3. 4. 5.

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A positive recommendation by two specially designated interview teams made up of teachers and administrators from the advisory/steering cOlrl1Jittee. A positive recommendation by the Superintendent of the CharlotteMecklenburg Schools.

7.

Special Conditions Three special conditions will apply arid must be accepted by successful applicants. These are: 1. 2. Persons who serve as observer/evaluators will hold the pOSition no longer than two years. Persons can be removed from the POSition of observer/evaluator at any time the Superintendent determines that their removal would be in the best interest of the Teacher Career Development Program regardless of cause. Persons who become observer/evaluators will retain the salary to which they are entitled in their present pOSition and will be assured that they can return to their present position subsequent to serving as observer/evaluators. In addition. these persons will receive an additional $2.000 annual salary supplement during the period they serve as observer/evaluators ∑

3.

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CHARLOTTE-MECKLENBURG SCHOOLS

DRAFT

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rogram 1. Name
3. Address
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for Career Candidate Status 'inthe "Teacher Career Development
2. Social Security I

4. Telephone
6. Teaching Assignment ∑ Years Teaching Experience in CMS (including 1983-84 8. school year

School Assignment

7. Total Years Teaching Experience

9. CMS Teaching Experience Record for Past Three Years: DATE SCHOOL ASSIGNMENT

10. PREFERENCE FOR YEAR OF ENTRY INTO PROGRAM (CHECK ONE): Phase I: 1984-85 1985-86 (The preferred time for program entry will serve as a guide in applicant placement. It does not guarantee Phase I placement if that is desired. However, every applicant is guaranteed placement in either Phase I or Phase II.) If Phase I selection is desired, please respond to the following: If requested to do so, I will be time~s a mentor for a new teacher assessment team for an experienced the 1984-85 or the 1985-86 groups. willing to serve for a desi'gnated or to serve on an advisory/ teacher even if I am precluded from _____ YES NO
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Phase II: Subsequent to 1985-86

I am aware of the requirements for becoming a career level I teacher and when I become a career candidate, I will strive to the best of my ability to meet those requirements. Signed ______________ Date ____________

SUBMIT TO: Teacher Career Development Program Education Center

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