the
highlander
Vol. 33, No. 4
March 7 ,2014 Homestead High School, Mequon
Paying for performance
Teacher compensation plan to be implemented in fall By Aaron Glazer
As the bell tolls to usher in the start of a new class period, the teacher is ready to begin another day of instruction. Except this day is different from all other days. In the back corner of the classroom, an administrator sits, ready to evaluate the teacher. While evaluations have existed for years, this evaluation has a new meaning. For the first time, this evaluation has a direct impact on the teacher’s compensation. “Last December, the school board approved a strategic plan that would afford the district the opportunity to maintain its track record, and even to build on it,” Mr. Matthew Joynt, assistant superintendent, said. Strategic compensation, more commonly known as merit pay, is “paying people for work or within areas that directly benefit the district goals,” Mr. Joynt said. The plan will be coming to the Mequon-Thiensville School District (MTSD) in the 2014-2015 school year. “With the passage of Act 10, teachers can bargain for base wage increases through their union,” Mr. Brett Bowers, principal, said. According to MTSD’s Jan. 22, 2014 Staff Update newsletter, “school districts are limited to the consumer price index percentage for base wage increases.” In short, there is only marginal room for a raise in salary. Hence, the strategic compensation program will “offer salary increases beyond cost-of- living percentages.” Over the past two years, MTSD has “spent approxi-
mately $4.7 million toward active employees’ health insurance.” In the 2014-2015 school year, “the district plans to contribute approximately $4.3 million, bestowing $400,000 to use in a variety of ways,” according to the District Update. As a result, the district faced three options. They could balance the funds, redirect the budget in case of a budget shortfall or redirect the budget towards strategic compensation. “MTSD has chosen to focus some money in the area affording us the opportunity to pay people for work aligning with our strategic plan,” Mr. Joynt said. “It is not necessarily about how long [teachers] have been in the organization or the credits [they] have attained, but rather by the district priorities,” Mr. Bowers said. In the realm of compensation, two categories have been identified as factors influencing compensation levels: inputs - credentials and awards or outputs - performance based measures, according to a MequonNOW article. A committee of district adminstration and teachers has been meeting to discuss these categories. “We’re currently considering what inputs or outputs make up the strategic compensation plan,” Mr. Joynt said. “When finished, teachers should have a clear understanding of what needs to be done to benefit from strategic compensation.” Right now, “the district is reviewing a menu of what might be included and weighing that against the objectives of the strategic compensation program,” Mr. Joynt said. According to Mr. Benjamin Sloma, social studies teacher, there is “a degree of healthy skepticism” surrounding the strategic compensation program. Mrs. Jennifer Zortman, math teacher, agreed, saying that “there are a lot of gray areas or stipulations.” Mr. Joynt suggested that this will remedy with time saying, “It is a change in progress.” The strategic compensation program will help maintain “a profession where young people coming in can see a future,” according to Mr. Eric Bauer, English teacher. As
for today’s compensation, “people need to feel like they have control over what they are compensated on,” Mr. Sloma said. To ensure this control, administration “is training to bridge the gap to that transition,” Mr. Bowers said. With one of the primary determinants of compensation possibly being teacher evaluations, Mr. Bowers said that “the administration will do 40 hours of training to be certified as evaluators. The intent is that the training will ensure consistency in teacher evaluation.” With the new system, the hope is that collegiality and staff morale will be consistent as well. Though there may be “many uncontrollable variables in the system,” according to Mr. Sloma,“if done well and done right with mutual trust,” the system will promote collegiality, Mr. Bowers said. In the long run, “the program should help us meet the lofty goals that [the district] has and afford the district the opportunity to be recognized as one of the top public school districts for education in the state of Wisconsin,” Mr. Joynt said.
Student View What do you think makes a good teacher?
Nicole Gorelik, senior “Someone who is relatable and reaches out to the students on a more personal level.”
Lauren Silber, junior “Someone who guides you to the answer and explains concepts well.”
Stephanie Metzendorf, freshman “Someone who gets along with their students and does not pick favorites.”
Lexi Lipkowitz, freshman “They are understanding of kids’ needs and connect well.”
David Berman, sophomore “Someone who cares about the students, helps outside of classtime and expresses himself beyond a lecture or PowerPoint.”
Chase Duggan, junior “They have to make the class interesting and keep all students engaged.”
Information compiled by Aaron Glazer
What’s Inside
3
Affluenza becomes reality
Michael Nelson, junior “They connect to the students and teach the material but have fun with it too.”
6
Teachers reveal hidden talents
7
Alumnus inspires from the heart
8
{
{
Zach Zimmermann, senior “They keep the class involved and they make the class a communal environment where everyone feels comfortable being involved.”
March Madness nears