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FY 12 (Cohort 4) Awarded Grants


Fiscal Year 2012 New Awards
General TIF Competition (84.374A)

S374A120089 – Maricopa County Education Service Agency (AZ)
Initial Funding Amount (2 years):  $11,010,767
Total (5-year) Project Cost:  $57,876,323

School Districts Served:  Arizona Department of Juvenile Corrections; Balsz Elementary School District; Maricopa County Regional School District; Mobile Elementary School District; Phoenix Elementary School District; Roosevelt Elementary School District; and Wilson Elementary School District

Number of High Need Schools Served: 45

Project Overview:  The goal of Rewarding Excellence in Instruction and Leadership – The Next Generation (REIL-TNG) is to advance a human capital management system (HCMS) that is centered on a performance-based compensation system (PBCS) that significantly links educator effectiveness to student outcomes.  REIL-TNG’s HCMS will work to attract, place, retain, and sustain effective educators in the neediest schools in the seven partnering school districts.  Each district has committed to using the same cross-district PBCS as its educator evaluation system that includes student data analysis, classroom observations with feedback sessions, and targeted professional development.  At the start of the project, compensation will involve bonus incentives to those educators deemed effective.  Districts will use the first 2 years of the grant to redesign and then adopt a new base-salary structure that is aligned to the project’s guiding principles and ties base salary to educator effectiveness ratings.  The new salary schedule will be implemented in year 3 of the grant.  The compensation system provides for an increase in salary based on appropriate effectiveness ratings for educators.  There are also increased salary options for teachers deemed effective who take on additional roles (i.e., master educator, instructional master educators) with responsibilities that involve designing professional development support, coaching one-on-one, offering collaborative learning team strategies, and data use.

S374A120062 – Alliance College-Ready Public Schools (CA)
Initial Funding Amount (2 years):  $2,181,505
Total (5-year) Project Cost:  $8,951,090

School Districts Served: Alliance Judy Ivie Burton Technology Academy High School; Alliance Huntington Park College-Ready Academy High School; Alliance Richard Merkin Middle School; Alliance College-Ready Academy High School No. 5; Alliance Jack H. Skirball Middle School; Alliance Health Services Academy High School; Alliance Media Arts and Entertainment Design High School; Alliance Environmental Science and Technology High School; Alliance College-Ready Middle Academy No. 4; Alliance College-Ready Middle Academy No. 5; Alliance College-Ready Middle Academy No. 7; Alliance Cindy and Bill Simon Technology Academy High School; Alliance Technology and Math Science High School; Alliance College-Ready Academy High School No. 14; Alliance Renee and Meyer Luskin Academy High School; and Alliance College-Ready Academy High School No. 16

Number of High-Need Schools Served: 16

Project Overview:  Alliance has previously piloted its performance-based compensation system (PBCS) in two of its schools and through this TIF grant, will bring the project to scale.  The goal of Alliance–TIF is to effectively enhance student achievement so that high-need students graduate from high school fully prepared for college success.  To achieve this goal, Alliance–TIF will improve administrator, teacher (including special education teachers) and counselor effectiveness.  The PBCS developed within the scope of Alliance’s human capital management system will provide incentives and additional compensation for teachers and principals who are found to be effective or better in evaluations, as well as those who take on additional responsibilities and leadership roles.

S374A120038 – Aspire Public Schools (CA)
Initial Funding Amount (2 years):  $11,897,000
Total (5-year) Project Cost:  $27,851,000

School Districts Served:  Alexander Twilight College Preparatory Academy; Alexander Twilight Secondary Academy; Capitol Heights Academy; APEX Academy; Langston Hughes Academy; Port City Academy; River Oaks Charter School; Rosa Parks Academy; Summit Charter Academy; Vanguard College Preparatory Academy; California College Preparatory Academy; College Academy; East Palo Alto Charter School; East Palo Alto Phoenix Academy; ERES Academy; Golden State College Preparatory Academy; Lionel Wilson College Preparatory Academy; Millsmont Academy; Monarch Academy; Antonio Maria Lugo Academy; Firestone Academy; Gateway Academy; Huntington Park Charter School; Inskeep Academy; Junior Collegiate Academy; Pacific Academy; Slauson Academy; Tate Academy; and Titan Academy

Number of High-Need Schools Served:  29

Project Overview:  Aspire Public Schools has piloted a performance-based compensation system (PBCS) and, in partnership with 29 of its schools, will expand the PBCS to all of its schools, as well as extend the teacher evaluation and compensation system to all teachers, in particular to add teachers of special education and non-tested subjects.  The objectives of the project are to improve teacher and principal effectiveness to compel measureable results in student achievement, graduation rates and college readiness.  Under Aspire’s human capital management system (HCMS), the PBCS provides incentives and additional compensation for teachers and principals who are found to be effective or better in evaluations, as well as those who take on additional responsibilities and leadership roles.  Evaluation data will also inform key human capital decisions, including recruitment, hiring, placement, retention, dismissal, professional development and promotion of educators.  Modifications to the PBCS will extend the HCMS to include a more robust career pathway that provides advancement opportunities, promotion within the teaching career, as well as an enhanced opportunity to move into administration once teachers reach specific effectiveness levels.

S374A120030 – Green Dot Public Schools (CA)
Initial Funding Amount (2 years):  $1,873,619
Total (5-year) Project Cost:  $11,739,504

School Districts Served:  Ánimo Leadership;  Ánimo South Los Angeles; Ánimo Venice; Oscar De La Hoya; Ánimo Pat Brown; Ánimo Ralph Bunche; Ánimo Jackie Robinson; Ánimo Locke Tech; Ánimo Watts; Ánimo Locke 1; Ánimo Locke 2; Alain LeRoy Locke 3; Ánimo College Preparatory Academy; Ánimo Jefferson; Ánimo Phillis Wheatley; and Ánimo Westside

Number of High-Need Schools Served:  16

Project Overview:  Green Dot Public Schools, in partnership with 16 charter schools, developed a strategic human capital management system (HCMS) that promotes the mission of preparing students for college, career, leadership, and life.  The objectives of the HCMS are to increase teachers rated as effective or higher, increase system-wide student performance, and increase the number of schools that meet the state of California’s Annual Performance Index targets.  The HCMS includes a Teacher Evaluation System, a Leader Evaluation System, and a Counselor Evaluation System, all based in significant part on student outcomes.  These systems will be the basis for a performance-based compensation system where administrators and teachers who receive an overall evaluation rating of effective or higher will receive additional compensation; teachers who take on additional responsibilities and leadership roles will receive additional compensation above their annual performance-based adjustment; and Green Dot will implement an optional feature of providing performance-based compensation for school counselors.

S374A120066 – Los Angeles Unified School District (CA)
Initial Funding Amount (2 years):  $16,066,199
Total (5-year) Project Cost:  $49,201,628

Number of High-Need Schools Served:  40

Project Overview:  The Los Angeles Unified School District (LAUSD) is seeking to accelerate its current human capital reform efforts into a comprehensive human capital management system (HCMS) to reach the goal of 100 percent effective teacher and school leaders in LAUSD schools.  With Teacher Incentive Fund financial support, LAUSD will continue the development and implementation of a local education agency-wide HCMS with a multiple-measure educator evaluation system.  LAUSD’s proposed performance-based compensation system includes an enhanced salary structure based on principal and teacher effectiveness in its high-need schools.  LAUSD will further leverage career ladder positions for school-led instructional improvements by positioning exemplary educators in high-need schools as providers and developers of job-embedded, relevant, and timely professional development that advances effective teaching.  LAUSD is further aligning its TIF initiative to increase the number of effective STEM teachers in high-need schools.  Content Expert STEM teachers will offer coaching and support to teachers based on information derived from the evaluation system.  LAUSD will pay $20,000 recruitment bonuses for up to 80 effective or highly effective STEM and special education teachers who agree to teach at high-need schools in the district. 

S374A120013 – The National Institute for Excellence in Teaching (CA)
Initial Funding Amount (2 years):  $3,964,593
Total (5-year) Project Cost:  $15,196,370

School Districts Served:  Athens City Schools, TN; and Morgan County Schools, TN

Number of High-Need Schools Served:  13

Project Overview:  The National Institute for Excellence in Teaching will partner with Athens City Schools (ACS) and Morgan County Schools (MCS) in Tennessee to reform each district’s human capital management system (HCMS).  The grant objectives are to:  increase the percentage of effective teachers through incentives, career advancement, evaluation, and professional development; increase the percentage of effective principals through incentives, evaluation, and professional development; and improve student achievement.  To achieve these goals, both districts sought a rigorous, research-based reform, and will implement TAP:  The System for Teacher and Student Advancement, which offers both a comprehensive approach to performance-based compensation systems and a data management system to support the proposed improvements to HCMS.  Once implemented, the TAP system will include career advancement for effective teachers with salary augmentations for taking on additional roles and responsibilities, ongoing professional development, rigorous and fair evaluation systems and performance-based compensation for effective educators.  The TAP system’s four interrelated elements will be implemented within ACS’s and MCS’s larger HCMS structure, which also includes recruitment, hiring, retention, and dismissal.

S374A120034 – The National Institute for Excellence in Teaching (CA)
Initial Funding Amount (2 years):  $4,612,340
Total (5-year) Project Cost:  $13,003,085

School Districts Served: Emily O. Goodridge-Grey Accelerated Charter School, MN; Sojourner Truth Academy, MN; Hmong College Prep Academy, MN; and Partnership Academy, MN

Number of High-Need Schools Served: 4

Project Overview:  The National Institute for Excellence in Teaching will partner with a consortium of charter schools to reform each school’s human capital management system (HCMS).  The primary goal of this project is to increase teacher effectiveness and ensure that all students in the partner schools achieve a year or more of academic growth.  The consortium will increase the rigor and reach the goals of its HCMS by adopting TAP:  The System for Teacher and Student Advancement as their performance-based compensation system (PBCS).  The PBCS will provide differentiated levels of bonuses to teachers and principals who demonstrate effectiveness through multiple measures, including student growth; multiple career paths to incentivize teachers to take on new leadership roles (e.g. Mentor, Master Teacher) and additional responsibilities with corresponding growth in pay; and instructionally focused accountability to provide an evaluation structure that is rigorous and transparent.

S374A120059 – Harrison School District 2 (CO)
Initial Funding Amount (2 years):  $4,079,060
Total (5-year) Project Cost:  $9,084,022

Number of High-Need Schools Served:  20

Project Overview:  Harrison School District 2 implemented a pay-for-performance plan and will now compensate licensed staff and school-based administrators on their demonstrated effectiveness.  This plan, called the Harrison School District Effectiveness and Results Plan, will accomplish a number of outcomes.  It will increase student achievement of all students regardless of background or current proficiency level; increase the effectiveness of teachers and administrators; and retain proficient staff to best serve the needs of Harrison students.  The District will develop measurement tools to track teachers and administrators’ impact on the achievement of students assigned to them or their schools. Through the Teacher Incentive Fund grant, Harrison will expand professional development, ensuring that the professional development provided is rigorous and meets the specific instructional and leadership needs of staff required to build the effectiveness of the entire teaching corps.  The District will pay educators based on the results they achieve in the classroom and on their instructional practices.  Additionally, teachers can receive points on the evaluation rubric for being a lifelong learner, contributing to their profession, and holding a leadership role within the district and their school.

S374A120067 – School District 1 in the City and County of Denver
Initial Funding Amount (2 years):  $8,909,813
Total (5-year) Project Cost:  $28,484,271

Number of High-Need Schools Served:  91

Project Overview:  The Denver Public Schools (DPS ) Teacher Incentive Fund 4 project’s goal is to increase student achievement in high-need urban schools through further development of their educator evaluation system and aligned performance-based compensation system.  The objectives of the project are to increase the number of effective educators serving in high-need schools and in high-need fields to reach the most students.  The district will meet objectives through district-wide implementation of a human capital management system (HCMS) with educator evaluation systems at the center, based, in significant part, on student growth.  The HCMS will consider the educators’ knowledge and skills, comprehensive evaluation effectiveness rating, and the ability to meet student-growth objectives.  Educators can also earn an increase in base salary by taking on additional responsibilities through differentiated leadership roles (e.g., Teacher Leaders, Teacher Team Leads, Supervisor of Teacher Team Leads, Evaluator of Teacher Team Lead, School Development Team, and Principal Cohort Lead).  These roles involve working in teams to meet the instructional priorities and individual school needs. 

S374A120047 – New Haven Public Schools (CT)
Initial Funding Amount (2 years):  $11,982,159
Total (5-year) Project Cost:  $53,387,865

Number of High-Need Schools Served:  46

Project Overview:  New Haven Public Schools (NHPS) will build on current efforts to implement educator evaluation and development systems, as well as a comprehensive trajectory of leadership development programs.  NHPS’s Professional Educator Program will be a comprehensive human capital management system that builds collaboration, empowerment and responsibility for outcomes.  It will impact not only individualized evaluation systems already in place in New Haven, but also individualized professional learning and development, targeted pre-service screening and sourcing (including training, selection and placement), differentiated career opportunities, and differentiated compensation.  Evaluation and development of professional competencies and student and school growth will be consistently at the core of the project.  Through the Teacher Incentive Fund, NHPS and the bargaining units will explore and extend differentiated compensation under the current and future contracts, including for differentiated career opportunities, for placements in the highest need schools, and for sustained and demonstrated excellence as a professional.

S374A120052 – District of Columbia Public Schools (DC)
Initial Funding Amount (2 years):  $23,728,797
otal (5-year) Project Cost:  $62,282,839

Number of High-Need Schools Served:  99

Project Overview:  The overarching objective of the District of Columbia Public Schools (DCPS) project is to ensure that by the end of the 2016-17 school year at least 90 percent of all DCPS teachers and principals are Highly Effective or Effective, as determined by the IMPACT evaluation system.  Funds from the TIF grant will support rigorous, ongoing leadership development training for teacher leaders and principals; the creation of additional leadership roles for teachers aimed at school turnaround; and expansion of performance-based compensation, including the creation of a new salary structure based on effectiveness for principals and assistant principals. 

S374A120029 – Gilchrist County School District (FL)
Initial Funding Amount (2 years):  $3,906,468
Total (5-year) Project Cost:  $26,777,822

School Districts Served:  Gilchrist County School District; Baker County School District; Bradford County School District; Columbia County School District; Flagler County Public Schools; Lafayette District Schools; School Board of Levy County; Suwannee County Schools; and Union County School District

Number of High-Need Schools Served:  71

Project Overview:  The Sustainable Educator Evaluation and Compensation (SEEC) Project is a partnership between the North East Florida Educational Consortium, Gilchrist County School District, and eight other school districts committed to implementing a comprehensive human capital management system throughout their districts.  The objectives of the SEEC Project are to increase student growth in core subject areas, increase graduation rates, improve educator performance and compensation, and improve assessment systems for student growth and educator practices.  The Project incorporates performance-based compensation and professional development components to provide financial incentives and career-ladder positions to participating teachers and administrators.  Detailed use of both educator practice and student achievement data will serve as the basis for all human capital decisions, including not only selection, retention, dismissal, and compensation, but for differentiated professional development, placement, promotion, and eventually tenure.

S374A120095 – Hillsborough County Public Schools (FL)
Initial Funding Amount (2 years):  $16,799,498
Total (5-year) Project Cost:  $59,645,623

Number of High-Need Schools Served:  30

Project Overview:  The Hillsborough Performance Outcomes with Effective Rewards III (POWER III) project builds on the 2-year implementation of an educator evaluation system to improve student outcomes.  POWER III’s goal is to implement a local education agency (LEA)-wide human capital management system (HCMS) with an educator evaluation system at the center.  The POWER III HCMS includes methods and criteria to determine the effectiveness levels of educators, examine the effectiveness levels of teachers who stay at the project schools, and examine the number of teachers who participate in evaluation-driven, personalized professional development.  The HCMS aims to increase the percentage of educators in project schools earning performance-based compensation, increase the percentage of highly effective teachers recruited to and retained in project schools, establish teacher leaders, and integrate data management systems.  The performance-based compensation system (PBCS) builds on the performance-based salary structure already in place since July 2010. The new PBCS will overlay a defined career ladder that ties movement up and down the ladder to educator evaluation results.  Additional compensation will be available for teachers who take on responsibilities through the Teacher Leader role.  Finally, teachers rated highly effective can earn recruitment and retention bonuses.

S374A120101 – The School Board of Broward County (FL)
Initial Funding Amount (2 years):  $18,155,918
Total (5-year) Project Cost:  $48,508,373

Number of High-Need Schools Served:  26

Project Overview:  Broward County Public Schools’ Leading Excellence and Achievement in Performance (LEAP) project aims to effectively enhance student achievement in high-need schools by improving the effectiveness of the teachers and leaders who serve them.  Project activities include continued district-wide implementation of the teacher and principal evaluation systems; alignment of human capital decisions with evaluations; professional development and training programs; and collaboration with stakeholders (including the development of a dedicated 12-month position to serve as a liaison between human Resources and the Broward Teachers’ Union).  The project also includes implementing a performance-based salary structure that offers increased compensation to teachers and administrators based on effectiveness and progression over a career continuum.  LEAP will distribute salary supplements to effective or highly effective teachers of high-need subjects who transfer to Teacher Incentive Fund (TIF) schools and will offer individualized professional development budgets as an incentive to teach in high-need schools.  Broward County will hire 10 STEM coaches each of who will distribute their focus over 2-3 schools to share their specialized learning, promptly providing PD support at the school-level with content knowledge and pedagogical knowledge for maximum benefit at the 26 TIF schools.  Broward County will further leverage TIF funds, in partnership with Florida Atlantic University, to provide support and ongoing professional development at six Growing STEM Magnet middle schools.

S374A120035 – School Board of Miami Dade County (FL)
Initial Funding Amount (2 years):  $2,511,636
Total (5-year) Project Cost:  $12,906,603

Number of High-Need Schools Served:  9

Project Overview:  M-DCPS’s iHEAT Initiativeis designed to increase teacher and administrator effectiveness and, consequently, student achievement in high-need schools through incentives and professional development.  Project objectives include:  1) increasing inter-rater reliability on teacher performance observation and evaluation instruments; 2) increasing the number of highly effective teachers, principals, and assistant principals in the participating high-need schools; and 3) improving student outcomes in the participating high-need schools.  To support continuous performance improvement and attract highly effective teachers in the identified high-need schools, the iHEAT Initiative performance-based compensation system provides financial incentives for teachers, principals, and assistant principals who score Highly Effective on annual summative performance evaluations, and Highly Effectiveteachers who assume career ladder positions as iHEAT Master Teachers at the designated high-need schools.

S374A120024 - School District of Lee County (FL)
Initial Funding Amount (2 years):  $17,632,764
Total (5-year) Project Cost:  $45,208,129

Number of High-Need Schools Served:  32

Project Overview:  The School District of Lee County’s TTAPPed for High-Need Schools project is designed to:  1) increase the number of teachers and principals in high-need schools who are rated highly effective as measured by the district’s teacher and administrator evaluation system; and 2) increase the number of highly effective teachers certified in high-need subjects to teach in high-need schools.  The project will offer financial incentives and career ladder opportunities to attract and retain high-performing educators and principals in the targeted high-need schools.  Teacher leaders, principal leaders, mentor teachers and highly effective principals recruited to work in high-need schools will receive additional pay.  All teachers of high-need subjects, mentor teachers, and principals in high-need schools will be eligible for incentive pay.   The project will make human capital decisions based on the district’s new educator evaluation systems.  The goal of the human capital management system is to implement a fully functioning leadership continuum that starts with teacher leadership and creates two paths:  (1) master teacher and (2) administrator.  The system will emphasize collaboration and continuous improvement and will focus on raising the achievement for all students.

S374A120057 – Fort Wayne Community Schools (IN)
Initial Funding Amount (2 years):  $15,330,197
Total (5-year) Project Cost:  $42,042,705

Number of High-Need Schools Served:  48

Project Overview:  Implementation of REAL:  Rewarding Educators & Academic Leaders! will help Fort Wayne Community Schools (FWCS) meet the overarching goal of improving classroom instruction in high-needs, low-performing schools.  The REAL project will implement a new educator performance-based evaluation system that ties educator performance to student achievement.  The FWCS System of Support™, in combination with the Indiana Teacher and Principal Effectiveness Rubrics, is the foundation of FWCS’s performance-based compensation effectiveness rubrics.  These rubrics are the foundation of the district’s performance-based compensation system.  FWCS will also distribute compensation incentives to eligible teachers and administrators who take on additional instructional and leadership roles designed to fulfill the goals of REAL.  Current local education agency policies reflect intentions to adopt district-wide teacher and administrator evaluation systems and ensure that all critical stakeholders — teachers, principals, administrators, unions — are supportive of reform efforts.

S374A120098 – Maine Department of Education (ME)
Initial Funding Amount (2 years):  $8,831,451
Total (5-year) Project Cost:  $24,968,205

School Districts Served:  Regional School Unit 16; Regional School Unit 19; Millinocket School Department; Bangor School Department; Maine School Administrative District 11; Regional School Unit 86/Maine School Administrative District 20

Number of High-Need Schools Served:  17

Project Overview:  The Teacher Incentive Fund 4 Maine Schools for Excellence (TIF 4 MFSE) project aims to build on previous TIF initiatives in the state and aims to demonstrate that high-quality implementation of common evaluation principles and a performance pay model can be successful within a rural, highly decentralized state. The Maine Department of Education will engage six districts in the joint design of systems, followed by support to local committees in each district to appropriately modify and implement these common systems.  The objectives of the TIF 4 MFSE project include use of a state-wide longitudinal data system to plan and inform policy related to key human capital decisions across the state, district, and school levels; implementation of a teacher and principal evaluation system based on the National Board for Professional Teaching Standards’ Standards for Accomplished Teachers and Leaders; creation of an effective management and communication plan; and sustaining performance-based compensation system incentives beyond the life of the TIF grant.  Participating TIF 4 MSFE districts will build performance pay compensation models utilizing the frameworks implemented under TIF 3.  However, districts will have some flexibility in terms of specific incentive amounts and criteria for payouts.

S374A120046 – Community Training and Assistance Center, Inc. (MA)
Initial Funding Amount (2 years):  $3,666,382
Total (5-year) Project Cost:  $8,101,728

School Districts Served:  Delhi Unified School District, CA

Number of High-Need Schools Served:  5

Project Overview:  The Gains in Achievement and Innovation Now initiative is a partnership of the Delhi Unified School District (DUSD) and the Community Training and Assistance Center with a goal of improving student academic growth by increasing educator effectiveness.  To achieve the goal, DUSD is implementing a performance-based teacher and principal evaluation system where educator effectiveness (measured by student academic growth and systematic observations) outweighs all other factors.  Data from the evaluations will guide DUSD’s human capital management system decisions including hiring, mentoring, professional development, promotion, and dismissal.  Only effective or highly effective teachers will qualify for leadership opportunities, advancement, and performance-based compensation.

S374A120048 – Education Achievement Authority of Michigan (MI)
Initial Funding Amount (2 years):  $5,905,652
Total (5-year) Project Cost:  $35,491,095

School Districts Served: Detroit City School District; Kalamazoo Public Schools; City of Flint School District; Lansing Public School District; City of Saginaw School District; Battle Creek Public Schools; Grand Rapids Public Schools; Pontiac City School District; Port Huron Area School District; and Southfield Public School District

Number of High-Need Schools Served:  60

Project Overview:  The Education Achievement Authority of Michigan (EAA), established during the 2011-2012 school year by the Michigan legislature, is charged with radically changing the approach to educating students in the state’s lowest-performing schools.  Project PEP will institute a performance-based compensation system in 60 schools across 10 school districts in Michigan that will impact approximately 46,545 students and more than 2,219 teachers.  EAA has organized a comprehensive human capital management system (HCMS) whereby teachers and administrators enter at a flat rate pay basis, after the first year, based on their Year 1 evaluation score.  Beginning in Year 2, teachers can earn individual increases based on demonstrated competence and classroom performance that considers student growth and administrators can earn individual increases based on their demonstrated ability to improve student growth and motivate staff.  Students in EAA are grouped by skill level instead of grade and their progress will be assessed through Performance Series’ nationally normed adaptive assessments using two methods:   (1) a value-added model, and (2) a growth/projection model.   The HCMS includes a career ladder for Master Teachers and Education Specialists to serve as job-embedded instructional coaches with extra pay for responsibilities such as offering instructional support, conducting classroom observations, and planning targeted professional development.  Finally, the project will use PEP to determine HCMS decisions such as recruitment, hiring, placement, retention, dismissal, tenure and promotion.

S374A120060 – Rutgers, The State University of New Jersey (NJ)
Initial Funding Amount (2 years):  $7,814,733
Total (5-year) Project Cost:  $39,703,502

School Districts Served: Asbury Park; Hillside; Lakewood; and North Plainfield

Number of High-Need Schools Served:  22

Project Overview:  The School System Improvement (SSI) project will implement a comprehensive human capital management system (HCMS) that includes rigorous (highly reliable and valid) educator evaluation systems (EES).  Through implementation of the proposed HCMS, the SSI project will increase the number of effective teachers and principals, and increase student growth in achievement.  EES will generate scores that inform four performance levels of effectiveness that identify and reward teacher and principal effectiveness through a differentiated performance-based compensation system (PBCS).  EES will inform empirically supported professional development for teachers and principals.  The HCMS and PBCS will help these high-poverty schools attract, develop, motivate and retain the most effective teachers and principals. Together, the components of the SSI project will build local education agency-wide capacity and effectiveness for long-term sustainability.

S374A120073 – Center for Educational Innovation – Public Education Association (NY)
Initial Funding Amount (2 years):  $2,952,477
Total (5-year) Project Cost:  $9,590,932

School Districts Served: Academy for Urban Leadership Charter School, NJ; Charter TECH High School for the Performing Arts, NJ; Millville Public Charter School, NJ; Oceanside Charter School, NJ; and Vineland Public Charter School, NJ

Number of High-Need Schools Served:  5

Project Overview:  The goal of the Partnership for Innovation in Compensation for Charter Schools for New Jersey (PICCS4NJ) project is to create a human capital management system (HCMS) that emphasizes effective educator evaluation using student outcomes as a significant factor in five partner charter school local education agencies (LEAs).  PICCS4NJ will establish a performance-based compensation system at each of the five partner LEAs tied to an educator evaluation system.  Each LEA will follow an overall PICCS4NJ HCMS evaluation framework established for the project, but be able to personalize the framework components to meet each LEA’s individualized needs and priorities. Educators will earn increases in base salary by earning appropriate effectiveness ratings on the evaluation criteria.  For teachers who take on additional responsibilities through leadership roles (e.g., site-based Professional Learning Community coach, site-based Data Coach), they will earn increases in base salary by earning appropriate effectiveness ratings in those leadership roles.

S374A120075 – Center for Educational Innovation – Public Education Association (NY)
Initial Funding Amount (2 years):  $3,038,827
Total (5-year) Project Cost:  $11,404,537

School Districts Served:  Imagine Me Charter School; Inwood Academy for Leadership; John W. Lavelle Preparatory Charter School; La Cima Charter School; New Dawn Charter High School; and Tech International Charter School

Number of High-Need Schools Served:  6

Project Overview:  The goal of the Partnership for Innovation in Compensation for Charter Schools for New York City (PICCS4NYC) project is to create a human capital management system (HCMS) that emphasizes effective educator evaluation using student outcomes as a significant factor in six partner charter school local education agencies (LEAs).  PICCS4NYC will establish a performance-based compensation system (PBCS) at each of the six partner LEAs tied to an educator evaluation system.  Each LEA will follow an overall HCMS evaluation framework established for the project, but will be able to personalize the framework components to meet each LEA’s individualized needs and priorities.  Educators will earn increases in base salary by earning appropriate effectiveness ratings on the evaluation criteria.  For teachers who take on additional responsibilities through leadership roles (e.g., site-based professional learning community coach, site-based data coach), they will earn increases in base salary by earning appropriate effectiveness ratings in those leadership roles.

S374A120083 – New York City Department of Education (NY)
Initial Funding Amount (2 years):  $13,901,980
Total (5-year) Project Cost:  $52,943,639

Number of High-Need Schools Served:  70

Project Overview:  The goal of the New York City Department of Education Teacher Incentive Fund Grant Program is to implement a performance-based compensation system (PBCS) via a teacher career lattice in high-need middle schools in order to improve educator effectiveness and increase student achievement.  The career lattice will be developed in the context of a system-wide human capital management system with educator evaluation systems at the center, based, in significant part, on student outcomes.  The lattice increases classroom leadership capacity through professional development of teachers while providing peer leadership opportunities to teachers who are interested in new professional challenges and have demonstrated effectiveness.  The proposed roles (e.g., Demonstration Teacher and Peer Instructional Coach) will involve job-embedded coaching, application of the teaching competencies, and structuring of meaningful development opportunities for classroom teachers.  The compensation system provides for increases in base salary for Teacher Leaders who take on additional responsibilities and who earn a rating of effective or highly effective.

S374A120005 – Breakthrough Charter Schools (OH)
Initial Funding Amount (2 years):  $3,326,441
Total (5-year) Project Cost:  $10,376,776

School Districts Served:  Entrepreneurship Preparatory School; Village Preparatory School; Entrepreneurship Preparatory School Woodland Hills; Village Preparatory School Woodland Hills; Citizens Academy; Citizens Academy East; and Citizens Leadership Academy

Number of High-Need Schools Served:  7

Project Overview:  Breakthrough Charter Schools (BCS) is transitioning to a comprehensive human capital management system called the Strategic Human Capital Improvement Plan (SHIP). The objectives of SHIP are to build network and school-level capacity to support the Breakthrough Educator Evaluation System (BEES), refine and implement an educator salary structure and recruitment plan, and improve a professional development and promotion system. The compensation system will provide for base-salary increases combined with an incentivized bonus pool for BCS teachers and principals who receive an overall rating of effective or higher under BEES. In addition, of those teachers eligible for compensation based on their effectiveness rating, additional compensation will be available for teachers who take on additional responsibilities and leadership roles.

S374A120053 – Charleston County School District (SC)
Initial Funding Amount (2 years):  $8,872,060
Total (5-year) Project Cost:  $23,696,491

Number of High-Need Schools Served:  14

Project Overview:  Charleston County School District (CCSD) will target 14 of the district’s highest need schools with their planned Teacher Incentive Fund (TIF) project, ECHO:  Evaluation and Compensation for High-Quality Outcomes.  Through ECHO, CCSD will create, disseminate, and formally adopt and implement a performance-based compensation system.  ECHO’s comprehensive, multicomponent approach includes a human capital management system, aligned with their District’s teacher/leader professional learning cycle that provides information on productivity, teacher/leader knowledge, and multiple assessment measures for educators and students.  ECHO will add a 360-degree evaluation tool to assess TIF school leader performance.  Performance-based compensation bonuses will be provided to educators in TIF-targeted schools identified as proficient or exemplary.  Educators will also be eligible to receive recruitment and retention bonuses for transfer to one of the district’s highest needs schools.  Additionally, effective educators will have the opportunity to assume leadership roles (i.e., Master Teacher, Mentor Administrator, and Associate Principal).

S374A120069 – Tennessee Department of Education (TN)
Initial Funding Amount (2 years):  $5,515,596
Total (5-year) Project Cost:  $18,418,665

School Districts Served: Haywood County Schools, Lincoln County Schools and Polk County Schools

Number of High-Need Schools Served:  20

Project Overview:  The Tennessee Department of Education’s (TDOE) Recognizing Excellence in Rural Tennessee project will build on recent efforts to implement a statewide educator evaluation system that ties student outcomes to educator effectiveness ratings.  The three partnering districts will develop a performance educator evaluation system based on state-approved models, provide leadership opportunities for its most effective teachers, and offer opportunities for high-quality, targeted job-embedded professional development.  Depending on the partnering district needs, the compensation systems may include recruitment and retention incentives based on high-need schools and/or subject areas, rewards for advanced degrees in math and science, and/or job-embedded professional development linked to instructional improvement and educator evaluation results.  By year 2 of the grant, all partnering districts’ compensation systems will include an alternative salary schedule that provides base pay increases determined by appropriate effectiveness ratings in the evaluation system.  Teachers deemed effective will also be able to receive additional compensation for stepping into new roles and responsibilities to mentor new teachers or help less effective teachers improve (e.g., instructional coach, professional learning community leader, mentor teacher).  The Tennessee Consortium on Research, Evaluation & Development (TN CRED), a partner on the project, will work closely with districts and TDOE project management staff to gather and analyze the feedback on the implementation process and its impact on student achievement outcomes in order to make improvements to the project each year.

S374A120099 – Education Service Center 18 (TX)
Initial Funding Amount (2 years):  $9,801,145
Total (5-year) Project Cost:  $40,753,332

School Districts Served: Anderson-Shiro CISD; Athens ISD;  Coldspring-Oakhurst CISD; Grand Prairie ISD; Lancaster ISD; Lytle ISD; New Caney ISD; and Richardson ISD

Number of High-Need Schools Served:  34

Project Overview: The goal of the Texas Teacher Incentive Fund Project is to improve student achievement in high-need schools through development of an effective Human Capital Management System (HCMS) across eight partnering districts. The work proposed for the Texas TIF Project will be coordinated with state education leaders to complement and strengthen Texas’ statewide educator evaluation pilot as well as inform the efforts of a Teacher Effectiveness Workgroup (TEW) in the development of a statewide human capital management initiative. Education Service Center (ESC) 18 and the Texas Education Agency (TEA) aim to create similar conditions for the innovation that the Texas TAP System has introduced during their seven-year tenure in the state around evaluation, compensation, professional development, and expanded career pathways for teachers. In accordance with this approach to scaling reform, partner LEAs will select from a menu of options to implement the various elements of the HCMS in their schools, including LEA-wide educator and principal evaluation systems, performance-based compensation systems (PBCS), targeted professional development, a value-added model, and recruitment incentives. The Texas Association of School Boards (TASB) will assist the partner LEAs in reviewing and redesigning their human resources policies, procedures, and structures as the LEA develops their local HCMS. All partner LEAs will manage their teacher and principal evaluation scores and performance-based compensation calculations through a customized web-based data management system.

S374A120090 – Life School of Dallas (TX)
Initial Funding Amount (2 years):  $1,812,200
Total (5-year) Project Cost:  $4,530,500

Number of High-Need Schools Served:  3

Project Overview:  The goal of the Life School Teacher Incentive Initiative is to develop, implement, and evaluate a teacher and principal performance-based compensation system (PBCS) that uses student achievement as a primary indicator of effective teacher and principal performance.  Project objectives include the following:  establishing support and commitment for the PBCS; adopting differentiated levels of compensation; improving the capacity of educators; implementing a fair, rigorous, and objective process to evaluate teacher and principal performance; and improving students’ academic achievement in core subject areas.  In the first 4 years, the compensation system provides for bonus awards to educators meeting the effectiveness criteria in the evaluation system.  In year 5, the compensation system provides for base salary increases.  The PBCS also offers stipends to those teachers taking on leadership roles that offer job-embedded personalized professional development.

TIF Competition with a Focus on STEM (84.374B)

S374B120024 – The National Institute for Excellence in Teaching (CA)
Initial Funding Amount (2 years):  $2,316,209
Total (5-year) Project Cost:  $9,569,093

School Districts Served: Central Decatur Community School District, IA; and Saydel Community School District, IA

Number of High-Need Schools Served:  6

Project Overview:  The goal of the Central Decatur and Saydel School Districts and National Institute for Excellence in Teaching (NIET) Teacher Incentive Fund project is to reform each partnering district’s human capital management system (HCMS) in an effort to improve student achievement.  To achieve this goal, the project objectives are to increase the percentage of teachers deemed effective through incentives, career advancement, evaluation, and professional development, along with increasing the percentage of effective principals through incentives, evaluation, and professional development.  Both partnering districts will implement NIET’s Teacher Advancement Program (TAP):  The System for Teacher and Student Advancement, which offers a comprehensive approach to performance-based compensation systems that tie effectiveness ratings to student growth outcomes.  Through implementation of the TAP system, a cadre of STEM master teachers, who are skilled at modeling pedagogical methods for teaching STEM skills and content at the appropriate grade level, will be developed and supported.  The two partnering districts will also support STEM teachers in seeking additional training at local universities in STEM subjects that include modeling of researched-supported pedagogical methods.  In year 3 of the grant, partnering districts will begin reviewing project data and consider changes to the salary schedule that would, upon district approval, be implemented in year 5 of the grant.

S374B120010 – Orange County Public Schools (FL)
Initial Funding Amount (2 years):  $7,403,161
Total (5-year) Project Cost:  $25,101,398
Number of High-Need Schools Served:  11

Project Overview:  Orange County Public Schools (OCPS) will implement a performance-based compensation system (PBCS) in the targeted schools to reward (at differentiated levels) teachers, principals, and paraprofessionals who demonstrate their effectiveness by improving student achievement and other measures.  OCPS intends to embed the science, technology, engineering, and mathematics (STEM) program into science, technology, reading/literacy, arts, mathematics, and social studies.  The objectives of the project are to:  increase the number of highly effective teachers and administrators in high-need schools through a PBCS that includes a STEM multiplier; implement high-quality professional development for teachers, administrators, and paraprofessionals; increase student achievement in STEM; recruit and retain highly effective teachers and principals in high-need schools; implement a data system that links student achievement data to inform the PBCS, professional development, and evaluation of teachers and administrators; and increase the number of "effective" and "highly effective" ratings that teachers and principals receive on their evaluations.  OCPS will offer monetary, educational, and promotion incentives to encourage top-performing teachers to seek higher positions of responsibility through a proposed career ladder or entrance into school leadership roles.

S374B120012 – Calcasieu Parish School System (LA)
Initial Funding Amount (2 years):  $7,862,857
Total (5-year) Project Cost:  $29,351,636
Number of High-Need Schools Served:  21

Project Overview:  The Calcasieu Parish School System Professionally Rewarding Outcomes and Growth:  Raising Effectiveness and Student Success (PROGRESS) project will strategically increase educator effectiveness and raise student achievement, specifically in Calcasieu’s high-need schools.  The project will create and implement a human capital management system (HCMS) that increases educator effectiveness and student achievement; create and implement a rigorous, valid and reliable teacher evaluation system; develop and implement a research-based, data-driven professional improvement plan that provides every educator with the opportunity to succeed; ensure long-term sustainability of the newly developed HCMS and professional improvement plan; and improve student achievement and foster student interest in science, technology, engineering, and mathematics (STEM) disciplines.  The HCMS will allow the district to recruit, retain and manage personnel in support of Calcasieu’s vision of instructional improvement.  Calcasieu’s performance-based compensation system (PBCS) includes a state-developed performance management system to award teachers based on a rating that includes classroom observations and student growth.  Calcasieu will provide educators with quality feedback, reward effectiveness and deliver differentiated support by aligning performance competencies, instructional practice rubrics, and comprehensive data systems linking student achievement directly to teacher effectiveness.  Calcasieu will award additional compensation for teachers, principals, and other personnel (e.g., assistant principals, administrative interns, counselors and librarians) deemed effective in the evaluation system.  Implementation of the PBCS will be phased in over year 2 and year 3 of the grant, and continue into year 4 and year 5.

S374A120008 – Washoe County School District (NV)
Initial Funding Amount (2 years):  $9,711,497
Total (5-year) Project Cost:  $25,540,700
Number of High-Need Schools Served:  9

Project Overview:  Washoe County School District (WCSD) revised its human capital management system (HCMS) to better inform human resource decisions on recruiting, hiring, professional development, evaluation, promotion, retention, and reductions in workforce.  WCSD is incorporating research-based, best-practice, and innovative initiatives to drive HCMS decisions in order to make significant student achievement gains by building the capacity of highly effective teachers and leaders.  The goal is to increase the number of highly effective and competent certified teachers and principals who reflect the District's mission, vision, and core beliefs through the implementation of an effective and comprehensive evaluative growth system, particularly in the areas of science, technology, engineering, and mathematics (STEM).  The WCSD Teacher Incentive Fund initiative will provide the following strategies toward continuous improvement of the district’s HCMS:  development and implementation of student learning objectives; professional development and career lattice opportunities in STEM; in-depth training in classroom observations; and the integration of an HCMS Web-based system.  WCSD will evaluate teachers based on classroom observations and student performance.  To be eligible for compensation, employees must work at a school that met school-wide performance targets the previous year, receive an “acceptable overall” rating on their annual evaluation, and work at the same school for at least 85 percent of the school year.

S374B120016 – South Carolina Department of Education (SC)
Initial Funding Amount (2 years):  $5,272,237
Total (5-year) Project Cost:  $24,672,570

School Districts Served: Barnwell 19; Beaufort; Florence 3; Jasper; Laurens 56; Lee; and Orangeburg

Number of High-Need Schools Served:  24

Project Overview:  The South Carolina Department of Education will build on previous Teacher Incentive Fund (TIF) efforts to expand its human capital management system in high-need local education agencies (LEAs) across South Carolina (SC) with a focus on recruiting and retaining teachers to strengthen science, technology, and mathematics (STEM).  The STEM and TAP:  Effective Practices (STEP) project will apply lessons learned through previous TIF efforts including the following:  performance-based compensation, rigorous evaluation, use of value-added growth measures, and development of a career ladder that supports differentiated leadership in schools.  The STEP project objectives aim  to attract and retain high-quality teachers and principals, enhance leadership and career advancement opportunities, enhance the preparation and performance of principals, and maintain and improve student achievement.  All teachers will receive value-added growth measurements using the high stakes accountability tests as well as specifically created Student Learning Outcomes.  These student-growth measures will be a significant factor in determining the teacher effectiveness score, which ultimately will be used to determine career advancement decisions as well as to create the new performance-based salary structure.  Based on previous experience with TAP, SC will modify the state salary structure to align with the teacher evaluation system and the performance-based compensation system.  The goal will be to use both the teacher evaluation results, principal evaluation results (overall observation ratings) and student-growth scores to identify additional compensation for each teacher.

S374B120011 – Houston Independent School District (TX)br> Initial Funding Amount (2 years):  $7,714,032
Total (5-year) Project Cost:  $15,938,747
Number of High-Need Schools Served:  24

Project Overview:  The Houston Independent School District’s (HISD) human capital management system and performance-based compensation system will focus on teacher effectiveness and growth in student learning at both the campus and individual-teacher levels.  Teachers at 24 high-need schools will be eligible for incentives.  This project will allow HISD to increase and retain the number of effective teachers teaching poor, minority, and disadvantaged students in hard-to-staff subjects, increase principal effectiveness, and increase student achievement.  The project will increase the number of high-quality science, technology, and mathematics (STEM) teachers, especially in the earlier grades, so that students are prepared for college and careers.  The goals for this project include:  using an educator evaluation system to inform recruitment, hiring, placement, retention, dismissal, professional development, tenure and promotion; advancing human resource practices and supports; increasing the number of and rewards for effective teachers (rated at the highest level), thereby increasing student achievement; and building a culture of growth across the district to attract, develop, and retain top talent in education.  HISD’s educator evaluation system rates teachers based on student performance, instructional practice, and professional expectations.  HISD will create career pathways for highly effective teachers by offering school-based leadership roles and including teachers in the design and delivery of professional development resources, tools, and curriculum to be used school- or district-wide.


 
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Last Modified: 09/27/2012