The state of Minnesota has recently decided to adopt a new program that changes the way that teachers are paid. The Alternative Teacher Professional Pay System (ATPPS) enables Minnesota school districts to write their own payment system and submit it to the state government for approval. In the spring of 2006, the Osseo school district applied and was accepted into the program.

The former salary system worked much like it would in many other professional fields: the teacher's pay level was determined by experience and degree of education. With the new system that the Osseo School district is using, teachers are paid in this same way, but there is an added element. At the beginning of the year, teachers must set two goals, a 'Professional Growth Plan', and a 'Student Growth Plan'. In addition to these plans, teachers must also contribute to a school's "Site Plan" to help better the school as a whole. When a teacher meets these goals they are paid additional money that is provided by the state.

A professional growth plan is a goal that a teacher must make for themselves in an attempt to better their teaching abilities. For example, a teacher may want to improve the way they use technology to teach their students, or they may want to increase the number of 'formative assessments' (practice tests) that they give to students to help check their student's learning level before moving on. By using a system that frequently checks for comprehension, a teacher can change the way they are teaching the subject until the class understands the topic completely. Some teachers have also made it their goal to collaborate with other teachers to improve the way they teach their students. At the end of the year if a teacher successfully completes their student growth plan, they will receive a bonus of $1,800.

The student growth plan that teachers must set is a way that they wish to help their students improve by the end of the year. Most teachers create their 'professional growth plan' so it supports the completion of their 'student growth plan'. For example, a teacher may set a goal to take their students that are under a certain percentage and use alternate teaching techniques such as individual testing to help them master the subject. According to Teacher Performance Coach, Mr. Brad Olson, this plan tends to vary greatly from teacher to teacher because different classes call for different goals; an English teacher may wish to improve the scores that their students receive on reading tests and a Phy. Ed. teacher may wish to improve the overall fitness level of their students. Mr. Olson was able to explain that some teachers set the bar very high on this goal, because they find that creating a greater challenge for their students is more important than the money they would get for completing the goal. The pay bonus a teacher receives for accomplishing this goal is $225. The third and final portion of ATTPS money is gained if the school reaches its building site goal(s). By helping the school reach its site goal, teachers can also earn another $225.

Each teacher is given an annual review regarding their professional and student growth plans and how they are being implemented in their teaching. This annual scrutiny helps to encourage professional growth by suggesting ways that teachers can improve how they teach their students. If a teacher is underperforming they will take part in a 'clinical supervision' program that was in place even before ATTPS. The purpose of this program is to provide additional help to any teachers so they can grow professionally.

Mr. Brad Olson(right) is one of twenty-three Teacher Performance Coaches in the Osseo School District. Mr. Olson, a former PC social studies teacher, deals with about 2/3 of Park Center's tenured "Off-Cycle Teachers" (teachers with 4 or more years experience. Tenured teachers are also observed/coached by the building principal once every four years in what is termed the "High-Cycle" year); Ms. Linda Burk deals with the other 1/3 of the PC tenured teachers, while the teachers that have less than four years of experience are dealt with by the school administration. Mr. Olson helps his teachers develop and progress with both of their goals. In addition to helping run this new system, Mr. Olson predicts that he will also be helping with Park Center's International Baccalaureate program in the future.

Mr. Olson and Ms. Burk agree that the ATPPS program is already a positive for Park Center. Mr. Olson was astounded at all of the details of the school that he didn't know about before he was a part of this program. "I have discovered that there is much more diversity of courses than I had ever thought. This school has classes for practically any skill level, and offers something for all types of people," Mr. Olson said. He was also impressed with the way teachers are responding to this new program. According to Mr. Olson, most high school teachers are trained only to teach high school level courses; this doesn't work too well with classes designed for students who are just coming to school for the first time in their lives as immigrants. Mr. Olson was impressed with how the teachers of these (and other) classes are actively going to extra workshops to broaden their own education. In addition to teachers learning new techniques, Mr. Olson was also very pleased with how some teachers are collaborating to share the progress of common students. By sharing information of common students, these teachers can better create an environment where the students will be able to learn at their best.

This new program is beneficial to both teachers and students alike. By giving teachers added incentives to further their teaching skills, students are exposed to newer and more effective styles of teaching. Mr. Olson says that the program seems to be quite a success so far, although it isn't possible to fully evaluate the new system until the end of the year.

If you would like more information on the new payment system, Mr. Brad Olson can be emailed at OlsonB@district279.org.

-Brad Erickson (PCSH Web Team)