Funding & Finance

IPS pilot offers cash to keep great teachers in the classroom while they train peers

PHOTO: Dylan Peers McCoy

After three years as a teacher, Britney Yount realized that if she wanted a leadership role in education, she would have to leave the classroom.

So Yount took a job as an instructional coach for Teach for America, and now she spends her days training other teachers. But she’d like to be teaching kids, too.

“Every time I go in a classroom and I see kids with their teacher and they’re not my kids, I really, really miss that,” she said. “But I really want to use the skills I’ve learned in the last couple of years.”

It’s a common problem in education: in order for less experienced teachers to benefit from the knowledge of their peers, educators who use their expertise to offer training or support often have to give up teaching. That means kids are missing out on learning from some of the very best teachers.

A new program in Indianapolis Public Schools aims to change that equation by giving educators the chance to be professional leaders and mentors without leaving the classroom. The program will offer a small group of teachers with records of success extra pay to lead other teachers or teach more students.

The district is offering big money for the teachers it selects. They can make as much as $18,300 in extra pay, depending on how many extra duties they take on. All the teachers in the program will make at least $6,800 in extra pay.

Yount, who was at an informational meeting on the new program last week, was enthusiastic.

“I’m here to figure out a way to be in a classroom and have a community of kiddos that are mine, but also increase my leadership skills,” she said.

The “opportunity culture” initiative, which is modeled on a program developed in North Carolina, will pilot at six IPS schools beginning next fall. Each school is structuring its new leadership roles differently, but they fall into two categories — positions where teachers will educate more students than usual and positions where they will lead and coach other teachers in their school.

The goal is for excellent teachers to have an even greater effect on their schools, said Mindy Schlegel, the district’s talent officer.

“The thing that’s typically been done in education is that we pull our best people out to be coaches,” she said. “They’re no longer in front of kids or accountable for student outcomes.”

Struggling schools lead the charge

The six schools trying out the program are facing big challenges. They all struggle with low student test scores, and they are all part of “transformation zones,” an IPS turnaround effort that launched this year.

Those schools are a good fit for the program precisely because they need to attract and retain talented teachers, and they need strong teacher leadership, Schlegel said.

“We need something different,” said Crishell Sam, principal of School 48, a transformation zone school that will be in the pilot group. “We need something new because you can’t keep operating and doing the same thing in order to get different results.”

The other schools that will pilot opportunity culture include three elementary schools and two secondary schools: School 107, School 63, School 49, Northwest High School and George Washington High School.

Some of the schools will hire teachers to lead teams of other educators, taking on responsibilities like lesson planning and coaching. But they will still rotate into the classroom, working directly with students. Other schools will use strategies like team teaching and blended learning to help excellent teachers reach more students.

If the pilot program is successful, the district plans to slowly roll it out to more schools, Schlegel said.

School 48 is starting small with just one teacher in the program. In order to help third-grade students improve their reading, Sam plans to hire a teacher who will be dedicated to literacy. The teacher will only teach reading and writing, while other educators teach subjects such as math and science.

Elementary school teachers often have subjects that they love to teach and plan for. With opportunity culture, Sam said, “that one teacher who has all of these ideas and ways in which to make it work, she has that opportunity to expand her reach with those students.”

Balancing the costs

There’s no extra money on the table to help schools pay the teacher leaders they recruit. Instead, principals must shift funding from other parts of their budgets to pay for the leaders they want.

Teachers in leadership roles will earn additional stipends that won’t be less than $6,800 extra. But some teachers could earn up to $18,300 per year from the stipend, if they are leading several other teachers. The cost to schools will depend on how many teachers they select for leadership and what type of positions they decide to offer.

No current staff will lose their jobs to pay for stipends, Schlegel said. But principals may decide not to fill open positions.

There’s an advantage to building the program into school budgets, Schlegel said, because it will make it more sustainable in the long-term. Unlike prior, grant-funded initiatives to improve teacher leadership, the money won’t disappear.

“What we’re really looking to do,” she said, “is to start to think about building teacher leadership positions that can exist permanently.”

Teacher Pay

Every Tennessee teacher will make at least $33,745 under new salary schedule

PHOTO: Patrick Wall

Some teachers in 46 Tennessee districts will see a pay boost next year after the State Board of Education voted Wednesday to raise the minimum salary for educators across the state.

The unanimous vote raises the minimum pay from $32,445 to $33,745, or an increase of 4 percent. The minimum salary is the lowest that a district can pay its teachers, and usually applies to new educators.

The boost under the new schedule won’t affect most Tennessee districts, including the largest ones in Memphis, Nashville, Knoxville and Chattanooga — where teacher salaries already exceed the state minimum. (You can see the list of districts impacted here.)

The state’s largest teachers union lauded the increase, which will be funded under the state’s 2017-18 budget under Gov. Bill Haslam.

“Teachers statewide are increasingly struggling to support their own families on the stagnant wages of a public school teacher,” said Barbara Gray, president of the Tennessee Education Association. “It is unacceptable for teachers to have to choose between the profession they love and their ability to keep the lights on at home or send their own children to college.”

Tennessee is one of 17 states that use salary schedules to dictate minimum teacher pay, according to a 2016 analysis by the Education Commission of the States. In that analysis, Tennessee ranked 10th out of 17 on starting pay.

The 4 percent raise is a step toward addressing a nationwide issue: the widening gap in teacher wages. On average, teachers earn just 77 percent of what other college graduates earn, according to a 2016 study from the Economic Policy Institute. Tennessee ranks 40th in that study, with its teachers earning 70 percent in comparison to other graduates.

View the Economic Policy Institute’s data in full: 

vying for vouchers

Grilled by lawmakers, Betsy DeVos says voucher rules should be set locally — even if some kids are shut out

U.S. Education Secretary Betsy DeVos testifying Wednesday.

Betsy DeVos faced tough questions Wednesday from lawmakers on whether private schools in voucher programs would be allowed to exclude students, including LGBT students and students with disabilities.

The budget plan the Trump administration released this week asks for $250 million to fund pilot programs that would use public funds to pay tuition for students at private schools. Those voucher programs are a focus of U.S. Education Secretary DeVos, who has said they are critical for helping low-income families who need more good choices for educating their children.

The budget is unlikely to be enacted by Congress, but it’s put more attention on a key aspect of how these voucher programs work: outside of the public school system and without the same rules for accountability and access.

Rep. Katherine Clark, a Massachusetts Democrat, asked DeVos about a Christian school in Indiana that participates in that state’s voucher program and whose handbook says students may be denied admission if they have a gay family member.

“If Indiana applies for this federal funding, would you stand up that this school be open to all students?” Clark asked. “Is there a line for you on state flexibility?”

“For states that have programs that allow parents to make choices, they set up the rules around that,” DeVos responded.

“So that’s a no,” Clark said.

DeVos noted that the education department’s Office of Civil Rights would continue its work. All private schools are prohibited from discriminating on the basis of race or national origin, but they can discriminate based on sexual orientation — in fact, no voucher program in the country prohibits participating schools from discriminating against LGBT students.

Private schools may also be able to deny admission to students with disabilities. DeVos herself visited Providence Cristo Rey High School in Indianapolis on Tuesday, a Catholic school that participates in Indiana’s voucher program and whose admissions website warns that it has “limited ability to offer services” for students with disabilities.

Some voucher programs are designed specifically for those students. In turn, those students typically give up some or all of their rights under IDEA.

Rep. Mark Pocan, a Wisconsin Democrat, challenged DeVos on whether new voucher programs would actually help needy students with few options. In Milwaukee, home to the country’s longest-running voucher program, Pocan noted that many voucher recipients already attended a private school and came from wealthy families.

“The 28,000 students that are attending school by the choice of their parents in Milwaukee — that is a success for those students,” DeVos responded. “Those parents have decided that’s the right place for their children to be.”

Pocan mentioned recent studies out of Indiana, Louisiana, Ohio, and Washington, D.C. showing that students using vouchers lose ground on standardized tests after attending private schools. (“I think you were asked recently about this and I know you were on your way out and didn’t have a chance to answer, so I’m glad that today we’ve got a chance to ask some of these questions,” he said.)

Pocan said his experience had led him to conclude that Wisconsin’s school voucher programs had failed. However, research on Milwaukee’s voucher program found it has had a positive effect on students’ likelihood of attending and staying in college.

Pocan also asked DeVos about how any new voucher programs that used federal dollars would be held accountable for their success. DeVos responded by discussing the responsibility of each state to craft accountability rules under ESSA, the new federal education law, which private schools are generally not subject to.