Future of Schools

New Indianapolis Public Schools contract offers (small) raises for most teachers

PHOTO: Alan Petersime

Indianapolis Public Schools teachers will get a raise this year, under a contract approved by the board Tuesday.

The contract is retroactive, so teachers will get a windfall of pay going back to late July. Raises will range from $400 per year for experienced teachers to nearly $2,400 per year for teachers in their third year. The most experienced educators are not eligible for raises but can receive bonuses.

The contract, which covers the 2017-18 school year, was ratified by the union Monday, and approved by the board at its meeting Tuesday. It is not as generous for experienced teachers as the one it replaces, shrinking the potential raises they can earn. But it also avoids the pain that teachers endured during pay freezes that lasted from 2011 to 2015.

Since the district is operating at a deficit, negotiating raises for teachers at nearly every level of experience was a win for the union, said Indianapolis Education Association President Rhondalyn Cornett.

“We did the best we could with what we had,” she said. “I feel like we got blood from a turnip to be perfectly honest.”

Most teachers will get a raise of a little over 2 percent, said Superintendent Lewis Ferebee. Teachers also will not have significant increases in health insurance costs, he said.

“We also wanted teachers not to be frozen … which is difficult to rebound from,” Ferebee said. “We are still working through years of frozen salaries now to try to get our teachers at a better place.”

The raises are based on individual teachers moving up the pay scale because of positive evaluations and their experience in the district. But the amount teachers earn at each rung of the scale changes under the new contract. It gives teachers in their second year a much larger jump in pay than last year. It also reduces potential pay increases for teachers later in their careers.

Under the contract, teachers who are rated effective or highly effective and who have worked in the district at least 120 days during the prior school year will receive raises. The bottom ($40,000) and the top ($59,400) pay for teachers will hold steady. (Teachers already at the top of the pay range will be eligible for one-time bonuses of $1,188 this year.)

The middle of the salary scale will change, however, with teachers earning about $1,293 more when they move up a step. That’s a change from last year, when teachers got different raises (ranging from $200 to $2,300) depending on where they were on the pay scale. The changes are required so that the contract complies with new state regulations.

Another notable change in the contract is a pilot program that will allow the district to place newly hired teachers anywhere on the pay scale — in consultation with the union — regardless of experience. That opens the door for the district to pay extra to hire teachers for hard-to-fill positions, such as for the new high school career academies, special education or at particularly hard-to-staff schools.

“We just know that there are certain content areas or positions that demand a higher compensation,” Ferebee said. “It is a trend in the market we are in now. Teachers shop employers. They are looking for the best compensation to support their families, and IPS needs to be in the mix.”

The idea of allowing superintendents to pay some teachers in their districts more than others is controversial. State lawmakers have repeatedly, and unsuccessfully, proposed bills that would allow districts to pay some teachers more than the union-negotiated pay scale.

Earlier this year, the district used a little-known provision in state law to remove teachers at John Marshall Middle School from the district union. IPS leaders told Chalkbeat it was so they could pay teachers more. An email the administration sent educators offered math teachers $7,000 and science and English teachers $5,000 to transfer to the troubled school.

The contract also includes bonuses of $2,500 to $5,000 to entice high school teachers to stay with the district as it reconfigures high schools.

The contract continues to offer teachers stipends of up to $18,300 for positions that are part of “opportunity culture,” a leadership program where skilled educators work with multiple classrooms.

The hourly pay for teachers involved in workshops, curriculum-writing and tutoring increased slightly. The minimum rate rose to $20 per hour, and the maximum increased to $40 per hour, depending on the task.

Mapping a Turnaround

This is what the State Board of Education hopes to order Adams 14 to do

PHOTO: Hyoung Chang/The Denver Post
Javier Abrego, superintendent of Adams 14 School District on April 17, 2018.

In Colorado’s first-ever attempt to give away management of a school district, state officials Thursday provided a preview of what the final order requiring Adams 14 to give up district management could include.

The State Board of Education is expected to approve its final directives to the district later this month.

Thursday, after expressing a lack of trust in district officials who pleaded their case, the state board asked the Attorney General’s office for advice and help in drafting a final order detailing how the district is to cede authority, and in what areas.

Colorado has never ordered an external organization to take over full management of an entire district.

Among details discussed Thursday, Adams 14 will be required to hire an external manager for at least four years. The district will have 90 days to finalize a contract with an external manager. If it doesn’t, or if the contract doesn’t meet the state’s guidelines, the state may pull the district’s accreditation, which would trigger dissolution of Adams 14.

State board chair Angelika Schroeder said no one wants to have to resort to that measure.

But districts should know, the state board does have “a few more tools in our toolbox,” she said.

In addition, if they get legal clearance, state board members would like to explicitly require the district:

  • To give up hiring and firing authority, at least for at-will employees who are administrators, but not teachers, to the external manager.
    When State Board member Steve Durham questioned the Adams 14 school board President Connie Quintana about this point on Wednesday, she made it clear she was not interested in giving up this authority.
  • To give up instructional, curricular, and teacher training decisions to the external manager.
  • To allow the new external manager to decide if there is value in continuing the existing work with nonprofit Beyond Textbooks.
    District officials have proposed they continue this work and are expanding Beyond Textbooks resources to more schools this year. The state review panel also suggested keeping the Beyond Textbooks partnership, mostly to give teachers continuity instead of switching strategies again.
  • To require Adams 14 to seek an outside manager that uses research-based strategies and has experience working in that role and with similar students.
  • To task the external manager with helping the district improve community engagement.
  • To be more open about their progress.
    The state board wants to be able to keep track of how things are going. State board member Rebecca McClellan said she would like the state board and the department’s progress monitor to be able to do unannounced site visits. Board member Jane Goff asked for brief weekly reports.
  • To allow the external manager to decide if the high school requires additional management or other support.
  • To allow state education officials, and/or the state board, to review the final contract between the district and its selected manager, to review for compliance with the final order.

Facing the potential for losing near total control over his district, Superintendent Javier Abrego Thursday afternoon thanked the state board for “honoring our request.”

The district had accepted the recommendation of external management and brought forward its own proposal — but with the district retaining more authority.

Asked about the ways in which the state board went above and beyond the district’s proposal, such as giving the outside manager the authority to hire and fire administrative staff, Abrego did not seem concerned.

“That has not been determined yet,” he said. “That will all be negotiated.”

The state board asked that the final order include clear instructions about next steps if the district failed to comply with the state’s order.

Changing fortune

Late votes deliver a narrow win for Jeffco school bond measure

PHOTO: Denver Post file
Fourth-graders Kintan Surghani, left, and Rachel Anderson laugh out the school bus window at Mitchell Elementary School in Golden.

Voters in Jefferson County narrowly approved a $567 million bond request that will allow the school district to improve its buildings.

Jeffco Measure 5B, the bond request, initially appeared to have failed, even as voters supported Measure 5A, a $33 million mill levy override, a type of local property tax increase, by a comfortable margin. But as late votes continued to be counted between Election Day and today, the gap narrowed — and then the tally flipped.

With all ballots counted — including overseas and military ballots and ballots from voters who had to resolve signature problems — the bond measure had 50.3 percent of the vote and a comfortable 1,500 vote margin.

In 2016, Jeffco voters turned down both a mill levy override and a bond request. Current Superintendent Jason Glass, who was hired after the ballot failure, made efforts in the last year to engage community members who don’t have children in the district on the importance of school funding. This year’s bond request was even larger than the $535 million ask that voters rejected two years ago.

“We are incredibly thankful to our voters and the entire Jeffco community for supporting our schools,” Glass said in a statement. “The 5A and 5B funding will dramatically impact the learning environment for all of our students. Starting this year, we will be able to better serve our students, who in turn will better serve our communities and the world.”

The money will be used to add new classrooms and equip them, improve security at school buildings, and add career and technical education facilities.