DOCUMENT RESUME

ED 287 644 RC 016 443

AUTHOR Richardson, John C.; And OthersTITLE Developing Teacher Incentive Programs. Final

Report.INSTITUTION Clemson Univ., SC. Coll. of Education.SPONS AGENCY Department of Education, Washington, DC.PUB DATE 31 Jul 87GRANT G0085102283NOTE 112p.PUB TYPE Reports Evaluative/Feasibility (142)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Elementary Secondary Education; *Evaluation Criteria:

Incentives; Merit Pay; *Personnel Policy; *ProgramDevelopment; Rural Education; *TeacherCharacteristics; *Teacher Evaluation; TeacherQualifications

IDENTIFIERS Clemson University SC; Small School Districts; SouthCarolina; *Teacher Incentives

ABSTRACTTeachers and administrators from three rural

impoverished school districts in South Carolina, together withconsultants and the principal investigator from Clemson University,identified seven requisite qualities of teachers: knowledge,instructional management, classroom management, communicationsskills, planning ability, professional qualities. and personalqualities. For each of the requisite qualities, a listing of from 10to 15 objective teacher behaviors were written. For each of theobjective behaviors, a subsequent listing of conventional andunobtrusive measures were developed. The primary purpose was todevise a practitioner developed ,valuation scheme to improve thevalidity and acceptance of teacher incentive/merit pay plans based onthe identified qualities and measurement techniques. The techniqueyielded over 100 behavioral observations and the associatedmeasurement procedures. The qualities and measurement strategiesextend beyond the support of teacher incentive structures and haveimplications for an integrated professional personnel policyincluding recruitment, inservice, improvement, retention, promotion,incentive pay, and termination. Additionally, the structure could bethe integral core of professional teacher training programs.Seventeen appendices, which comprise three-quarters of the document,contain materials produced by each of the 11 program task forces(evaluation, content/level mastery, instructional management,classroom management, communications, planning ability, professionalqualities, personal qualities, schedules, menu, and awards) as wellas sample classified ads, interview questions, and demographicprofiles. (Author/NEC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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DEVELOP= TEACHER 11110EIITIVEPROMIRMS

John C. Richardson, Ed.D.Deborah A. Bott, Ph.D.William E. Carson, Ph.D.co

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

e, College ofa-1 Education

DEPAPTMENT OF ELEMENTARY ANi, StCONDARY EDUCATIONTILLIo 'SALLCLEMSON ltNiVERSI''.CLEMSON SOUTH CriROLINA 2904 0709

BEST COPY AVAILABLE 2

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U S DEPARTMEN' CF EDUCATIONOtke of Edu-ziocilai Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTCR (ERIC)

Xhis document has been reproduced asreceived from the person or organizationOriginating it

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DEVELOPING TEACHER INCENTIVEPROGRAMS

FINAL REPORT

John C. Richardson, Ed.D.Clemson University

Deborah A. Bott, Ph.D.University of Kentucky

William E. Carson, Ed.D.North District Schools

A United States Department of EducationSecretary's Discretionary Fund

ProjectJuly 31, 1987

Project* 122AH50022Grant # G0085102283

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ACKNOWLEDGMENTS

The Principal investigator is grateful to the many professionals whocontributed their time and talents to make this proposal a successfulendeavor. Professionals whose assignments range from the United StatesDepartment of Education to classroom teaching responsibilities in ruralschools of South Carolina have made contributions to the literature onteacher incentive pay and benefits.

This investigator is grateful to the unknown readers who evaluated theproposal and found it worthy. The administrative staff in the Secretary'sDiscretionary Fund Division and the stiff of Grants and Contracts of theDepartment of Education have been extremely helpful. The Directorsmeeting in the fall was an excellent opportunity to gain some insights onand profit from the directions of similar projects.

Field sites and host school districts are special. Theyare tolerant andtheir accomodation needs mention. Dr. William E. Carson, Superintendent,Orangeburg District 6 (North School District) Schools, North, SouthCarolina; Mr. Rokrt G. English, Superintendent, Lexington District 4Schools, Swansea, South Carolina; Ms. Donna Elmore, Superintendent,Calhoun County Schools, St. Matthews, South Carolina; all were keyprofessional administrators in the success of the project. Ms. Verneta P.Guess, Administrative Assistant to Dr. Carson, served in virtually everycapacity of the project and her efforts need acknowledgement.

Mr. Gary Leonard, Coordinator Principal Incentive Pay and TeacherIncentive Pay, South Carolina State Department of Education, Columbia,South Carolina, served as a volunteer external consultant to help keep ourproposed activities, when possible, in concert with the state initiatives toprovide incentive pay for educators.

Dr. Lee Sechrest, Head, Psychology Department, University of Arizona,Tucson, Arizona, served as a major consultant to the project staff andconsultants. His contributions to the authorship of the classic text onunobtrusive or non-reactive measures provided the catalyst for theprincipal investigator to propose the project.

Ms. Meri Waite; Graduate Assistant to the principal investigator, wasinvaluable in her role as a writer, editor, and word processor specialist incompiling the various reports into final form.

Finally, this investigator is deeply indebted to Dr. Deborah A. Bott,Assistant Professor, University of Kentucky, Lexington, Kentucky. Dr.Botts knowledge of teacher competencies, her ability to conductmeetings, bynthesize ideas, and get them into print distinguish her in herfield.

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TABLE OF CONTENTS

Introduction 1

Procedures and Products 6Steering Committee 6Evaluation Task Force 9

Content/Level Mastery Task Force 10

Instructional Management Task Force 12

Classroom Management Task Force 13

CommunicatiLns Task Force 14

Planning Ability Task Force 15

Professional Qualities Task Force 16

Personal Qualities Task Force 17

Schedules Task Force 17

Menu Task Force 18

Awards Sources Task Force 19

Conclusions.. 20Summary 21

Bibliography 23Appendices

Classified Ads 25Interview Question Pool 26Questionnaire - Product Evaluation 35Semantic Differential 36Demographic Profile 37Unobtrusive Matrix 39

Content/Level Mastery 40Instuctional Management 45

Classroom Management 48

Communisations 53

Planning Ability 58

Professional Qualities 62

Personal Qualities 65

Schedules 70

Menus 73

Awards Sources 75

Tables 86

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DEVELOPING TEACHER INCENTIVE STRUCTURES

1.0 Iniroduction

Incentive for teachers to enter the profession, stay in the classroom,and excel in teaching can be difficult to identify, yet many educatorsrecognize tho need to identify and distribute incentives to deservingteachers. The National Commission on Excellence in Education's report,A Nation at Risk: The Imperative for Educational Reform (1983) advocatesthe implementation of teacher evaluation systems which aro tied todecisions about salary, tenure, promotions, and retention.

Districts across the nation are struggling with the related issues ofevaluation of teacher performance and recognition for superior work.These issues are often magnified in small rural districts which operatewith limited human and fiscal resources. The purpose of the Project toDevelop Teacher Incentive Structures is to devise a plan for awardinnincentive grants to teachers who work in rural, impoverished,disadvantaged, and/or impaired school districts. The incentive plan isaimed at improving the quality of teachers employed by such districts,thus improving the educational services delivered to children and youth.

1.1 Issues Relating to Incentives for Teachers,

Identifying and distributing incentives for teachers can beproblematic. As of 1983, fewer than 4 percent of American schooldistricts were using a merit pay system (Cramer, 1983). Someprofessional teaching organizations such as the National EducationAssociation and the American Federation of Teachers are opposing meritsystems if they are used as a substitute for higher pay scales for alleducators and if they are based on subjective or arbitrary measures.Rewarding merit appears to be a straightforward concept, but thesuccessful design and implementation of a merit plan requires attention toissues such as cooperative planning by teachers and administrators,validity and reliability of the evaluation plan, fairness in selection ofteachers receiving incentives, and commitment of sufficient resources toprovide meaningful incentives.

1.1.1 Evaluation issues. The key to a successful incentive program isthe evaluation component (Cramer, i 983; Haefele, 1980; Hoogeven andGutkin, 1086). Scharer (1983) cites a study sponsored by the EducationalResearch Service that identified unsatistactory evaluation procedures as aprimary reason why merit plans were discontinued in school districts.Many different evaluation schemes have been proposed, but all should bejudged in terms of reliability, validity, and equitable treatment of allpersons being evaluated.

Reliance on a single indicator for evaluation of teachers is generallyviewed as an unfair practice. For example, a single measure that isviewed as unacceptable by itself is the "showcase lesson", the observationof a single lesson by an evaluator during which the teacher is acutelyaware of the importance of the judgement the evaluator will make. Good(Scherer, 1983) criticizes the use of showcase lessons as an evaluationtool because "part of the quality of teaching is continuity--buildingmeaning over time," (p. 24) the obtrusive presence of an evaluator in theclassroom during the lesson, the subjective nature of the informalobservations, and the potential lack of reliability all contribute to makingobservation of single lessons an insufficient measure of meritoriousteaching. One solution to the difficulty of using showcase lessons as apoint of evaluation may be the use of unobtrusive measures, (Webb,Campbell, Schwartz, Sechrest & Grove, 1981) which are indicators that donot require tie presence of an evaluator in the classroom duringinstruction. Cramer (1980) suggests that the best evaluation is acombination of objective and subjective measures.

Another issue within evaluation is the question of who will conductthe evaluations. Cramer (1980) emphasizes the need for all evaluators tobe trained in the mechanics of the evaluation system. The NationalCommission on Excellence in Education (1983) recommended that ratingsinclude a peer review. In an empirical study of ratings by colleagues,Hoogeveen and Gutkin (1986) found that peer tnd principal ratings werehighly correlated, but that self ratings tended to be inflated and were notsignificantly related to either principal or peer evaluations. Someteachers are concerned that evaluation by a principal or outside evaluatorwho is not familiar with local curricula or specialized teaching techniquesmay be unfair. Epstein (1985) found that different raters--parents andprincipals--emphasized different features within teacher evaluations and

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recommended that multiple judges be used.

An additional consideration in teacher evaluation is the use ofevaluations for purposes other than decisions including recruitment,interview ratings, hiring, tenure, promotion, retention, and release. Manytimes the criteria applied to these decisions are inconsistent. A soundevaluation system developed for the purpose of decisions regardingawards or incentives may also have the potential to be consistentlyapplied to other personnel matters.

1.1.2 Selection 'Alum An evaluation system is the foundation forany incentive structure, but evaluations do not automatically select thoseteachers worthy of receiving merit pay or other incentives. Criterionscores or values need to be established to distinguish between thoseteachers who will receive awards and those who will not. Criteria formerit should be established before evaluation, and all teachers who meetthe criteria should be rewarded.

The use of quotas, establishing a certain number of teachers who mayreceive incentives, is criticized because of potential harm to collegialityamong teachers due to competition for a limited number of awards(Cramer, 1930; Scherer, 1983). This has implications for the scale onwhich an incentive program is implemented. The optimal situation appearto be one in which all deserving teachers in a districtare eligible for theincentives from the very beginning of the program. A gradualimplementation may actually hurt the morale of those teachers notallowed to participate.

It is important that the merit program be viewed as fair byparticipating teachers. Allowing teachers or their representatives toparticipate in the development of the program may foster the perceptionof fairness. Another important component is that of an appeal process.Cramer (1980) describes one example of an appeal process in which ateacher not receiving merit pay may appeal the decision. The teacher firstworks with the principal to develop specific goals for improvedperformance; the teacher is then re-evaluated in mid-year, and if the goalsare met, the incentive is given retroactively.

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1.1,51LammitmentaLtesaurcealorincentives. The goal of any meritprogram is to recognize and reinforce the exemplary behaviors ofprofessionals. Obviously, if the incentives are not sufficient to providemotivation to improve or maintain excellence, the program will notachieve the ultimate goal of promoting effective instruction for childrenand youth. The consulting firm of Educational Futures Research suggeststhat salary incentives should be at least 10 percent of a teachers salary(Scherer, 1983). Incentives may not always be salary or merit pay, butlimited resources for awards can restrict the power of an incentiveprogram.

1.2 Small School Districts and Teacher Incentives

Small school districts in rural impoverished areas have been slow toimplem. vit teacher incentives often relying on many chance factors toattract and retain educators. Small .-2r,hool districts may, however, bemore amenable to being managed efficiently and concomitantly be moreefficient in recruiting very competent educators who might prefer moreindividualism, and more professionalism. An incentive structure might bea key component in retaining an excellent cadre of educators.

1,3 Fscus of the Project to Deveka Teacher Incentive Structures

The Project to Develop Teacher Incentive Structures addresses thelarger issues related to merit programs and the specific problems faced bythose small school districts in rural areas which are in need of attractingand maintaining a skilled teaching staff. The design of the projectemphasizes: (a) involvement of a wide range of professionals includinglocal school district teachers and administrators, university personnel,and expert consultants, (b) use of unobtrusive measures within theevaluation system, and (c) application of reinforcement and learningtheory to the design of an incentive structure.

1.4 Definition of Terms

The following terms will be used throughout this report. Thedefinitions of the seven requisite qualities of a teacher were developedduring meetings of the Steering Committee.

1.4.1 Requisite qualities. The requisite qualities of a teacher are

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those behaviors, attitudes, and values that distinguish individuals as botheducators and professionals. The qualities are seen as essential foreffectiveness in teaching.

1.4.2 Content/level knowledge. Content/level knowledge is theinformation about subject and curriculum necessary to be a competentinstructor. Teachers must be thorougly grounded in the subject matter fortheir area(s) of instruction. This involves a mastery of content and atranslation of that content to make it appropriate for the age andcognitive levels of the students.

1.4.11aslamtionalmanagament, Instructional management is theapplication of learning theory and research-based teaching practices. Thisinvolves the use of appropriate teaching behaviors and materials matchedto the unique needs of the students. Effective instructional managementis the delivery of content in such a way that learning occurs.

1,4ALiaasragnImangatiLTient. Classroom management is the dailyorganization and utilization of time, activities, procedures, resources, andspace for the purpose of creating a classroom environment conducive tolearning.

14,5Segramunicatimskills, Communication skills necessary for theteacher are exemplary language arts skills in the areas of listening,speaking, reading, writing, and thinking. The communication skills of theteacher have two purposes: (a) to model appropriate language for thestudents, and (b) to express and receive ideas in an accurate andappropriate manner.

1,4.6 Planner Planning is the utilization of problem-solving skillsto manage resources and time in order to effectively achieve long andshort term instructional goals. Planning involves a design for the totalschool day in which maximum use is made of instructional time; planningalso involves preparation that is flexible and responsive to a variety ofcontingencies.

1.4.7 Professional qualities, Professional qualities are those thatevidence upholding ethical and community standards, maintaining aninterest in professional growth, practicing what research indicates as

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best practice, and committing to the idea that all students can learn.

1.4.8 Personal qualities, Personal qualities are those behaviors thatindicate traits, attitudes, and values required for successful relationshipswith colleagues, students, parents, and members of the community.

1.4.9, Menu. A menu for a teacher incentive program is a listing ofthose awards for merit from which eligible teachers may select.

1.4.10 Award sources. Award sources are the public and privateresources dedicated to a teacher incentive program for the purpose ofreinforcing meritorious teaching .

1.4.11 Schedules. Schedules are the classic reinforcement planwhich utilize fixed-interval, fixed-rate, variable, and intermittentschedules for administering awards or reinforcers.

iAll Comprehensive definitions of unobtrusive measuresconstructs are provided in Webb, Campbell, Schwartz, Sechrest, & Grove(1981) in Nonteagtivelyteasures joielogiaL5='Sciences (pp. 292-306).

2.0 Procedures and Products

The following sections describe the work of the Project Personnel toDevelop Teacher Incentive Structures in terms of the procedures followedby the various Task Forces and the products developed by each of theworking groups. Each group is described in terms of its purpose,membership, activities at meetings, and the products resulting from thework of the group. The overall structure of the Project is represented inthe diagram in Figure 1.

2.1 Steering Commit,

The Steering Committee was formed to oversee the work of the 12Task Forces. The initial purpose of this committee was to select anddefine the requisite qualities of a teacher which were further developedby seven Task Forces. The Steering Committee received all reports fromthe Task Forces and developed this final report.

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2.1.1 Membershio, The Steering Committee was chaired by Dr.Deborah A. Bott, Assistant Professor, University of Kentucky, who alsoserved as consultant to the committee. Membership included: Dr. WilliamE. Carson, Superintendent, North School District; Donna Toler, librarian,North School District; Barabra Elliot, teacher, Calhoun County Schools;Debbie Scott, teacher, Lexington District #4; Mary Louise Felder-Rice,teacher, Lexington District #4; Lula S. Wannamaker, Administrator; J.Z.Miller, Administrator, Calhoun County Schools; M. Rhett Riley, Jr., teacher,Lexington District #4; Mary F. Mack, teacher, North School District; JerryM. Mc Roy, teacher, North School District; and Verneta P. Guess,Administrative Assistant, North School District. Mr. Gary Leonard,Supervisor, Public Accountability Division, South Carolina Department ofEducation, served as a volunteer resource person to the committee.

2.1.2 Activities at meetings, The Steering Committee met threetimes: October 17, 1987, April 28, 1987, and May 21, 1987. All meetingstook place at the Administrative Offices of North School District in North,South Carolina.

At the first meeting of the group, Mr. Gary Leonard acted aschairperson and guided the day-it-- q activities. First, Dr, John C.Richardson provided an overview of the project and distributed copies ofthe project proposal. The members then worke ) develop a list ofbetween five and seven requisite qualities of a teacher that would be usedin developing an evaluation plan. The qualities that were identified at thismeeting are listed as Items 1.4.2 -1.4.8 in the previous section. Each ofthese seven requisite qualities was then assigned to a separate TaskForce. Additional Task Forces were formed for Evaluation, Menus,Schedules, Awards, and Award Sources. The Steering Committee thendiscussed the staffing and organization of each of the Task Forces.

The second meeting of the Steering Committee was chaired by Dr.Deborah Bott. The committee was given the opportunity to revise the listof requisite qualities, but decided that the list was satisfactory. Themembers then worked to define each quality and rank them in order ofimportance. The definitions appear above in Section 1.4, Definition ofTerms. The ranking is as follows:

1. Content/level knowledge,2. Instructional management,3. Classroom management,

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4. Communication skills,5. Plannning,6. Professioral qualities,7. Personal qualities.

The committee also edited and revised the report from the ClassroomManagement Task Force and designed a format to be used for all of thefinal reports from Task Forces.

At the third and final meeting of the Steering Committee allavailable Task Force reports were reviewed and revised. A plan wasdeveloped to utilize consultants, principal investigator, and selectsteering committee members to review and revise products of Task Forceswhich were not available. A draft of the Final Report was completed.

2.1.3 Products. The Steering Committee produced several products.The product that served as a guide for the seven Task Forces dealing withthe requisite qualities is the list of requisite qualities of a teacher. Thecommittee also reviewed all Task Force reports, put them in a consistentformat, and produced the final report.

The Principal Investigator was requested to develop a sample ofrecruiting classified advertisements (Appendix A) and a pool of interviewquestions (Appendix B) related to the requisite qualities which could beutilized in interviewing job applicants.

2.2 Evaluation Committee

The Evaluation Task Force was charged with identifying any existingevaluation procedures which might be compatible with the final projectprocedures and identifying the techniques by which unobtrusive measuresmight be utilized. Additionalt: the Task Force developed: (a) a productevaluation form, (b) a professional personnel demographic form toestablish baseline data on the existing teacher work force for futurecomparative studies, and (c) a semantic differential technique to evaluateteachers and applicants.

2.2.1 Membership. The Evaluation Committee was chaired by Dr. LeeSechrest, Head, Psychology Department, University of Arizona who alsoserved as consultant to the committee. Members of the committeeincluded: Cecil Mc Clary, Principal, Swansea Elementary School;

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Arminta P. Owens, teacher, Calhoun County Schools; Mary Raymond,teacher and Head of Science Department, North High School; and Dr.William E. Carson, Superintendent, North School District.

2.2.2 Activities at meetings, The Evaluation Committee met on twoseparate occasions. The first meeting focused on reviewing (a) principlesof unobtrusive measures, (b) existing conventional methods utilized toevaluate professional educators in the participating school districts, and(c) the constructs of the requisite qualities of teachers developed by theSteering Committee. Assignments were made to develop somegeneralizable ideas for each of the requisite quality areas. Additionally,assignments were made to initiate the development of a productevaluation form, a sematic differential technique to be included in theproject activities, and a demographic survey sheet to gather data onexisting teachers and future applicants.

2.2.3 Review of the literature, Nonreactive Measuresin the SocialSciences(Webb, Campbell, Schwartz, Sechrest, and Grove, 1981) was theprimary source of references for developing unobtrusive measuretechniques. Several local and state documents which were utilized inconventional assessment of personnel were reviewed.

2.2.4 Products. The Evaluation Task Force developed or refined theunobtrusive measure column of each of the seven requisite qualities TaskForce Products, a project product evaluation form (Appendix C), a semanticdifferential technique form (Appendix D), and a demographic data form(Appendix E). Dr. Sechrest contributed a matrix of suggested techniquesfor unobtrusive measures selected to constructs and a matrix adaptedfrom Webb, Campbell, Schwartz, Sechrest, and Grove (1981) and includedas Appendix F.

2.3 Content/Level Knowledge Task Force

The Task Force assigned to study and develop behavioral objectivesand evaluation schemes for Content/Level Knowledge met on the twooccasions as required by the project.

2.3.1 Mernb_ership. The membership included Dr. Lorin W. Anderson,University of South Carolina, Chair; Mary L. Felder-Rice, teacher/part

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administrator, Lexington District #4; Mary H. Raymond, teacher, NorthSchool District; and Ken Westbury, Administrator, Calhoun CountySchools.

2,3.2 Activities at meetings. During the meetings attended bymembers of the Content/Grade Level Task Force, several very useful andimportant comments were made.

1. The requisite quality, "Content/Grade Level Mastery,"seems to pertain more to secondary school teachers thanelementary school teachers. As a consequence, the TaskForce members hope that some differential weighting acrossthe seven requisite qualities be used for secondary andelementary school teachers.

2. Not all of the 12 conditions" and "objectively statedteacher behaviors" that we derived are of equal importance.In general, the first 3 on the list are the most important.The last two on the list are the least important. Theremaining 7 are somewhere in between.

3. Our use of "givens" indicates the documents ordocumentations that the observed teacher must provide towhomever is responsible for judging his/her excellence oradequacy. We are concerned that the person who makes thejudgment be both qualified and properly trained to do so.

4. The question of "how to score" the evidence pertaining toeach of the conditions/behaviors has been avoided. Ingeneral, we would propose to establish the followingthree-point scale for each condition/behavior: poor (1),good or adequate (2), and excellent (3). Each rating of pooror excellent must be accompanied by evidenca, justification,or documentation. Additional linkages between the evidencegathered and the ratings given can be stated at thedistrict-level.

5. Evidence concerning several of the condition/behaviorscan be gathered "unobtrusively" as we understand the term.

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From our perspective, unobtrusive means that the person iseither unaware of, or will not be affected by, the collectionof the data. Thus, NTE scores and college transcripts areexamples of unobtrusive measures relating to "Content/LevelMastery".

6. Finally, we are concerned about the overlap among theseven requisite qualities. There is a clear overlap betweenthe requisite quality of "planning," for example, and thecontent/level knowledge requisite quality. Other overlapsseem equally apparent. We hope those responsible for"pulling it all together" are aware of these overlaps and dowhatever possible to minimize them.

2.3.3 Review of the literature. No formal review of literature wasreported. Information, normally a part of collegiate level courses taughtby the consultant, was conveyed to the membership during meetings.

2.3.4 Products. The revised report of the Content/Level Mastery TaskForce including behaviors, conventional and unobtrusive measures isincluded as Appendix G.

2.4 Instructional Management Task Force

This Task Force was responsible for developing a comprehensive setof requisite Instructional Management qualities.

2.4.1 Membership. The Task Force was comprised of the namedprofessional educators: Dr. Howard D. Hill, South Carolina State College,Orangeburg, South Carolina, Consultant; Mrs. Verneta P. Guess, NorthSchool District; Mrs. Debbie Scott, teacher, Lexington District #4; andMrs. Lula Wannamaker, Administrator, Calhoun County Schools.

2.4.2 Activities at meetings, The Task Force met on two occasions todiscuss its responsiblities and how they were to be carrried out. TheApril 3 meeting was devoted to the formulation of a common structurethat would be used to facilitate the work of the Task Force.

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At the outset of the meeting, Verneta Guess cautioned the group onthe need to follow the specific directions that are contained in thePlanning Grant Application for the project. This meant that theInstructional Management Task Force had to identify several strategiesthat would utilize unobtrusive measures to ascertain manifestations ofthe behaviors within the requisite qualities domain of what is to be calledan effective instructional management plan for classroom teachers. Thatis the sole task.

The meeting on April 13 concluded with the Task Force having decidedon a common structure to follow in completing its initial assignment. Acommon structure was developed around the following activities:

1. Deciding the generic content to be considered for theinstructional management plan;

2. Defining "unobtrusive" measures;

3. Reviewing the literature for teacher behaviors that areessential for teachers to demonstrate during the teachingprocess; and

4. Identifying 20-30 professional qualities that could bedeveloped into discernible professional qualities.

The Task Force was to decide at the April 13 meeting which of the20-30 identified professional qualities would be used in the initial reportthat is to be presented to the Project Steering Committee for its reviewand approval. Out of the several qualities that were considered, fifteenemerged as the most relevant for teachers and have been developed intoobtrusive measures.

A general consensus among the Task Force members is that theattached list of professional qualities must be developed and implementedby all classroom practitioners. This is necessary for them to teach withmaximum effectiveness in facilitating student learning and development.

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2.4.3 Review of the literatures Specific literature review sourceswere not reported but included the classic references normally used by theconsultant in teaching collegiate level courses.

2.4.4 Prod A copy of the revised Task Force report includingbehaviors, conventional measures, and unobtrusive measures is included asAppendix H.

2.5 Classroom Management Task Force,

The Task Force assigned to study and develop behavioral objectivesand evaluation schemes for Classroom Management met on the twooccasions as required by the project.

2.5.1 Membership, The membership included: Dr. Doris B. Matthews,South Carolina State College, Consultant; Rhett Riley, Teacher, LexingtonDistrict #4; Ann Cook, Teacher, Calhoun County; and Deborah Crosland,Teacher, North School District.

2.5.2 Activities at meetings. The Classroom Management Task Forcemet twice to explore the utilization of time, activities, procedures, andphysical arrangements which would yield a classroom environmentconducive to learning.

2.5.3 Review of the literature. No specific review of the literaturewas reported other than the classic references normally used by theconsultant in teaching collegiate level courses.

2.5.4 Products. A copy of the revised Task Force report includingbehaviors, conventional measures, and unobtrusive measures is included asAppendix H.

2,6Lammunicatisaaallaakfacs

The Task Force on Communications met en two occasions and wascharged with developing at least 10, and no more than 15, objectivebehaviors of teachers which would manifest communications skills in theareas of listening, speaking, reading, writing, thinking, and spelling which

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would contribute to accuracy and precision in conveying and receivingmeaning from others. Additionally, they were charged with developingbehavioral objectives which would manifest good language models forstudents.

2.6.1 Membership. Dr. Mary Jackson-Willis, Associate Professor,University of South Carolina, Chaired the Task Force on CommunicationsSkills and served as consultant. Membership included: Donna Tolar,librarian, North School District; Carol Laird, teacher, Lexington District#4; and Carol Brigman, teacher, Calhoun Co,nty Schools.

2.6.2 Activities at meetings, The committtee met on two occasionsand focused on the actions of people talking, writing, listening, feeling,seeing, and reacting to each other, their experiences, and theirenvironment. They discussed the transmission and reception of feelings,ideas, and verbal and nonverbal behaviors which produce responses. All ofthese factors as they relate to describing understanding between andamong teachers and students; teachers and parents; and teachers and otherprofessionals and staff, were prominent in discussions and productdevelopment.

2.6.3 Review of the literature. The review of the literature duringthe Task Force considerations included: "Improving TeacherCommunication: Focus on Clarity and Questioning Skills" (Harris andSevick, 1985), "The Nature and Functions of Teacher Talk in a Classroomfor Mentally Retarded Leamers" (Levine and Mann, 1985), and"Home-School Partnership Planner" (Chrispeels, 1987). Several elementsof professional preparation classes were also utilized.

2.6.4 Products. The Communications Task Force produced the firstdraft of the report that appears in Appendix I. The report includes ninegroupings of communications behaviors which appear to be essential tosuccess as a teacher.

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2.Z Plannina Task Force

The Task Force assigned to study and develop behavioral objectivesand evaluation schemes for Planning met on the two occasions as requiredby the project.

2.7.1 Membership. Dr. Larry Wineoff, Professor, University of SouthCarolina,Chaired the Task Force on Planning Ability and served as chiefconsultant. Membership included: Shirley Cullen, vocationalcoordinator/teacher, North School District; Peter Jumper, teacher,Lexington District #4; Griffen Miller, principal, Calhoun County Schools.

2.7.2 Activities at meetings. The Planning Abilities Task Force feelsthat the most appropriate measure of planning ability is through ananalysis of planning documents. While classroom observations may revealsome evidence of planning, this document analysis procedure more nearlyassesses implementation of planning within the instructional process.

2.7.3 Review of the Jiterature. No specific review of the literaturewas reported other than references utilized to teach collegiate levelclasses.

2.7.4 Products. A copy of the revised Task Force report includingbehaviors, conventional measures, and unobtrusive measures is included asAppendix J.

2.8 Professional Qualities Task Force

The Task Force assigned to study and develop behavioral objectivesand evaluation schemes for Professional Qualities met on the twooccations as required by the project.

2,8.1 Membership, Dr. Barnett Berry, Professor, University of SouthCarolina, Chaired the meetings and served as Consultant to the Task Forceon Professional Qualities. Membership included; Anna Jones, North SchoolDistrict, Beverly Rucker, Lexington School District #4, and ArmintaOwens, Calhoun County Schools.

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23

2.8.2 Activities at meetinas. The Task Force initially met on April 6,1987 and discussed the characteristics which "professional" teacherspossess and behaviors they exhibit. After considerable discussion, theTask Force agreed that some of the characteristics and behaviors ofprofessional teachers are difficult to assess and document in anunobtrusive manner. To ascertain whether or not teachers possessrequisite professional qualities, a wide range of assessments must beconducted by a variety of individuals, under varying circumstances, and, insome cases, over an extended period of time.

For example, to determine whether or not a teacher preservesconfidentiality of sensitive information learned from interactions withparents and students, one must rely on several sources of information.The sources may vary depending on the context of the situation. On the onehand, a survey of student and parent opinions might suffice as an adequatesource of information. On the other hand, informal polling of peers mightbe the best source. Both could be vaiid and reliable sources ofinformation. However, what happens when a teacher , using his or her best"professional" judgement, releases confidential information because thisaction was believed to be in the best interest of his or her client (orstudent)? While securing confidential information is a "hallmark" qualityof a professional (e.g. a physician or attorney), there are instances whenone must break this confidence. Thus, someone or some group ofindividuals must make subjective judgments in ascertaining theappropriateness of the judgment used by the professional.

With this in mind, we include in our report a set of professionalqualities for teachers and subsequent subsets of behaviors, outcomes, orobservations that may indicate whether or not a teacher possessed thesequalities.

2.8.3 Review of the literature. Primary references considered by theTask Force on Personal Qualities included: Teacher Evaluation - Five Keys14...Gralatb(Duke & Stiggins, 1986), Evaluating Educational Personnel(1 ewis, 1982), and

(Wise, Darling-Hammond, Mrtaughlin, & Bernstein, 1984).

2,4,4 Products, A copy of the revised Task Force report includingbehaviors, conventional measures, and unobtrusive measures is included asAppendix L.

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24

2.9 Personal Qualities Task Force

The Task Force assigned to study and develop behavioral objectivesand evaluation schemes for Personal Qualities meton the two occations asrequired by the project.

2.9.1 Membership. Dr. Marie Roseborough, University of SouthCarolina, served as Chair and Consultant to the Task Force. Membershipincluded; Cindy Jacobs, teacher, North School District; Rudolph Cooper,Administrator, Lexington District #4; and Barbara Elliot, teacher, CalhounCounty Schools.

222AreliiiitelatnleatinaL The Task Force on Personal Qualitiesmet twice to discuss the traits, attitudes, and values which seem toimpinge on successful teaching.

2.9.3 Review of the Literature. No specific review of the literaturewas reported other than references utilized to teach collegiate levelclasses.

2.9.4 Products. A copy of the revised Task Force report includingbehaviors, conventional measures, and unobtrusive measures is included asAppendix M.

2.10 Schedules Task Force.

The Schedules Task Force was, charged with studying schedules formaking incentive awards which would be more consistent with acceptedlearning theory and supportive of increasing efforts to improve theteaching /learning environment.

2.10.1 Membership. Dr. Howard D. Hill, Professor, South CarolinaState College, Chaired the Task Force on Schedules and served asConsultant. Membership included: Oneida Coulter, teacher, North SchoolDistrict; Glenda Shea ley, teacher, North School District; Beth Owens,teacher, Orangeburg District #4; and Odethell McKinney, teacher, CalhounCounty Schools.

18

2.10.2 Activities at meetings, The Task Force on Schedules forIncentives met on one occasion and elected to formulate a plan recognizingfour different award catagories, including awards for: (a) studentachievement, (b) program enhancement, (c) professional development, andftd) community development. These categories are not in conflict withmenu types and are not to be confused. The Task Force did have someoverlap with menu selection and elected to leave the menu items to bebetter illustrative of the rationale behind particular schedules.

The Task Force on Schedules recognized that the most utilizedschedule for conventional reinforcers was fixed interval reinforcementand typically awarded at the beginning or end of an academic year and thatthe inclusion of ratio and intermittent reinforcement would be planned andimplemented.

2,10.3 Review of thet iiterature, Major references for this Task Forceincluded: Theories of Learning, (Hilgard and Bower, 1966), and Schedulesof Reinforcement, (Fersfer and Skinner, 1957).

2.10.4 Products., A copy of the revised Task Force report includingbehaviors, conventional measures, and unobtrusive measures is included asAppendix N.

2.11 Menu Task Force

The Task Force on Menus was charged with developing acomprehensive listing of Awards by categories of cash/noncash and anyother categories which might be noteworthy.

2.11.1 Membership. Dr. Marie Roesenborough, Professor, University ofSouth Carolina, served as Chair and primary consultant. Membershipincluded: Sandra Sarvin, teacher, Lexington District #4; Debra Crosland,teacher, North School District; and Ann Crook, teacher, Calhoun CountySchools.

2.11.2 Activities at meetings. The Task Force on Menus met once anddeveloped a comprehensive list of Awards by cash and no-cash categories.They recommended limits on the amount of cash and days of professionalleave which might be awarded. References to voluntary participation wereincluded in their activitLa.

19

2.11.3 Review oft') literature. Primary references reviewed duringMenu deliberation included: Teacher Incentives- A Tool for EffectiveManagement (Cresap, McCormick, & Paget, 1984), Personnel Administrationin Education (Rebore, 1982), and 1. ;4.01

Practices, (Wise, Darling-Hammond, McLaughlin, and Bemsteim, 1984).

2.11 ,iiroducts. A copy of the revised Task Force report includingbehaviors, conventional measures, and unobtrusive measures is included asAppendix 0.

2.12 Award Sources Task Force

The Task Force on Sources of Awards met on two occasions andfocused on devising a list of award sources and generalizable scheme forsearching okit award sources in any similar community. The sears'"program includes survey in local and state resources, including public,private, and professional organization sources.

212,11Membership. Mr. John Norton, Director, South Carolina Centerfor Teacher Recruitment, Rock Hill, South Carolina served as Chair andprimary consultant. Members included: Eartha Boyd, Teacl ir, NorthSchool District; Alice Green, Teacher, North School District; and JaniceJackson, Teacher, Lexington School District #4.

2.12.2 Activities at meetings. During the first meeting the TaskForce reviewed the mission, brainstormed some ideas, developed someforms for "homework", ant. Jesignated assignments for the second andfinal meeting. During the second meeting the Task Force membersdeveloped a list of incentives which would supplement the Menu TaskForce work, a source: list, and forms/letters for soliciting awards.

2.12.3 Review gf the literature, No specific review of the literaturewas reported other than references utilized to teach collegiate levelclasses.

2.12.4 Products. The list of products developed by the Task Force(Appendix P) include a list of sources of incentives, and a supplementary

20

2

list of types (menus) incentives. Additionally, for planning purposes,there are copies of (a) questionnaires for soliciting information on typesof incentives and possible providers, (b) a listing of motivations forpotential donors, and (c) a sample letter and questionnaire which could besubmitted to potential donors.

3.0 ConclusionsThe Steering Committee, with contribution from all Task Force

members and consultants, concludes the following:

3.1 Teacher Incentives, despite some contrary evidence, seem to havepromise for improving the effectiveness of professional educators.

3.2 Existing systems seem to need a broader based program whichhas elements of objectivity and subjectivity.

3.3 Unobtrusive measures seem to complement existing schemesbecause they better represent the long term efforts of teachers asopposed to the one/two showcase lessons.

3.4 No single observation/evaluation should be taken out of contextand/or have negative impact on a teacher's status.

3.5 Teacher incentive activities should be voluntary.

3.6 All components of teacher incentive programs should be integralto the personnel policies related to recruitment, inservice, retention,promotion, renumeration, improvement, or release.

3.7 The breadth and extent of incentives should encompass sufficientchoices to provide powerful incentives for any participant.

3.8 The use of schedules for awards should utilize the classicalconditioning principles used to establish and maintain behaviors withconsiderably more emphasis on intermittent schedules to stimulateand maintain excellence in teaching.

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28

3.9 Throughout the project products, there are references to teacherlogs. These logs, although more paperwork, are similar to the briefcontemporary records kept by most professionals and seem worth theeffort whether or not one is involved in a teacher incentive program.

3.10 Personnel decisions should be based on as wide of an array ofobjective data as possible. Ultimately, however, the final decisionmust be a subjective call and decision-makers must work diligentlyto improve the validity of subjective judgements.

3.11 Probably the current generation of educational leadership willquickly gravitate toward greatly increased skills in human resourcemanagement and lesser emphasis will be placed on skills in thefiscal physical plant, and purely administrative task areas.Structures of that nature in this project will be very helpful tools.

3.12 Unobtrusive measures should never be utilized in unethicalways; this would be an extreme unprofessional practice.

4.0 Summary

Teachers and administrators from three rural impoverished schooldistricts in South Carolina, together with Consultants and the PrincipalInvestigator from Clemson University, identified seven requisite qualitiesof teachers: (a) knowledge, (b) instructional management, (c) classroommanagement, (d) communications skills, (e) planning ability, (f)

professional qualities, and (g) personal qualities. For each of therequisite qualities, a listing of from 10 to 15 objective teacher behaviorswere written. For each of the objective behaviors, a subsequent listing ofconventional and unobtrusive measures were developed. The primarypurpose was to devise a practioner developed evaluation scheme toimprove the validity and acceptance of teacher incentive/merit pay plansbased on the identified qualities and measurement techniques.

The technique yielded over 100 behavioral observations and theassociated measurement procedures, The qualities and measurement

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29

strategies extend beyond the support of teacher incentive structures endhave implications for an integrated LEA professional rlersonnel policyincluding recruitment, inservice, improvement, retention, promotion,incentive pay, and termination. Additionally, the structure could be theintegral core of professional teacher training programs. The listing ofbehaviors and measurement strategies, and the taxonomic matrix relatedto the Sechrest, et al model (1981), is not exclusive and the PrincipalInvestigator welcomes additions and comments. Additions and commentsmay be mailed or directed to:

John C. RichardsonDepartment of Elementary and Secondary Education

Clemson UniversityClemson, SC 29634-0709

or(803) 656-5118

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30

tf

.

BIBLIOGRAPHY

24

Bibliography

South Carolina Department of Education (1983). Assessments ofPerformance in Teaching Observation Instrument.

Cramer, J. (1983). Yesmerit pay can be a horror, but a few schoolsystems have done it right. The American School Board J.g_lirnal. 170(9), 28-30.

Epstein, J.L. (1985). A question of merit: Principals' and parents'evaluations of teachers. Educational Reasearcher. 14 (7), 3-10.

Gayles, A.R. (1973). infituranaLpjaonitainjaSecondary acigsg. NewYork, McKay.

Haefele, D.L. (1980). NAN to evaluate thee, teacherLet me count theways. Phi /Delta Kappan. 61 349-352.

Hoogeveen, K. & Gutkin, T.B. (1986). Collegial ratings among schoolpersonnel: An empirical examination of the merit pay concept.American Educational Research Journal. 23 (3), 375-381.

Kelly, J.L. (1982). The Successful Teacher. Ames, Iowa, The Iowa StatePress.

National Commission on Excellence in Education (1983). A Nation At Risk:The Imperative For Educational Reform. Washington, DC: U.S.Government Printing Office.

Osgood, C., Suci, G., and Tannenbaum, P. The Measurement of Meaning,Urbana, Illinois: University of Illionois Press, 1957.

PET - Program for Effective Teaching (PET) Training Package - Hunter

REACT Handbook (Richland One Evaluation of Annual and ContinuingContract Teachers).

Romiszowski, A.J. (1984). Producing Instructional Systems, New York,Kogan, Page.

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323

Scherer, M. (1983, October). Merit Pay: The great debate. Instructor.22-24, 159.

Webb, E.J., Campbell, D.T., Schwartz, R.D., Sechrest, L., & Grove, J. (1966).Unobtrusive Measures: Nonreactive Research in the Social Services.'Chicago. Rand McNally and Company

Webb, E.J., Campbell, D.T., Schwartz, R.D., Sechrest, L., & Grove, J. (1981).Nonreactive measures in the social sciences (2nd ed.). Boston:Houghton Mifflin.

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33

APPENDICES'

27

3 4

APPENDIX A

CLASSIFIED ADS

28

EXAMPLE A

Appendix ACLASSIFIED ADVERTISEMENT EXAMPLE

UNIQUE PUBLIC SCHOOLOPPORTUNITY

Teachers in the areas of and Educators in the area ofwho desire to work in a public school district where, second to students,teachers are most valued, contact

EXAMPLE B

WHERE TEACHER AND STUDENTSARE VALUED

Burned out with traditional teaching assignments, little support, basiclow salary, and no incentives to excel. is looking for teacherswho desire rewards for being knowledgeable, professional, personable, andskilled in planning and communication. Join the team ofprofessional- educators. Write

EXAMPLE C

LIKE TO BE RECOGNIZEDPRAISED AND REWARDED

FOR PROFESSIONAL EFFORTS

in an effort to better serve students, is desirous of makinga conscious change to emphasize professional personnel recruitment.selection, retention, promotion, and added incentives for exceptionalefforts. Interested? Write for a list of professionalopportunites and date to interview.

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36

APPENDIX B

INTEREW QUESTION

POOL

30

3'7

PROFESSIONAL QUALITIES

1. Briefly, offer your thoughts regarding student-teacher-parentconfidentiality.

2. How do you intend to keep parents/guardians informed about theirchild's progress in school?

3. What measures will you take to ensure a safe environment for yourstudents?

4. Give examples of some types of social problems a student mayencounter and suggestions for helping the student deal with this problem.

5. What are your responsibilities in relationship to the effectiveness ofthe educational delivery system?

6. If you found a way to improve our system or found that a particularfacet was ineffective, what steps would you take to make changes?

7. Describe when you think your obligation for professional developmentends.

8. What professional organization(s) are you affiliated with and do youhave future plans to join others? To what degree are you active in yourorganization(s)?

9. What are your views on standardized test security?

10. What type of plan might you deveiop for colleagues to shareinstructional insights and information?

11. What do you feel you can gain from your colleagues during your firstyear of employment?

12. How do you feel about team teaching or working within an instructionalteaching unit?

13. How can you be a role model to your students to demonstrate schoolpolicies for dress and behavior?

14. How would you react to a student telling you (s)he is interested in theteaching field?

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38

.CLASSROOM MANAGEMENT

1. Do you feel there is a difference in the way you interact with studentsoutside the classroom rather than in the classroom? Explain.

2. Safety on school.property is a prime concern. What provisions will youmake to create a safe environment for your students? How will you handlestudents asking for a referral to the nurse?

3. When you develop a lesson plan that calls for the use of equipment andmaterials when will you prepare them for use?

4. Our school has specific methods for the maintence of records. If youfound a "better" way to maintain them what would you do? Do you have anyfeelings about administrators or others looking at your records? Whatwould you do if you found you were unsure of how to record information?

5. How will you use the information you obtain through assessment toinstruct your students?

6. How do you feel your time is best spent between instructional periods?

7. Do you have a management technique to help your awareness of theamount of attention to direct towards students? Describe. Do you feelthere are times that some students deserve more attention than others?Explain.

8. Explain your procedures for students who provide incorrect or nearlycorrect responses and for those in need of behavior management.

9. Where do you feel there is room for deviation from state, district, andschool policies, regulations, and philosophy?

10. How will you communicate your classroom rules to your students? Howwill you re-establish these throughout the oar?

11. What types of personal checks will you make to see that you deal withall students consistently and fairly?

12. How would you incorporate the services of human resources in thecommunity and service agencies?

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39

13. What techniques will you use to minimize student disruptions? Give anexample for:

1. talking out2. interruptions3. impulsive answerer

14. What percent of the instructional period do you plan for?

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ei 0

CONTENT/LEVEL MASTERY

1. If you had an instructional problem, to whom would you turn forassistance?

2. Which teachers would you choose to teach yct:r children? Have you beenrequested as a teacher for someone's child?

3. How would you recognize that the approach you were using lacked thestimulation to keep the attention of your class?

4. (Interviewer picks appropriate topic) What types ofactivities/questions would you use to present this topic?

5. (Interviewer picks appropriate topic) Give an example of a: multiplechoice, essay, short answer, true/false question that you would use totest (topic).

6. Give examples of a variety of materials you would use to teach_itopic-I.

7. You are studying (topic). You give your students a library researchassignment to cover the material. What is your criteria to make anA?B?C?D?F?

8. What sequence would you use for the instruction of (topic).

9. Briefly, outline a lesson plan for (topic). How would you deal witha student not understanding the concept?

10. Have you begun working on recertification? What types of activitieswill you be involved in to fulfill the requirements? Do you ;lave atimeline?

11. What content or methods books or journals have you read recently?

12. How have iriservice workshops been beneficial to you and your teachingpractices?

13. How often have you shared a new teaching method with a colleague?

34

1.,

14. Are you an active member of a professional organization? How has yourteaching improved as a result?

15. Have you ever participated in a committee or held an office in yourorganization? Has it helped you as a teacher? How?

16. Do you belong to any community, civic, or other organizations? Has orwill it help your teaching?

17. What is your opinion regarding the following of a specific sequence inthe building of a skill? D; you feel there is merit to the development of acourse timeline? Explain.

18.. What types of activities would you incorporate in the instruction of__Itopici? Would you teA to be consistent in your approach?

19. What would you deem as an appropriate method for dealing with astudent having difficulty reading your content material? How would youdetermine that they were having difficulty?

20. When would you determine that a text was out of date? If the textgiven to you to use was out of date, how would you compensate? Howwould you keep current in your field?

21. Give examples of how you could present (topic) on various levels ofthinking. How would you get students on a literal level to move to a higherlevel of thinking?

22. When choosing courses for recertification what factors will affect yourdecision? How can you be sure the course will meet or exceed stateminimum requirements?

23. What evidence do you have that continued work at a pa; cularuniversity will be current?

24. What percentile ranki.ig did you attain on the NTE?

11

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42

PLANNING ABILITY

1. What things will influence the development of your course objectives?Sequence? Timeline?

2. (Given unit subject) List the sequence of objectives you consideressential for the instruction of (topic).

3. In developing your daily/weekly lesson plan for a unit, how would youaddress the development of progressively more difficult and challenginglevels of thinking? What types of resources would you incorporate toaccomplish this?

4. Describe your classroom management system. Include your proceduresand routines, rules and consequences, and parent communication.

5. What methods will you use to assess/monitor your students' progress?

6. How will you evaluate the effectiveness of your planning and itsimplementation?

7. Describe the areas you feel would be concerned with planning anon-site extra curricular activity.

8. Describe the areas you feet would be concerned with planning a publicrelations activity.

9. If you were given an opportunity to plan an activity of your own, whatwould that activity be? How would you imp'ement it?

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PERSONAL QUALITIES

1. Do you feel the policies on absences for professional staff are toostrict?

2. Do you think beinc, punctual will affect your performance as a teacher?Why?

3. Why do you think meeting deadlines r.re important in teaching?

4. How do you plan to dress for your class and extra curricular activities?

5. How would you handle a parent who told you that you were anincompetent teacher?

6. What would you do if a student called you an inappropriate name?

7. What activities in th n community would ycu gei involved in to convey apositive image to your e iunstitu ency?

8. If you had a student assigned to you in the rniddle of the school yearwhat techniques would you use tc quickly assimilate your student into youclassroom a activities?

9. How wit.. ireet your students in the morning?

10. What would you do if a student threw an eraser or exhibited a similarbehavior while you were teaching?

11. Would you be threatened in your classroom if you had juveniledeliquents in your classroom? How would you handle the situation?

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COMMUNICATION

1. How will you present your objectives to your students?

2. What positive communication skills will you use to inform yourstudents when they are doing well?

a What nonverbal communication skills will you use to inform yourstudents when they are doing well?

4. Exemplify a type of written communication skill which you might useto convey information to parents of your students.

5. How will you explain to parents of low cognitive ability that theirchild needs more help than you can reasonably give?

6. What nonverba; communication skills will you use with parents whichwill promote involvement related to improving student outcomes?

7. How will you develop a communication records-keeping system for thebuilding principal and other staff needs?

8. What would you say to a teacher who has not established discipline in aclass?

9. What type of nonverbal communication skills would you use to expressyour approval of activities in a faculty meeting?

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. INSTRUCTIONAL MANAGEMENT PLAN

1. What will you do as a teacher that will help your students develop abond between student and content of the lesson?

2. What type of techniques will you use to observe the behavior of yourstudents?

3. How will you let your students know what you expect from them?

4. What type of management system will you develop to provideimmediate and relevant feedback to your students?

5. What teaching methods will you use to maintain the attention of yourstudents?

6. What methods will you use to insure that your students will beeffectively involved during the instructional process?

7. What type of questions, open or closed, will you use ;n your classroom?Why?

8. What instructional approaches do you think you could use that wouldvary according to the need?

9. Dc you think you could effectively diagnose and prescribe learning tasksfor individualized learners based on standardized test scores?

10. What type of management system will you develop for rewards andpunishment methods?

11. What techniques will you use to cue a student for inappropriatebehavior while you are teaching?

12. How will you prepare to teach daily lessons?

13. Will your student and program evaluations be more formal or informal?

14. What techniques will ycu use to present a positive attitude, whileteaching a difficult subject?

15. What type of record keeping system will you develop for evaluations ofstudent achievement.

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46

APPENDIX C

QUESTIONNAIRE-PRODUCT EVALUATION

40

4

TEACHER INCENTIVE STRUCTURE

PROJECT

PRODUCT EVALUATION QUESTIONAIRE

1. Is there a list of requisite qualities of teachers?

2. How many of the district teachers are aware of the project?

3. Is there a list of the behavioral objectives related to the requisite

qualities?

4. How many of the district teachers are aware of the list?

5. Is there a menu of incentives?

6. How many of the district teachers are aware of the list?

7. Is there a schedule for incentive awards?

8. How many of the district teachers are aware of the schedule?

9. Is there a list of incentive awards?

10. How many of the district teachers are aware of the list?

11. Is there a procedure for a person or committee to follow in making the

awards?

12. How many of the district teachers are aware of the list?

13. Are the teachers aware of the participation/nonparticipation

elections?

14. How many of the district teachers elect to participate?

15. Are there 100 copies of the handbook?

16. In what ways is the procedure fair? Or unfair?

41

48

ot

APPENDIX D

SEMANTIC DIFFERENTIAL

42

49

SEMANTIC DIFFERENTIAL TECHNIQUETEACHER INCENTIVE AWARD PROJECT

(Subject or concept to be rated)

Enter a mark on the line between the paired descriptors to best depict your rating of thenamed subject or concept.

1.1 Good Bad

1.2 Large Small

1.3 Active Passive

2.1 Beautiful Ugly

2.2 Heavy Light

2.3 Sham Dull

3.1 Clean Dirty

3.2 Strong Weak

3.3 Fast Slow

4.1 Happy Sad

4.2 Thick Thin

4.3 Tense Relaxed

43

APPENDIX E

DEMOGRAPHIC

PROFILE

44

,,,,:"k--

51

DEMOGRAPHIC PROFILETEACHER INCENTIVE AWARD PROJECT

Identification(optional) School year

(3) Age (4) Sex (5) Race (6) Ethnicity

(7) Marital Status (8) Religious Preference

(9) Academic History

(9.1)Elementary and secondary (grades, town, and state)

(9.2)University/College, state, dates, degree

(9.3)

(9.4)

(10) Professional Training (Nonuniversity/college)

(10.1)Facility, state, dates

(10.2)

(10.3)

(11) Qrtificated

Agency/State Area(s)

(12) Professional Work Experiences - Begin with current appointment

(12.1)Grade/Subject, school, city, state, dates

(12.2)

(12.3)

(12.4)

(12.5)

(13) professional Affiliation

45

(14) Wartalladencgalsatarthan Professional Education - include current

(14.1)Description, Agency/Firm, dates

(14.2)

(14.3)

(14.4)

(15) Travel/leisure

Hobbies Travel Expert Ability*

*(examples: master point bridge player, competitive athlete, free lance photographer,gourmet cook)

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53

APPENDIX F

UNOBTRUSIVE MEASURES MATRIX

47

54

liUbTRUSIV"MEASUREFEATUM

Out ank/10W1VtILINI114$

iterommoy

Magnitude

Warm

insistenceto change

!acct lane 1seit-a.enses

co

knoolatioss

xpldtlua

Consuption

Ufort

220bat An

omadti,oat t lotted inn

P..latory

Personalgni !tin

REQUISITE QUALITIES OF TEACHERS

CleasronaItanegoment

frocisency of vol-untoerin inform-tins its vamp diecosineIthwialijo of asolarkinotarial scot penisdo not kw I

spook eftic'ency inteuuvas 1.4 matedintone/ t lot.

for fact*,rIta7alis in field.(well carol ItlatsJ

dose notIWO

ftlt lotion withntatset Ass.kilalk4% to haveeixpett Ise

oelerahlp of hooka,Ian ludic:tie, specialmutat Iola

attads tedavantneat Iles, exhibits,etc., on won time

of

1011AIllS431

fttvnany of smiling,pcsitive comments;frequency of complaintsfrom patents

erteardahg wpe.gto. ,

pert

tap71:so ouch Urwith paints

owns in hantlirq diffi-cult sibetions withparmr,ta flaw complaints)

hwolved in commasmity

personal belongings inclassroom indicatevmrs*11, imam* inctildren

doss favors for children,parents at van owns oftier snow

hr,.n disciplineOrly reactioninngurpriat toat Indus)

..nfarantipl Unt-amed* of students byrace, sax, socialclass, *to.

two wall-differenti-ated knosimin ofchildren and theirfamilia.. e.g.. Unoweparents first nonhas an unpleasantnickname kncanabut children ancol tempos

frequency ofdisciplinaryactions

seriousness ofworst ocoplaintinn parents

consit.mency ofdiscipline overtime and aroma-titans

number of .talentsmilling uncut attransition inactivitiee

InstnautiomalManagnent

Cl.. from lint balluntil class is organ-lint east day

adores to plans

s'ays as schedule

wmammonloationWilts

t amammx.y of gan-ger mod syntaxorates

ear ic.onses ofin near and syntaxarrow

time rewired tocompose latter orsumo

has needed materialsan hand in olasonsm owns tons on cam-

municationo skills

ssonsira tea ofAtarials

arrives early toprepare for otos.

personal diction-sty is mobil worn

writes letters, memoswith style an ofmore than Minimal

length

children allowed class involved .n *IV zetIcen arsboletaruna activity activity inappro- ...l-tuganizedjust !odors a cle- priate for time/mauling teak plan

too such time al .- parents call inrated to favorite to lira cast diatclassroom activity they ate mexputmed

to du in res.ponesto semi

has tet: f-designedI :at of rule alasportat Iona

childten often makeher unfinIshodprojw.ta

Planning ' PaufeasitinalAid I ley Qualities

nitivr ofptofeseinvil act iv I t los

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necponittergoal ability)

plan lackingVoTlil'alettiticne

di f talent 'titian inplans among tasks antactl+Itlum

* Format adapted .from; Webb, Ciimpbell, Schwartz, Sechrest, and Groves, 1981.

55

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APPENDIX G

CONTENT/LEVEL MASTERY COMMITTEE

49 5/

Condition and Behavior

1. Given two questions aboutteachers, colleagues wouldindicate that the teacher isconsidered competentin content area.

2. Given data describing theteacher's classroom teaching(e.g., written narratives,completed observationalchecklists, audiotaperecordings) there would beevidence of:

a. no blatant, uncorrectedcornant errors,

b. content presented in anovel, original, orstimulating manner, and

c. content presented in sucha way as to cause studentsto engage in higher-orderthinking when appropriate(e.g., application,analysis, synthesis, orevaluation).

CONTENT/LEVEL MASTERY

Unobtursive Mem=

1.1 Observe and recordthe teachers to whomothers turn for helpwith subject mattermastery.

1.2 Observe and recordteachers requests forteachers of own childrenbased on subjectmastery.

2.1 Student, peerteachers, or parentreported or documentedcontent errors.

2.2 Student, peerteachers, or parentreported or documentedboring presentations.

2.3 Student, peer, orparent reported ordocumented exclusivereliance on low-orderlearning.

2.4 Analysis of writtentest items for evidenceof expectation forhigher-order teaching.

2.5 Observation of waysmaterial is presented.

2.6 Analysis of assign-ments for evidence ofexpectation forhigher order thinking.

50

58

Conventional Msasurg

1.1.1 Questionnaire.List three teachers youwould consult with ifyou were havingdifficulty with a topic?

1.2.1 Questionnaire.Which three teacherswould you choose toteach your child?

2.1.1 UtilizeAPT or PETChecklist.

2.2.1 See 2.1.1

2.3.1 See 2.1.1

Condition and Behavior Unobtrusive Measure Conventional Measure

3. Given lists of relevant andimport': concepts pertainingto the subject matter areasthe teacher is assigned toteach, the teacher will:

a. indicate relationshipsamong those concepts whichare consistent withacceptable structures ofthe subject matter, OR

b. indicate development overtime in his/herunderstanding of thecontent being taught.

4. Given a bibliography of booksand articles recently read,the teacher will show evidenceof reading related to contentarea(s).

5. Given evidence ofparticipation in in-serviceseminars, workshops, end/orfield experiences, the teacherwill::

a. relate the content of theexperiences to the contenttaught by the teacher AND

b. show evidence that thecontent was communicatedto other appropriateteachers and professionalstaff.

3.1 Review appropriateexisting lesson plansfor scope and sequenceof content.

3.2 Review lesson plansfor evidence of ability tobreak down difficult conceptsinto smaller component partsto iomote understandingand retention.

3.3 Attendance atworkshops and collegecourses relating tocontent area.

4.1 Observe whatteachers read and makereference to inprofessional discussionsand record.

5.1 Based on recordsof attendance andparticipation, whatchanges do you note intheir professionalpractices (whenappropriate)

5.2 Observe anddocument evidence ofattempts to shareinformation withappropriate facultymembers.

51

5;

3.1.1 OrderedTree or similartechnique.

3.2.1 See 3.1.1

4.1.1 Haveteachers maintaina bibliography.

5.1.1 Have teachersmaintain recordof participation.

5.2.1 Have teachersmaintain recordof participation.

CondLtlon and Behavior

6. Given evidence of membershipand support for participationin content relatedprofessional organizationsand associations the teacherwill:

a. show that the organizationsor associations aredirectly related todevelopment, AND

b. an increased or high levelof involvement in theorganizations/associations,AND/OR,

c. involvement in velatedtopical club in thecommunity, (e.g.,Historical Association,Book Club, Drama group).

7. Given copies of course plans,syllabi, or teacher synopsesof courses, the teacher will:

a. show that the contentcoverage is appropriatewithin the context of theoverall scope and sequenceof that subject matterarea, AND/OR,

b. show that the contentcoverage is appropriatefor the level of studentsfor whom the course isintended.

8. Given curriculum guides,textbooks, and otherinstructional materials, theteacher will show that;

a. the materials areappropriate for the levelof students who areenrolled in the course, AND

Unobtrusive Measure Conventional Measure

6.1 Obseivation ofevidence of change/growth as a result ofparticipation.

6.2 Observation ofparticipation andresultant change inpractices.

6.3 Observation ofparticipation andresultant changes inpractices.

7.1 Intermittentobservation of a currentpresentation.

7.2 Examination ofcourse plans, syllabi.

8.1 Intermittentobservation of a currentpractices.

52

60

6.1.1 Have teachersmaintain recordof participation.

6.2.1 Record ofmembership.

6.3.1 Record ofmembership.

7.1.1 PET or APTchecklist.

8.1.1 PET orAPT checklist.

40. Condition and Behavior

b. the guides, choice oftexts, and instructionalmaterials reflect thecurrent state ofknowledge or trends in thefield.

9. Given copies of unit or weeklyplans, the teacher will:

a. show that the contentcoverage is appropriatewithin the context or theoverall course, AND

b. show that the contentcoverage is designed toincrease students'knowledge of importantcontent and objectives,OR

c. snow that the content andobjectives require studentsto engage in higher orderthinking.

10. Given evidence of coursestaken for purposes ofrecertification, the teacherwill show that;

a. the course exceeds theminimum staterecertificavonrequirements, OR,

b. the courses lead tocertification in a newspecialty area.

Unobtrusive Measure Conventional neaum

8.2 Examination ofcourse plans, syllabi.

9.1 Intermittentobservation of acurrent practice.

9.2 Examination ofcourse plans, syllabi.

10.1 An analysis of thecourse outline/syllabusobjectives will translateto changes in teachingpractices.

10.2 Analysis oftranscript for number ofadditional courses.

10.3 Analysis of coursedescriptions in collegecatalog.

53

61

9.1.1 PET or APTchecklist.

10.1.1 Maintainobjective record.

Condition and Behavior

11. Given college anduniversity transcripts,entries will show that:

a. subject matterpreparation will exceedthe minimums establishedby the State Board ofEducation, OR

b. evidence of continuedstudy in the subjectarea or related fieldwill be provided.

12. Given results of specialtyarea tests of the NationalTeacher's Examination orother required tests:

a. teachers will achievescores above the highestnational quartile, OR

b. the scores in successiveadministrations of thetests will indicatesignificant improvement.

Unobtrusive Measure Conventional Measure

11.1 An analysis ofcourse outline/syllabusobjectives willtranslate to changes inteaching practices.

12.1 Compare scoreto national standard.

12.2 Scores fordeficient cases willimprove 1/2 standarddeviation on successiveattempts.

54

62

11.1.1 Maintainobjectives record.

12.1.1 Maintainobjective record.

12.2.1 Maintainobjective record.

APPENDIX H

INSTRUCTIONAL MANAGEMENT COMMITTEE

55

63

INSTRUCTIONAL MANAGEMENT PLAN

CONDITION_ AND BEHAVIOR

1. At the beginning andclose of each lesson, theteacher will establish setinduction and closure for thelearner through appropriateframes of reference.

2. During the course ofinstruction, the teacherwillrecognize and obtainattending behavior whichmaintains learner focus onthe lesson.

3. Through means of %eriaaland nonverbal cues, theteacher will projectfeelings relative to highexpectations for eachstudent in the classroom.

4. Based on a students needfor reinforcemment, theteacher will provideimmediate and relevantfeedback to the student .

5. In the course of teachinga lesson, the teacher willmaintain the attention ofthe learner throughalternate means.

6. At all items during theinstructional process, theteacher will be an advocateof the effective use ofstudent engaged time.

7. Dunn, the teaching of alesson, the teacher willdemonstrate the appropriate

UNOBTRUSIVE MEASURE MEASUREMENT

1.1 Ask (in a general sort ofway) how the teacher wouldestablish set and closure.

1.2 Informal observation

2.1 Informal observation bysupervisory personnel otherthan principal.

3.1 Reports from students,parents, teachers, and otherco-workers

32 Informal observation

4.1 Reports from students

42 Informal observation

4.3 Periodic checks ofstudents' papers that arereturned to them

5.1 Report from students

52 Informal observation

6.1 Reports from students,teachers, and parents

62 Informal observation

7.1 Informal observation

56

64

1.1.1 Lesson will beintroduced in manner thatwill permit a bond todevelop between learner andcontent of the lesson

1.2.1 Pattern completionwrth lesson is established

2.1.1 Learner is attentive

2.2.1 Learner is engaged inlearning tasks

3.1.1 Verbal statements ofhigh expectations areexpressed

3.2.1 Teacher modelingdemonstrates concern forstudent success

4.1.1 Observe student-teacher classroom verbalinteractions

5.1.1 Variations ininstructional approaches areused

52.1 Simple repition anduse of examples are carriedout

6.1.1 Few distractions orinterruptions are noted

6.2.1 Engaged time is aminimum of 40 minutes perclass period

7.1.1 Various modes ofquestioning skills are used;student involvement is

V

CONDITION AND BEHAVIOR UNOBTRUSIVE MEASURE MEASUREMENT

7 (cont.) use of questioningskills.

8. At various times and forspecific reasons during theteaching of a lesson, thetoucher will varyinstruction according toneed.

9. With the analysis andresults of standardized testscores available, the teacherwill diagnose and prescribelearning tasks for individuallearners.

10. Asa means ofmotivating studentstoward desirable andacceptable classroomperformance level, theteacher will employappropriate rewards andpunishments methods.

11. In teaching a lesson,the teacher willdemonstrate avariety oftechniques fordiscouraging classroominteraction betweenteacher and learner atinappropriate times.

12. Before, during, andafter the course ofinstruction, the teacherwill plan, write, andadminister examinationsthat are impactive on theteachingAeaming procecs.

13. During pre-instructional time, theteacher demonstrates theability to organize subjectmatter in sequentialcontinuous, and

8.1 Informal observation

8.2 Student reports

8.3 Check records ofequipment usage

9.1 Review teacher record-keeping system relative todiec-osing and placingstudents on a skil Iscontinuum

10.1 Record the number ofstudents refer red forinappropriate behavior

10.2 Reports fromstudents

10.3 Reports fromteachers

11.1 Informal observation

12.1 Review formativeand summativeexaminations

12.2 Review format ofexaminations

13.1 Review examinationsand student reports

13.2 Review correlation,between curriculum guideand daily/weekly/unitplans

576,

7.1.1 (cont.) relatively high

8.1.1 Instructional formatis based on different typesof approaches, e.g., drill,lecture, student-assisted,use of media, review

9.1.1 Utilization of CSAB,BSAP, and CTBS test results

9.2.1 Review of post-teststudent performance results

10.1.1 Students arepunished when punishmentis warranted

10.2.1 Students aremotivated by appropriatemeans

11.1.1 Observe use oftangents if they correlatewith lessor

12.1.1 Review dailylesson plans

12.2.1 Review format ofexaminations

13.1.1 Examination of unitand daily lesson plans

CONDMON AND BEHAVLOB, UNOBTRUSIVE MEASURE MEASUREMENT

13 (cont.) developmentalorder.

14. Throughout the schoolday, the teacher projects(and radiates) a positiveattitude about teachingand student learning.

15. Through theoxamination andinspection ofrecordkeeping forms, theteacher maintains anevaluation system thatidentifies students'

achievement

14.1 Informal observation

14.2 Reports fromstudents

14.3 Reports from parents

14.4 Reports fromteachers and community

15.1 Review student'sclassroom folder

15.2 Review students'grade reports

58

66

14.1.1 Students are happyand eager to learn

142.1 Teacher uses humorin instruction

15.1.1 Review class rollbook

152.1 Review evaluationsystem listed in coursesyllabus

APPENDIX I

CLASSROOM MANAGEMENT COMMITTEE

596s/

Condition and Behavior

1. When engaged in class-room instruction andinteraction withstudents at other times,the teacher establishesa positive psychologicalenvironment for learning.

2. While on school property,the teacher provides anorderly and safeenvironment.

CLASSROOM MANAGEMENT

Unottrusive thalurn

1.1 Presence of a positivereinforcement system in theclassroom.

1.2 Presence of positivewritten feedback statementson students' work.

1.3 Wall charts and otherdisplays of students' work

and progress.

2.1 Number of accidentsdue to teacher necargence.

2.2 Number of timely andappropriate referrals tohealth room or schcol nurse.

2.3 Inspection during orafter school for classroomthat is orderly and freefrom safety hazards.

2.4 Appropriate and timelywritten requests fornecessary maintenance,repairs and cleaning.

2.5 Evidence of safetyinstruction (posted rules,written tests, etc.).

60

68

Conventional Measure

1.1.1 Direct observation ofteacherstudentinteractions.

2.1.1 Directobservation ofsafety drills.

2.2.1 Directobservation ofsafety instruction.

Condition and

3. After planning forinstruction, theteacher selects andprepares equipmentand materials inadvance ofexperience.

4. After the schoolprovides guidelinesfor keeping recordsfor evaluation, theteacher maintainsrecords appropriate tolevel and subject toindicate student progress.

5. After assessing theabilities of thestudents in relationto the objectives ofthe activity, theteacher organizesIndividual, small, orlarge group experiencesas appropriate to thestudents, subject, anddesired outcomes.

6. During transitionswith:1 and betweeninstructional periods,the teacher exhibitsefficient pros viures.

Unsbirusimaikitliff2 Conventional Measu re

3.1 Examination of signoutsheets for equipment andmaterials against dates onlesson plans tor experience.

3.2 Materials required forinstruction are presentand Asihle in 'assroomprior to instruction.

4.1 Periodic checks ofdaily, monthly, ac,dpermanent records; reportcards; documenting statemandated testing records;and other pertinentinformation.

5.1 Periodic checks oflesson plans.

5.2 Check for visibleposting of classroomschedule and/orinstructional groups.

5.3 Informal conversationswith students in settingsother than the classroom.

6.1 Posting of anyclassroom rules thatrelate to transitions.

61

69

3.1.1 Directobservationof experience.

3.2.1 Informalobservation ofplanning period.

5.1.1 Directobservation ofinstruction.

6.1.1 Directobservation oftransitions:how materialsare distributedand collected,how studentsare directed tomove, etc.

Condition and Beha for Unobtrusive Measure Conventional Measure

7. Throughout the schoolday in teacher/studentrelationships, theteacher demonstratesbehavior which showsequal recognition ofand respect for everyindividual.

8. During the instructionalday, the teacherprovides positive andcorrective feedback tolearners about self -management skills andbehavior at school.

P. After receiving writtencopies of state,

district, and schoolpolicies and regulations,the teacher follows theprocedures outlined inthe documents which areconsistent with schoolphilosophy.

7.1 Frequency of studrAtreports of fairnesslack of fairness toother members of theschool staff.

7.2 Frequency of reportsfrom parents related tofairness.

7.3 Frequency of reportsfrom other members ofschool staff to administrators.

8.1 Teachers log entrieswhich indicate conferenceswith students and telephonecalls to parents.

8.2 Records of referralto counselors.

9.1 Review t)f disciplinereferrals in relationship totype of infraction.

9.2 Parent reports ofcompliance with establishedprocedures.

9.3 Administrator andsupervisor reports ofcompliance with establishedprocedures.

9.4 Written reports fromoutside monitoring agencies.

62

0

7.1.1 Directobservation ofteacher/studentinteractions.

7.2.1 Attitudequestionnaireanswered by allstudents in allclasses.

8.1.1 Directobservation ofteacher behavior.

9.1.1 Directobservation ofteacher duringfire drills, assemblies,and other routineprocedures.

-

- Condition and Elehavior

10. At the beginning andthroughout the schoo

year, the teacher makesclear parameters forpupil conduct which areconsistent with schooland district policies.

11. When engaged in allclassroom activities,the teacher dealsconsistently andfairly with students.

12. During the course ofthe school year, theteacher enlists theassistance of supportstaff and communityresource persons toassist with thedevelopment of students.

Unobtrusive Measure

10.1 Informal checks withstudents for comprehension ofclassroom and school rules.

10.2 Examination ofclassroom after school forvisible Frosting of rules.

10.3 Student acknowledgmentsof receiving Student Handbook.

10.4 Parent acknowledgmentsof discipline codes.

11.1 Informal check with asample of students.

11.2 Spontaneous reportsfrom students regardingconsistency and fairness.

11.3 Spontaneous reportsfrom other teachers andancillary staff regardingconsistency and fairness.

11.4 Spontaneoul reportsfrom administrators andsupervisors regardingconsistency and fairness.

11.5 Spontaneous reportsfrom parents regardingconsistency and fairness.

12.1 Records of referralsmade to support staff.

12.2 Records of apprc prig .eactivities co-planned withsupport staff.

63

71

Conventional Measure

10.1.1 Directobservation ofbeginning of yearexercises andorientation.

11.1.1 Attitudequestionnaire topresent andformer students.

11.2.1 Directobservation ofstudent/teacherinteractions.

Condition and Behavior

13. During instructionaltime, the teacherminimizes studentdisruptions.

14. After planning forinstruction on a daily,weekly, and yearly basis,the teacher demonstratesan efficient use of time.

Unobtrusive Measure

13.1 Trends and patterns incontemporary recordsmaintained by the teacherand other school staff.

14.1 Examination ofmonitoring or modificationsof lesson plans to determinehow much of the plan isaccomplished and how manytime goals are met.

14.2 Content coverage ofstudent exams and thescores achieved by studentson these exams.

14.3 Examination of lessonplans for activities withprojected time limits andyeauy timelines forcurriculum coverage.

64

72

Conventional Measure

13.1.1 Directobservation ofinstruction noting ifthe teacherdeals appropriatelywith disrupthestudent and notthe whole class andif after a disruption theteacher regains momentumof instruction.

14.1.1 Directobservation of instructionto determine the teacher'suse of time (begin on time,end just before classperiod ends, etc.).

APPENDIX J

COMMUNICATIONS COMMITTEE

6 '3

..

CONDITION AND BEHAVIOR

1. When engaged inclassroom instruction andother interaction withstudents, the teacherdemonstrates postivewritten communicationAkas that are related toimproved student outcomes.

2. When engaged inclassroom instruction andother interaction withstudents, the teacherdemonstrates postiveoral/honverbtcommunication skilig thatare related to improvedstudent outcomes.

COMMUNICATION

UNOBTRUSIVE MEASURE

1.1 Course/grade specificInstructional Objectives areavailable for review fromall teachers. Objectivesaddress specific contents tobe mastered, grade levet andappropriate level ofdifficulty. Each objectivestates who, what, when, andhow and is written incorrect form.

1.2 Classroom rules andprocedures exist in writtenform. They state expectedbehavior and conductincluding rewards andconsequences. Each teacherhas written rules andprocedures coveringhomework, discipline,attendance, promptness, andgrade requirements.

2.1 Informal observationreveals clear speech , goodtone, appropriate volume.clear articulation andenunciation.

2.2 Informal observationreveals accurate use ofvocabulary AND sentencestructure using standardoral language.

2.3 Informal observationreflects proper use of praiseand sensitivity to students'feelings. Teacher's refrainfrom using negativecriticism, threats, sarcasmand inappropriateexpressions of anger.Classroom r'limate surveysare used to document theseconditions.

2.4 Informal observationreveals teacher's use ofquestioning techniques thatstimulate critical/divergentthinking and encourage

66

74

CONVENTIONALMEAEIRE

1.1.1 Periodic checks OT

teachers' written commentson student assignments,homework, exams,/tests,report cards, progressreports are constructive andfocus specifically on howthe student can improveachievement.

1.2.1 Periodic checks ofteacher-prepared writtenmaterials show they aregrammatically correct, usecorrect spelling,and arelegible.

2.1.1 Scheduledobservations of lessonstaught specifcally forevaluation purposes.

CONDITION AND BEHAVIOR UNOBTRUSIVENEASURE

3. When engaged inclassroom instruction andother interaction withstudents, the teacherdemonstrates postivenonverbal communication

(gestures/bodylanguage, poise/control)that are related to improvedstudent outcomes.

4. When interacting withparents and the community,the teacher demonstratespositive yalliencommunication skills thatpromote parent support andinvolvement related toimproved student outcomes.

5. When interacting withparents and the community,the teacher demonstratesPositive oral and verbal

2.4 (cont.) studentparticipation in class.Teacher questions reflectvaried levels of difficulty tomeet student needs.

3.1 Informal observationreflects positive teacherexprP-liveness related tofacial .:1sti.res, hand

gestures, body movement,eye-contadand proximityto students.

32 Informal observationreflects appearance that isneat, clean and adheres toappropriate dress code forprofessions, position.

3.3 Informal observationshows that teachers refrainfrom distractingmannerisms such as "keepinghands in pockets', "rockingand swaying balk andlorth",leaning on the desk", etc.

4.1 Frequency of teacherscommunications in writingwith parents through regularuse of conventional schoolreports and officialdocuments, report cards,progress reports/homework,teacher-made test results,special assignmentinformation, and personalletters.

5.1 Informal observationand parent survey datareflect that the teachermaintains positive rapport

677 0

CONVENTIONAL MEASURE

3.1.1 Scheduledobservations of lessonstaught specifically forevaluation purposes.

4.1.1 Periodic checks (atleast monthly) andexamination of records showthat written teachercommunication to parents istimely, reflects open two-way communication, isconsistent with studentperformance and promotesimproved studentachievement.

4.1.2 Periodic checks (atleast monthly) ofinformation sent to parentsfrom teachers reflects lessthan 1-2 errors in spellingand grammar.

5.1.1 Scheduled visit toobserve skills during parentvisitation programs.

CLEDMON AND BEHAVIOR

5 (cont.) communicationgill that promote parentsupport and involvementrelated to improved studentoutcomes.

6. When :nteractingwith parents and thecommunity, the teacherdemonstrates positiveponverbal communicationsisaig (gestures, bodylanguage, poise and control)that promote parent supportand involvement related toimproved student outcomes.

7. When interacting withother professional educatorsand staff, the teacherdemonstrates positive&Ito communication

UNOBMISIVENEASURE

5.1 (cont.) with parents thatis courteous, cooperative,and professional.

5.2 Informal observationreveals that the teacherdisplays sensitivity to socio-economic differences whenverbally communicatingwith parents by avoidingeducational jargon whenexplaining local/stateprograms and procedures.

5.3 Informal observationreveals that the teachermodels standard crallanguage and use of correctgrammar.

6.1 Informal obsevationreveals positive teacherexpressiveness related tofacial expressions, bodymovement, eye contact andprtximity when interactingwith parents and thecommunity.

62 Informal observationand periodic checks showthat teacher appearance isneat, dean and adheres toappropriate dress code wheninteracting with parents andcommunity.

6.3 Informal observationshows that teachers refrainfrom distractingmannerisms such as "dock-watching", "correctingstudent assignments""pencil-tapping", etc. wheninteracting with parents andthe community.

7.1 Receipt of unsolicitiedreports by peerprofessionals and staff ofcommunications problem;:which have detrimental

68 7 6

CONVENTIONAL

6.1.1 Scheduled visit toobserve skills during parentvisitation programs.

7.1.1 Periodic checks and;nspection of teacher-written records revealaccuracy, completeness andlegibility.

CONDITION AND BEHAVIOR

7 (cont.) alsik that promotean environment conducive toteaching and learning.

8. When interacting withother professional educatorsand staff, the teacherdemonstrates positive maland verbal communicationAMA that promote anenvironment conducive toteaching and learning.

9. When interacting withother professional educatorsand staff, the teacherdemonstrates positivenonverbal communication

(gestures, bodylanguage, poise and control)that promote an environmentconducive to teaching andlearning.

UNOBTRUSIVE MEASURE

7.1 (cont.) effects onteaching/learning.

8.1 Informal observationshows that teachersmaintain courteous,cooperative, andprofessional behavior wheninteracting with otherprofessionals and staff.

82 Informal observationshows that teachers aresensitive to others point ofview, abstain from overtcriticism and promotecollegial unity within thefaculty.

8.3 Informal observationreveals that teachers modelstandard oral language anduse of correct grammar.

9.1 Informal observationreveals positive teacherinteraction between andamong teachers and otherstaff. Gestures, bodylanguage, nonverbal poiseand control communicate a

ssional atmosphere oft, and respect.

92 Informal observationand periodic checks reflectteacher appearar ...19 that is

neat, clean and adheres toappropriate dress code forprofessional educator.

69 77

CONVENTIONAL IAEASLERE

7.2.1 Semester checks andperiodic reviews reflectthat teachers adhere toestablished state/districtprocedures, policies, anddeadlines in respect toreports, memos, letters, etc.

7.3.1 Periodic reviewsreveal teacher-preparedmaterials are grammaticallycorrect with no mispellings.

8.1.1 Scheduledopportunities (committeemeetings, etc.) to evaluateinteraction.

9.1.1 Scheduledopportunities (committeemeetings, etc.) to evaluate

interaction.

CONDITION AND BEHAVIOR UNOBTRUSIVE MEASURE CONVENTIONAL MEASURE

9.3 Informal observationshows that teachers refrainfrom distractingmannerisms thatcommunicate disinterest,disconcem, inattention, orother nonprofessionalbehaviors. Evidence issought by observing facultymeetings, inserviceworkshops, or other schoolrelated meetings thatrequire teachers to interact

professionally.

707 8

a,

APPENDIX K

PLANNING ABILITY COMMITTEE

71 7j

Condition and Behavior

1. Given a content area andnationaVstate/locaiobjectives, the teacher willdevelop a written annual orlong-range plan includingproperly sequenced majortopics for the year, withgeneral outcomes andapproximate time sequencesfor each topic.

2. Given an annual long-rangeplan, the teacher willdevelop a written unit plan;

a. identifying properlysequenced terminal learningobjectives for each topic;

b. specifying approximate timespan for each objective;

c. reflecting the belief thatall students can and willsucceed at progressivelyhigher levels.

PLANNING ABILITY

Unobtrusive Measure

1.1 Review any existingplan for criteria.

1.2 Review an assignedplan for criteria.

2.1 Review an existingplan for criteria.

2.2 Review an assignedplan for criteria.

72

b0

Conventional Measure

1.1.1 OrganizedChecklist such asAPT or PET schemes.

2.1.1 Organizedchecklist such asAPT or PET schemes.

Condition and Behavior

3. Given a unit plan and a group. of students, the teacher will

develop a written daily/weeklylesson plan with specificmeasurable /observableintermediate objectives whichreflect;

a. the level and complexity ofthe content;

b. the diagnosed level ofstudent achievement withgrouping/regrouping asappropriate;

c. effective teaching,reteaching, enrichmentstrategies, methods andactivities;

d. appropriate resources,materials, equipment;

e. higher levels of thinkingreasoning, problem solving;

f. cognitive, affective,psychomotor, and socialskills/knowledge asappropriate;

g. active involvement ofstudents to maintain focus;

h. reinforcement, retention,application, and transferactivities as appropriate;

i. the integration of relatedcontent, resources, andactivities into the lessonplan;

j. strategies for evaluatingeach intermediateobjective.

Unobtrusi ,e Measure Conventional Measure

3.1 Review anyexisting plan.

3.2 Review an assignedplan.

73

81

3.1.1 Organizedchecklist such asAPT or PET scheme.

Condition and Behavior

4. Given a group of students,the leather will develop anannual classroom managementplan which includes;

a. a discipline codespecifying rules andconsequences;

b. procedures and routines fordaily classroom operation;

c. provisions for designing awell organized, attractiveclassroom conducive tolearning;

d. procedures for on-goingcommunications withparents.

5. Given a group of students andan annual plan, unit plansand daily/weekly plans, theteacher will develop a systemfor the regular, intermittent,and continuous assessment andmonitoring of each student'sprogress.

6. Given a group of students andan annual plan, unit plansand daily/weekly plans, theteacher will develop a systemfor the regular, intermittent,and continuous assessment andmonitoring of each student'sprogress.

Unobtrusive Measure Conventional Measure

4.1 Determine existenceof discipline code,i.e., visible postingof classroom rules

4.2 Determine existenceof routine chart orstudent understandingof procedures androutines.

4.3 Note design andarrangement: Is theclassroom organized,attractive, andconsistent with teaching/learning objectiveschosen by teacher.

5.1 Determine existenceof assessment plan.Note frequency andcomprehensiveness ofplan.

6.1 Determine existenceof assessment plan.Note frequency and validityof plan.

74

84

4.1.1 LEA checklist

5.1.1 LEA checklist.

6.1.1 LEA checklist.

Condition anJehavior

7. Givon a group of students andannt.:11, unit and daily/weeklyplans, the teacher willdevolop a procedure forevaluating the effectivenessand nppropriateness of the:

a. annual plan;

b. unit plan;

c. daily/weekly plan;

d. implementation of the plan

8. Given the assignment ofplanning an on-site extracurricular activity, theteacher can schedule,coordinate, budget, andsupervise the activity.

9. Given the assignment ofp' .nning an on-siteextra curricular activity,the teacher can schedule,coordinate, budget, andsupervise the activity.

10. Given the assignment ofplanning a publicrelations type activity,the teacher can seledule,coordinate, budget, ,:ndsupervise the activity.

11. Given the assignment ofplanning an activity ofthe teachers device,the teacher can schedule,nordinate, budget, andsupervise the activity.

Unobtrusive Measure

7.1 Review any existingplan.

7.2 Comparison orreview of plans acrossschool years to note anyrevisions made byteacher.

8.1 Request a copy ofplan and note anyobvious snarls and asthe plan is implementednote any significantconflicts due to lack ofplanning.

9.; See 8.1

10.1 See 8.1

11.1 See 8.1

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Conventional Measure

7.1.1 Use anexisting APT orPET Scheme.

8.1.1 ExistingLEA after-acConreport..

9.1.1 See 8.1.1

10.1.1 See 8.1.1

11.1 See 8.1.1

APPENDIX L

PROFESSIONAL QUALITIES COMMITTEE

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PROFESSIONAL QUALITIES

Condition and Behavior

1. After completion of aprofessional preparationprogram and LEA orientation topolicy, the professionalteacher preserves theconfidentiality of theteacher- student - parentrelationship. Theprofessional teacher does notdivulge sensitive informatk,nacquired through interactingwith students and parents.

2. After completion of aprofessional preparationprogram and LEA orientationto policy, the professionalteacher maintains an adequatecommunication between homeand school.

3. Based on the teachersknowledge of humandevelopment and LEA policy,the professional teacheridentifies social/personalprtkiems of students andprovides appropriate coursesof action which lead to thealleviation of those problems.

4. Following orientation to LEApolicies, the professionalteacher conforms to thosepolicies and standards whichfacilitate an effectiveeducational delivery system.

Unobtrusive Measure

1.1 Through monitoringand external reports,determine that teacherpractices confidentiality.

2.1 Observe foradherence to LEA andschool policy. Look at

representative samplesof communications andrecords of poor orinaccurate communicationhome.

3.1 Records of reportsof social problems andresolution or referralof problems/situations.

4.1 Records ofviolations of LEA andschool policies.

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Conventional Measure

1.1.1 Routinedocumentation

2.1.1Routinedocumentation

3.1.1 Routinedocumentation

4.1.1 Routinedocumentation

Condition and Behavior

5. Following orientation to LEApolicies, the professionalteacher follows appromiateprocedures to attempt tochange or alter inappropriatepolicies or standards whichare counter productive toeffective education.

6. Following orientation to SEAand LEA policies, theprofessional teacher exceedsthe minimum requirements forprofessional developmentestablished by state andlocal policy.

7. Concurrent with employment theprofessional teacher will be amember in flood standing In atleast one appropriateprofessiona organization ordevise an aVemate plan toaccomplish tte goals ofprogram affiVation.

8. Upon completion of aprofessional preparationprogram and orientation tostate and local policies,the professional teacherassures security ofstandardized test materials.

9. Following an adjustmentperiod, but within the firstemployment year andthereafter, the professionalteacher will establish a planto share information withpeers via structuredopportunities.

Unobtrusive Measure

5.1 Observation anddocument of appropriatemanner of correctingpolicy which blockseffective instruction.

6.1 See Content/LevelMastery.

7.1 Extent ofparticipation andeffect on changes inteaching practices.

8.1 Monitor and/orexternal reports ofviolations.

9.1 Evidence thatinformation sharing hasimproved instruction.

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Conventional Measure

5.1.1 Routinedocumentation

7.1.1 Record ofmembership

8.1.1 Routinedocumentation

9.1.1 Existenceof plan.

Condition and Behavior

10. Following an adjustmentperiod, but within the firstemployment year and thereafter,the professional teacher willshow evidence of a purposefulprofessinnal visit to a peerteacher's teaching area.

11. Following an adjustmentperiod, but within thefirst employment year andthereafter the professionalteacher will show evidence ofa purposeful professionalvisit to a peer teacher'steaching area.

12. Following completion of aprofessional preparationprogram and orientation tostate, LEA, and schoolpolicies standards for dressand behavior, the professionalteacher will show evidence ofbeing a positive role modelfor students to emulate orsuccessfully resolve theissue with the LEAadministration.

13. Following completion of aprofessional preparationprogram and employment, theprofessional teacher will notdiscourage students to pursueteaching careers or any otherworthwhile employment pursuit.

Unobtrusive Measure Conventional Mbugg

10.1 See 9.1

11.1 See 9.1

10.1.1 See 9.1.1

11.1.1 See 9.1.1

12.1 Negative reports 12.1.1 Routinefrom peers, students, documentationparents, supervisors, andcommunity, whichsignificantly effectinstructional value.

12.1.1 Directobservation ofinstruction.

13.1 Negative reports 13.1.1 Informalfrom peers, students, Recordsparents, supervisors, andcommunity which degradeteaching profession.

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APPENDIX M

PERSONAL QUALITIES COMMITTEE

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PERSONAL QUALITIES

Condition and Behavior1. Following orientation to LEA

policies on absences forprofessional staff the teacherwill:

a. adhere to districtregulations and policiesAND

b. use sick leave prudently.

2. Following orientation to LEAand school-building policies,the teacher will be punctual:.1 reporting to class, school,and scheduled meetings,routine duties and/orappearances.

Unobtrusive Measure

1.1 Rank orderfrequency of absencesby staff and faculty.

1.2 Rank Order sickleave by and type ofillness/subject.

1.3 Construct patternof absences by days/types/seasons.

2.1 Record order ofarrival and tardyfaculty members.

2.2 Spontaneousreports from ofstudents, parents andother school staff.

2.3 (Come early, stay:ate).

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8 :i

Conventional Measure

1 .1 .1 Review

record forexcessiveabsences

1.2.1 Reviewrecord furexcessive absences.

2.1.1 Occasionalrecall.

Condition and Behavior Unobtrusive Measure resinyeatisasure

3. Following assignments ofroutine or special nature,the teacher will demonstratedependability in meetagobligations by:

a. performing the tasksproperly AND

b. completing the tasks ontime,

4. Following completion of aprofessional preparationprogram and orientation to LEAand building policies ondress/appearance, the teacherwill dress/groom appropriatelyfor his/her position orsuccessfully resolve the issuewith the LEA administration.

3.1 Request after-action report andconfirmation by anotherparty or evaluator.

3.2 Time clock turn inrecord.

3.3.1 Documeatationof informal observations.

4.1 Dailyobservations, commentsby students, commentsby peers, comments bysupervisors, comments

by parents, and photographsin publications.

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3.1.1 Occasionevaluation(general).

3.2.1 Generalevaluation

4.1.1Generalundirected observations.

Condition and Behavior

5. Following an in-servicepresentation on HumanRelations/Positive Attitudethe teacher will den- anstratetraits in those areas asevidenced by:

a. Accepting constructivecriticism,

b. Accepting duties/responsibilities in apositive manner,

c. Exhibiting respect forworth and dignity of allstudents,

d. Exhibiting respect forworth and dignity of allpeers professionals, and

e. Exhibiting respect forworth and dignity of allparents/guardians.

Unobtrusive Measure Conventional Measure

5.1 Observe reactionsto constructivecriticism according toa set of constructedguidelines.

5.2 Collect xl ratingsof positive attitudesrelated to duties andassignments.

5.3 Collected recordsof referencessr porting worth anddignity of students andlack of otherwise evidence.

5.4 Collected recordsof referencessupporting worth anddignity of students andlack of evidence exceptfor peers.

5,5 Collected recordsof referencessupporting worth andlay': of evidence exceptfor peers.

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5.1.1 Generalundirected observations.

5.2.1 Generalundirected observations.

5.3.1 Generalundirected observations.

5.4.1 See 5.3.1

5.5.1 See 5.3.1

Condition and Behavior

6. Presented with opportunities,the teacher will convey apositive image of the schoolto peers, parents, and thecommunity.

7. Given situations whichrequire modifications inplans, the teacher willdemonstrate the ability tocope satisfactorily withchanges.

8. In the daily tasks, duties, andresponsibilities, the teacherwill display erihusiasm ratherthan disdain.

9. In the performance of duties,tasks, and responsibilities,the teacher wiil maintainappropriate emotionalbehavior and control.

Unobtrusive Measure

6.1 Record of positiveand negative commentsreported by peers,parents, and communitymembership.

6.2 Record of positivecomments heard "Iv evaluatorand made toward , .ecommunity, peers, ofparents.

7.1 Observations ofteacher in action andrecords of appropriateor inappropriate changesin plans.

8.1 Documentation ofpositive and negativecomments manitestduring daily tasks andduties. These commentsare to be taken incontext and viewed interms of chronicity orconsistency of attitude.

9.1 Record ofappropriate emotionalstate and inappropriateemotional state duringdaily tasks and duties.Include verbalizations.These comments are to betaken in context andviewed in terms ofchronicity or consistencyof attitude.

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Conventional Measure

6.1.1 Generalobservation andoccasionally recorded.

7.1.1 Generalobservations andrecording.

8.1.1 GeneralObservation andrecord.

9.1.1 Generalobservationare record.

Condition and Behavior

10. In the performance of duties,tasks, and responsibilities,the teacher will display soli-confidence.

11. Provided with opportunitiesto volunteer in eitherprofessional or communityactivity support, the teacherwill offer and providehigh quality volunteerassistance.

Unobtrusive Measure

10.1 Record ofstatements indicatingself-confidence or lackof self confidencerelated to daily tasks,responsibilities.

11.1 Rosters of volunteerservice in school relatedactivities.

11.2 Letters of merit fromcommunity agencies.

11.3 Lack of evidence ofover-committment.

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Conventional Measure

10.1.1 Generalobservation andrecord.

11.1.1 General observationand recall.

APPENDIX N

SCHEDULES COMMITTEE

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REPORT OF TASK FORCE ON SCHEDULES

i. Student Achievement

1. Recognize teacher efforts when teachers are responsible for individualand collective student gains on standardized examinations (e.g., BSAP,CTBS, and CSAB) during the previous academic year.

AWARD DATE: Mid-October or early November

Possible awards (1) Lower denomination U.S. Savings Bond, (2) Plaques,(3) Awards dinner, (4) Released time to visit neighboring school districts.

2. Present special incentive awards to teachers who engage inbefore-school or after-school projects with students. These projects maybe extended-day or programs that are derived from special funds whichfocus on improved student achievement.

AWARD DATES: August - May

Possible awards: (1) Opportunities for professional advancement, (2)Opportunities to serve in leadership roles, (3) No bus duty, (4) Duty frelunch periods.

H. Program Enhancement

1. Award teachers who possess the ability to write proposals that resultin state or federal funding support for the school district.

AWARD DATES: Any time during the first or second semester.

Possible awards: (1) Cash bonus, not to exceed $500, (2) Tuition and feespaid for a maximum of six semester hours, (3) Purchases of common,limited to $500 stock, (4) Expenses paid to attend professionalconferences and/or meetings.

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2. Provide appropriate awards to teachers who develop classroom relatedteaching materials. These materials are valued and have proved to beexemplary in improving learning opportunities and student achievement inone or more defined areas taught in the schools: science, math, languagearts social studies, reading, home economics, wr,atiJnal arts, andphysical education, etc.

AWARDS DATES: August - May

Possible awards: (1) Cash awards, up to $250, (2) Tuition grant fc r onegraduate course, (3) Released time from school, (4) Professional aces andsubscriptions paid, up to $250.

3. Teachers will select awards for having managed their classroomssuccessfully. This means that no major discipline problems arose thatrequired outside intervention by the principal or other school personneloutside the classroom.

AWARD DATE: May

Possible awards: (1) Clerical assistance, (2) "Teacher of the Month"awards, (3) Pins, (4) Staff recognition for outstanding performance.

III. Professional Development

1. Present special recognition and awards to teachers who have gonebeyond initial certification and have become certified in a second (orthird) teaching area.

AWARD DATES: August and January

Possible awards: (1) Interim training program, (2) Released time fromteaching, (3) Opportunities to change positions, (4) Released time toserve on evaluation teams (NCATE, SACS, NASDTEC, etc.)

2. Establish $500 cash awards for teachers who "retake" the NationalTeacher Examination and score at least 50 points above a previous score ina subject matter area.

AWARD DATES: October through April

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Possible awards: (1) $500 cash, (2) $500 savings bond, (3) $500 forprofessional development activities, (4) $500 to attend professionalconferences.

3. Teachers will be given awards for maintaining a perfect attendancerecord during the academic year.

AWARDS DATE: (May or. August)

Possibie awards: (1) Loan forgiveness or scholarship, (2) Tuition forcollege work, (3) Plaques or Certificates along with $300 cash, (4)Special awards ceremciv/dinner.

IV. Community Involvement

1. Teachers are awarded with incentives for providing inservice trainingto parents in the school district on topics that are of community interest,e.g., S.C. Exit Examination, Programs for the Handicapped, etc.

AWARD DATES: May

Possible awards: (1) Cash bonus payments, (2) Special insurancearrangements, (3) lax deferred programs. (4) Loan forgiveness andscholarships.

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APPENDIX 0

MENU COMMITTEE

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INCENTIVE MENUS

INTRODUCTION

The Incentive Menus Task Force suggests several incentives forrecognizing and motivating outstanding teacher perfomance. TheCommittee suggests that incentive programs be designed to meet theindividuaVunique needs of each district. In addition, the Committeerecommends that the amount of $5,000.00 be established for an individualteacher incentive. (That is, the total value of the "cash" and "non-cash"incentives should not exceed $5,000.00.) Finally, the Committee suggeststhat districts limit incentives requiring that teachers be away fromschool to no more than ten days per year.

*MONETARY (CASH) MENUS

1. Bonus Payments (Salary/Cash Amounts; $3,000 - $5,000)2. Stocks (Gifts; Special Plans - Stock Bonus, Stock Option, Stock

Purchase)3. Bonds (Gifts; Special Plans)4. Special Insurance Arrangements5. Tax Deferred Programs6. Supplemental Retirement Plans; Early Retirement Programs7. Loan Forgiveness and Scholarships8. Grants ($1000)9. Tuition for Graduate Work (Actual Amount of Tuition, plus Expenses)10. Sabbaticals (one Year)11. Internship Training Programs (--to One Year)12. Opportunities to Attend Conferences, Workshops, Special Training

(All Expenses Paid by District)13. Professional Dues/Subscriptions ($250)14. Professional Fees/Entrance Fees/Contest Fees15. Travel Expenses ($1000-$3000)16. Clerical As: 'stance

NONFINANCIAL ( "NON -CASH1 INCENTIVES

1. Pins2. Plaques3. Certificates4. Special Awards Ceremonies/Dinners5. News Media Ccverage6. "Teacher of the Month" Programs

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7. Staff Recognition for Outstanding Performance8. Opportunities to Change Position (Grade LeveVSubject Area

Assignment)9. Opportunities for Advancement10. Appointment to Prestigious Committees11. Released Time to Serve on Community Boards/Councils12. Released Time to Serve on Evaluation Teams (i.e. SACS)13. Released Time to Serve As A Consultant to Other Districts14. Released Time to Serve to Visit Other District15. Duty Free Lunch16. No Bus Duty17. No Homeroom18. Opportunities io Serve in Responsible Roles/Leadership Roles19. Opportunities to Participate in Decision-Making

VOLUNTARY PARTICIPATION PLAN

It is suggested that a voluntary participation plan be developedwhereby each teacher wouIr be required to submit a letter of applicationat the beginning of each school year expressing his/her desire toparticipate in the program.

A teacher wishing to drop out of the program would also be requiredto submit his/her request in writing.

As stated previously, participation would be entirely voluntary.

*NOTE: MONETARY ("CASH") MENUSIndirect incentives are included because such incentives would becostly to the teacher, if purchased directly.

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APPENDIX P

AWARDS AND SOURCES

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10.E

SOURCES OF INCENTIVES

Institutions, businesses and organizations at the national, state, regional and local levelscould be so' rtes of incentives either cash, service or merchandise.

Obviously, sources closest to home are most likely to be wr-ag to provide incentives. Insmall and rural communities, however, regional businesses and institutions might beapproached where they are the nearest suppliers of certain products or services (e.g., bookstores, real estate companies, education supply stores, food distributors, etc.)

Ah important question in considering possible sources for incentives is this: Who doesbusiness with the district? Who supplies its equipment, janitorial supplies, foodstuffs,power, fuel ,etc.? Who takes class pictures, publishes the yearbook, makes the classrings, supplies the computers, etc.?

Here are some types of incentive sources identified by the committee:

LOCAL

Small business (most likely to offer goods, discounts)- drug store- hardware store- gas station- restaurant- beauty parlor /barber- farm supply store- natural gas company- water company- furniture store- florist- dry cleaners- funeral home (cash)-video rental stores-stores that rent furniture, TVs, vcr's , etc.

Franchises (food, etc.)

Grocery stores (specific commodities)

Chain stores (dime stores, etc.)

Small indu&ries (cash)

Large industries (cash, possibly from foundation)

Professional individuals or organizations (cash)-doctors-lawyers-dentists-accountants-etc.

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Sources of Incentives - Page Two

Clubs and civic organizations (banquets, cash for prizes)

Churches or religious organizations

Individuals

Local colleges

Chambers of commerce

Farm community

REGIONAL (any of the above, plus:)

Banks (cash, service discounts)*

Power company (cash)

Telephone companies (cash, service discounts)*

Cable TV companies (cash, service discounts)

Insurance companies*

Car dealers*

Bookstores, education supply stores*

Real estate*

Fitness centers*

foundations

music stores, record/tape stores*

Media (newspapers, TV)*

STATE

Banks

Textiles

Foundations

(*)May be local in non-rural areas

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TYPES OF INCENTIVES

The committee identified types of incentives as well as specific incentives. Cash incentivescould be provided from a variety of sources, although the committee believes the bestsources for such incentives would be large businesses, industries and corporations -- orbusinesses such as funeral homes where free services and discounts would not beappropriate.

The committee felt that non-cash incentives might be very appealing to teachers and mightprovide an incentive greater than the equivalent cash value of the premium.

Among the kinds of non-cash incentives identified by the committee were:

Extra leave - The teacher might receive additional professional leave days to take part inseminars, conferences, teacher exchanges, visitations to successful programs, or to makepresentations. The teacher might also receive personal leave, or leave to participate incommunity projects not directly related to school.

Public recognition - The teacher might be recognized publically for his or heraccomplishment through press releases, billboards donated by business or industry, anannual banquet, an "Oscar" type award, or something from the Legislature. On billboardsor in newspaper advertisements (etc.),the district could rotate the pictures and names of agroup of teachers each month.

Professional development - The successful teacher could receive a scholarship worth somany hours of college credit which the teacher could use for recertification or to take anycourse of interest (our preference). The teacher could take part in an independent studyprogram sponsored by a local college which awarded one-time credit (of 3 hrs.) towardrecertification the indendent study credit would be tied to the criteria for awarding theincentive.

Special consideration within school - The successful teacher might receive his or herchoice of assignments within the school and/or school system (within reasonable limits).The teacher might also receive extra consideration for class materials beyond the minimumprovided to all classrooms.

Special retirement considerations - Although the committee did not know enough about theretirement system to work out the specifics, some thought was given to a program thatwould allow teachers to earn credit towards early retirement.

Deferred reward - A related suggestion would defer a teache 's cash incentive by investingit in a sheltered annuity that would be madc available to the teacher upon retirement Thisprogram would allow the incentive to grow through the payment of interest, avoidimmediate taxation (and the negative psychological effects of a shrunken bonus) , andperhaps alleviate some of the negative peer pressure associated with cash bonuses.

Prizes, premiums, discounts, vacation packages - The committee felt that prizes of variouskinds could be effective incentives even though their cash value might be less than thetypical cash bonus. The committee sees definite advantages in offering non-cash items thatthe individual might never buy for himself or herself but would find realsatisfaction inreceiving. Among our ideas:

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Types of Incentives - Page Two

Gift certificates and disccunts - Local merchants might be willing to sponsor a giftcertificate for purchases or offer a discount for products or services. The successof this idea might be enchanced by a "coupon book" where a group of merchantstake part.

Shopping spree - A teacher would have the opportunity to shop in a particular storefor a particular period of time, with the tab paid by the merchant, a sponsor or theschool system (with the store offering a discounton the total, perhaps).

' heel of Fortune" type shopping - A teacher would earn points or "incentivedollars" which he or she could spend by selecting merchandise from a list(preferably a photographic display) assembled by the district or a provider. theprizes should include some very nice gifts (VCRs, vacation trips, etc.).

Vacation packages - A teacher could select vacation packages to various locations,including Hawaii, Las Vegas, the Carribean, Myrtle Beach, etc. These packagescould be purchased through a travel agent using donated funds or district funds setaside for incentives.

Resort housing owned by district - Although this idea may seem a little far-fetched,it might be an economical way to reward a significant number of people. A condo-minimum at the beach or in the mountains could be purchased by the district andsucessful teachers could win weekends or holiday weeks free-of-charge. Theproperty would be a district asset

House Cleaning Service - The district would underwrite the cost of a weeklycleaning service for one year.

Health Club Membership - The district would purchase a one-year membership in ahealth club or spa for the teacher. In areas where the opportunities exist, this ideamight be expanded to include swim clubs, tennis clubs, golf courses, and otherrecreational centers.

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What Are Incentives?Incentives are rewards, gifts, prizes, etc. aimed at getting someone to dosomething -- to behave in the way we want them to behave.

Our task does not appear to include determining how much of an incentive isnecessary to encourage teachers to excel. Rather, our task is to identifydifferent kinds of incentives and sources for those incentives.

What forms might incentives take? We all know the most famous ofincentives:

1. Ca$h!

What, besides cash, might be used as an incentive to encourage adults to adoptthe behaviors w want them to adopt? Start with small things and work up.

2. Non-Cash Incentives

IMMOINIIMMW

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2.,

Who Could Provide Incentives?Let's brainstorm now about some sources for incentives. Let's think aboutany 'xind of incentive, cash or non-cash.

For starters, let's ignore specifics and just list any likely source of anincentive, be it large or small. Think about public and private institutions,organizations, types of individuals -- any and everything.

Come up with general or generic categories (e.g. lawyers rather than LawyerJones, etc.)

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COVER LETTERAND

QUESTIONNAIRE

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COVER LETTER

1. Each letter should be personalized as to name and address. The opening paragraphcould also be personalized, mentioning the business, industry, etc.

2. The letter should stress the business' involvement in the community.

3. The letter should point out the strong connection between the public schools and theultimate economic success of the community.

4. The letter should let the merchant (etc.) know that others in the community arebeing approached for support -- that this is a community-wide effort of which theywill want to be a part.

5. Explain the incentive program: First, the philosophy behind it (try to tie it in theincentives in the private sector); explain the nuts and bolts of how it works; explainhow it will improve the schools.

6. Explain what you want from the potential donor "wruld you be willing tosupport this program in some way?" Include answer to the question, "Why me?"(See list of motivations). In cases where the potential donor provides goods orservices to the district, we suggest some language like this: "Your business and theschool community are closely tied together due to the services you provide."

7. Brief explanation of the questionnaire.

8. What will happen after you complete questionnaim.

9. Thank you (and information about who to call if you have questions).

T,:-; letter should be as short as possible and still cover this agenda. Some time should betaken to get the letter as compact as possible -- certainly it sould be no more than e page anda half.

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THE QUESTIONNAIRE

The questionnaire should meet two objectives: It should gather information that the schooldistrict can use in planning, and it should give businesses some options for involvement. Itshould not only question but educate about the incentive concept.

Here are some recommended questions:

1. Identify name of business, industry (with address, telephone number )

2. Type of business / organization (include choices from sources list)

3. Who is filling out this form? (Name and title) Are you the appropriatecontactperson? If not, who is?

4. Does your company have a community involvement program? If so, pleasedescribe.

5. If you are a business or company, d o you have a merit incentive program? Is itmonetary or non-monetary? Please describe:

6. Do you support the concept of merit bonuses or incentives for school teachers?(If yes, please complete the remainder of this questionnaire. If not, please sign andreturn to us. And thanks.)

7. A general statement about the kinds of incentives possible under an incentiveprogram should be included here. It should include the possibility of cash and non-cash incentives.

8. Which would your business organization) be most likely to contribute? (Check oneor more.)

cashdiscountsgift certificatesspecific commodities /servicesOther (please describe)

9. If your business /organization would consider giving cash, in what range wouldyou be able to participate?

More than $1,000$500 to $1,000$200 to $500$100 to $200$ 50 to $100Other $

10. If you are in a position, to give discounts on merchandise or services, pleasecomplete these questions:

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A. What might be discounted?

B. What size discount?

C. What is the maximum amount for all discounts (in dollars)?

11. If you are in a positicn to give gift certificates (where you would absorb some or allof the costs), please answer these questions:

A. How would the gift certificate work?

B. What goods or services might be included?

C. What would the maximum amount be for all gift certificates (in dollars)?

12. If you take part in our incentive program, do we have your permission to includeyour name or the name of your organization or business in our promotional materials, ourpress releases and our Community Resource Directory? YES

13. Please use this space to include any comments; criticisms, or ideas about otherapproaches we might use to reward incentives to outstanding teachers.

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MOTIVATIONS FOR DONORS

Why would donors be willing to provide incentives? Rather than identifying specificmotives for each potential donor, the committee has developed a list of possible motiveswhich we feel is fairly inclusive. This list can be reviewed before a particular donor isapproached to help develop a solicitation strategy.

DY PARTICIPATING. THE DONOR MAY:

Receive satisfaction for having contributed to the improvment of the schools and thecommunity;

Perceive the direct relationship between good schools and the economic development ofthe community, which will benefit donor;

Enjoy positive publicity in the media and by word of mouth;

Bring customers into the donor's business (through use of discounts and gift certificates)who will provide additional business;

Believe that by taking part in the district's incentive prograM, the administration andschool board will give extra consideration to the donor when it is seeking the goods orservices the donor provides;

Need or may be able to make use of the tax deduction available to those who provideservices or goods to non-profits, eleomosynary institutions.

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