Introduction to TIA and the �Local Designation System
September 7, 2022
Session Materials and Recordings�
Session materials posted to website 1-2 weeks after each session
All 2022-2023 TIA webinar materials in Google Drive, in chronological order
Live recordings available in Google Drive. Recordings will not display participant names or faces.
Objectives
Agenda
10:00 a.m. – 10:25 a.m.
Introduction and Background
10:25 a.m. – 10:40 a.m.
TIA
10:45 a.m. – 11:30 a.m.
Local Designation Systems
11:30 a.m. – 11:50 a.m.
Cohort E District Example
11:50 a.m. – 12:00 p.m.
Close and Survey
Our Vision
To support districts in independently building and sustaining strategic compensation systems that differentiate teacher effectiveness. These systems will incentivize teachers to stay, support more robust recruitment, and make the profession more desirable.
Recruit
Retain
Reward
Supporting the Teaching Profession
Challenges
Positive Impacts
TIA and Teachers
Retention
“TIA is allowing me to stay in the classroom long enough to see my daughter grow up and one day see her in my classroom”
“TIA has made teaching financially stable for me and my family”
Recognition and Growth
“I used to think that I was a role model for my students only, but with TIA, I feel like I am a role model with my team”
“It is very humbling to receive such an amazing recognition. It only increases my desire to learn new skills and assist my fellow teachers in achieving the same acknowledgement”
TIA and Districts
Local Designation System
Recruitment
Compensation
Placement
Professional
Development
Advancement
“The Teacher Incentive Allotment has created a great deal of curiosity and interest among our teachers. They want to know what they can do differently to achieve a designation. Teachers are also working collaboratively to improve their practice. And we all know that this is crucial to improving student outcomes.”
“Seeing their faces and how excited they were to receive their designations. You could just feel the weight being lifted and the value being added to them as educators. We talk about building currency with kids and now we are building currency for our educators. There is a lot of power in what we could create in building the pipeline.”
How TIA is Different
Adequate and Sustainable Funding
Inter-Rater Reliability and Multi-Measure Evaluations
Available for ALL Teachers
Encourages Professional Collaboration
Increases Recruitment and Retention Rates
Why TIA?
Which one of the Teacher Incentive Allotment goals resonates most with your district? Why?
Recruit
Retain
Reward
Participating Districts
373 Unique Districts with Approved System Applications
TIA Allotment
2019-2020
2020-2021
2021-2022
$40,414,926
$43,046,976
$55,437,701
TIA
How it Works
How Teachers Earn Designations
Local Designation System
National Board Certification
National Board Certified Teachers
Can National Board Certified Teachers in my district earn a designation if we don’t have a local designation system yet?
Yes. NBCTs who qualify*earn a recognized designation automatically, even if the district doesn’t have an approved local designation system yet.
*Must meet eligibility requirements
Funding for Teachers
The Teacher Incentive Allotment provides extra funding, from $3,000 - $32,000 per teacher per year, with more money for high needs and rural schools
RECOGNIZED | Base Salary $3 - $9K
EXEMPLARY | Base Salary $6 - $18K
MASTER | Base Salary $12 - $32K
Key Points
3 Designation Levels: Recognized, Exemplary, Master
$3K-$32K annually to districts per designated teacher
Greater funding at high-needs and/or rural campuses
At least 90% of funds go to teacher compensation (student facing instructional staff) on designated teacher’s campus
5- year designation validity regardless of teaching assignment, campus or district
Designation Eligibility: Local System
Employed by the recommending district in a teacher role (087 role ID in PEIMS) for at least 90 days at 100% of the day or 180 days at 50-99% of the day.
Not currently designated by a local designation system unless being recommended for a higher designation or in the last year of a teacher designation.
Holds a Texas Standard Teaching Certificate
Local Designation System
Local Designation System True or False #1
District Approval Process: TIA Two Step
Designations are dependent upon a two-step approval process
1. Application Approval
Districts submit application, which may include narrative components to TEA
2. System Approval
Districts submit teacher effectiveness data to Texas Tech University. TEA issues final approval.
Cohort F Application Timeline
Pre-Application
2021-2022
Year 1
2022-2023
Year 2
2023-2024
Year 3
2024-2025
Post-Approval
2025-2030
The Big Three Critical Decisions �for System Development
Who can earn a designation?
How will we designate?
How and when will we compensate?
1
2
3
Eligible Teaching Assignments
What is an eligible teaching assignment?
An assignment based on content/grade level taught that will be a part of your local designation system. (Must be an 087 role)
Teachers in the same eligible teaching assignment use the same student growth measure, at the same weight.
Specific teaching assignments are eligible, not specific teachers
Examples of Eligible Teaching Assignments
Eligible Teaching Assignments | Teacher Observation | Student Growth |
All teachers | T-TESS, 50% | SLOs 50% |
Eligible Teaching Assignments | Teacher Observation | Student Growth |
K Reading | T-TESS, 50% | Pre-test/Post-test 50% mClass |
1st Reading | T-TESS, 50% | Pre-test/Post-test 50% NWEA MAP |
1st Math | T-TESS, 40% | Pre-test/Post-test 60% NWEA MAP |
HS World Languages | T-TESS, 60% | SLOs, 40% |
HS Visual Arts and Theater Arts | T-TESS, 40% | Portfolios, 60% |
Eligible Teachers
Who is an eligible teacher?
A teacher of record, interventionist, inclusion teacher, or resource teacher who teaches in an 087 role in at least one eligible teaching assignment.
Local Designation System True or False?
False, system approval will not be until the 2024-2025 school year
False, districts can define their eligible teaching assignments
False, districts need to submit teacher effectiveness data for all teachers in eligible teaching assignments
Local Designation System True or False#2
District System Components
Teacher Observation
Observation based on T-TESS or aligned rubric. District application must show evidence of calibration and data analysis.
Student Growth
Student growth measured at the individual student level that can be linked to the applicable teacher. District application must show evidence of validity & reliability of development, administration, and scoring.
Spending Plan
Districts must spend at least 90% on teacher compensation for student-facing instructional roles and may reserve up to 10% for supporting the TIA system or in supporting teachers in earning a designation by 8/31 each year.
Optional Components
Districts may consider additional factors in make designations (e.g., mentoring other teachers, teacher leadership, family surveys, student surveys, etc.).
Technical Assistance Coming this fall!
Specific webinars/trainings
District System Component
Teacher Observation
Observation based on T-TESS or aligned rubric. District application must show evidence of calibration and data analysis
Appraisal and Observation
Appraisal
Teacher Observation
District System Component: Student Growth
Student Growth
Student growth measured at the individual student level that can be linked to the applicable teacher. District application must show evidence of validity & reliability of development, administration, and scoring
Value-Added Measures (VAM) |
|
Pre-Test and Post-Test |
|
Student Learning Objectives (SLOs) |
|
Portfolios |
|
District System Component: Spending
Spending Plan
Districts must spend at least 90% on teacher compensation for student-facing instructional roles and may reserve up to 10% for supporting the TIA system or in supporting teachers in earning a designation by 8/31 each year
At least 90% must go to student-facing instructional staff compensation on the campus where the designated teacher works.
Up to 10% may be used to implement a local designation system or to support teachers in earning a designation.
Local Designation System True or False #2?
False, districts may use NIET TAP, Danielson, Marzano, or district-created rubrics
False, appraisal waivers are not allowed during the data-capture year for teachers in eligible teaching assignments
False, portfolios, SLOs, and other assessments can be utilized
False, instructional paraprofessionals can be receive part of the 90%
Student Growth
Which Teacher is More Effective?
Teacher A
Teacher B
Student | End of Year Result |
Student #1 | Earned Industry Certification |
Student #2 | Did not earn Industry Certification |
Student #3 | Earned Industry Certification |
Student | End of Year Result |
Student #1 | Did not earn Industry Certification |
Student #2 | Did not earn Industry Certification |
Student #3 | Earned Industry Certification |
67% of students earned industry certifications
33% of students earned industry certifications
Growth vs. Achievement
Teacher A
Teacher B
Student | End of Year Result |
Student #1 | Student grew from being proficient on 3/10 skills to 8/10 skills, their target was 8/10 skills |
Student #2 | Student grew from being proficient on 6/10 skills to 7/10 skills, their target was 8/10 skills |
Student #3 | Student grew from being proficient on 6/10 skills to 6/10 skills, their target was 8/10 skills |
Student | End of Year Result |
Student #1 | Student grew from being proficient on 1/10 skills to 8/10 skills, their target was 6/10 skills |
Student #2 | Student grew from being proficient on 3/10 skills to 4/10 skills, their target was 8/10 skills |
Student #3 | Student grew from being proficient on 4/10 skills to 10/10 skills, their target was 7/10 skills |
33% of students met or exceeded expected growth target
67% of students met or exceeded expected growth target
Statewide Performance Standards
To be used as a guide in making decisions about which teachers the district will put forth for designation
Student Growth
Master | 70% |
Exemplary | 60% |
Recognized | 55% |
Teacher Observation
Master | 4.5* (74%* of possible points) |
Exemplary | 3.9* (78%* of possible points) |
Recognized | 3.7* (90%* of possible points) |
*at least proficient on all observable dimensions to be designated (for T-TESS, it is domains 2 and 3)
M
95%
E
80%
R
67%
TIA Statewide Performance Standards
Is a district limited to designating a maximum of 33% of their teachers?
No. This percent was used to create the statewide performance standards.
District Approval Process
Designations are dependent upon a two-step approval process
1. Application Approval
Districts submit application, which may include narrative components to TEA
2. System Approval
Districts submit evidence of teacher effectiveness data to Texas Tech University. TEA issues final approval.
2022 Data Submission and Data Validation Current Documents
On Local Designation System Page under “Step 2: Data Submission”
Best Practices for Planning
Gregory-Portland
Eligible Teaching Assignments | Teacher Observation | Student Growth |
K Reading | T-TESS, 50% | Pre-test/Post-test 50% mClass |
1-8 Reading K-8 Math | T-TESS, 50% | Pre-test/Post-test 50% NWEA MAP |
4-8 Reading, 4-8 Math, English 1, English 2, Algebra 1 | T-TESS, 50% | Pre-test/Post-test 50% STAAR Transition Tables |
5, 8 Science, 8 Social Studies, Biology, US History | T-TESS, 50% | Pre-test/Post-test 50% District-Created Pre-Test STAAR Post-test |
ESC 2
6 campuses
4,717 students
Gregory-Portland
Brandon Chandler
Chief Human Resources Officer
Kayla Vaughn
Human Resources Coordinator
Cohort F Application Timeline: Review
Pre-Application
2021-2022
Year 1
2022-2023
Year 2
2023-2024
Year 3
2024-2025
Post-Approval
2025-2030
Thank You
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