5. Use school-wide goals as the quantitative measure for teachers in grades 3-12 who do not teach courses associated with the Common Core State Standards (CCSS) tests.
PBC Organization Alignment Knowing where and how to embed PBC in the organization is vital for success. Long-standing principles underpinning PBC served as a guide for this recommended system. Effective PBC systems communicate and reinforce the organization’s strategy or goals: 1. A direct line of sight to the organization’s goals is the first consideration. 2. Reward weights are a function of the importance of the performance component to the organization’s success. Following these principles, this PBC system for teachers aligns with the Mississippi Department of Education’s (MDE’s) teacher effectiveness strategy and the new teacher appraisal process. The 2014-completed transition to the CCSS, a much more rigorous and demanding classroom curriculum, adds pressure on the MDE for successfully improving teacher effectiveness as quickly, effectively, and efficiently as possible. Assigning 100% of PBC payout to competency growth communicates and reinforces that focus by: 1. Formally merging PBC with the teacher appraisal process or extending the process to include compensation for competency growth targeted by the appraisal process. 2. Assigning 100% of the reward weight to competency growth (qualitative measures) in the short/near term. This weighting will be maintained until Mississippi can verify that schools are nearing the goal for every student to be taught by an effective teacher in every classroom. As stated, increasing student performance depends upon placing effective teachers in every classroom. These two PBC system recommendations maintain teachers’ direct lines of sight on filling their own skill gaps in the short/near term such that more students will be able to increase their performance in the long term.
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