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With assistance from staff of WCER’s Consortium for Policy Research in Education (CPRE), Cincinnati Public Schools has developed a knowledge- and skill-based pay system for teachers, coupled with a knowledge- and skill-based evaluation system. The plan was approved Sept. 15 by the Cincinnati Federation of Teachers.

Teachers will be evaluated for their planning and preparation for class, success at creating an environment for learning, their teaching ability, and their professionalism. Each of these domains includes several standards, which describe specific skills or responsibilities that fall under that domain. Further, several components are included for each standard, which then form the basis for a four-level rubric for each standard (unsatisfactory, basic, proficient, and distinguished). UW-Madison Education professor Allan Odden helped design the system.

The new pay system would label beginning teacher as “apprentices” and give them opportunities to progress to higher levels. They would advance at their own pace by meeting goals outlined by the district and by passing comprehensive assessments. Pay would be increased accordingly. Teachers would complete self-assessments and prepare portfolios of their work. Although this system evaluates teachers more frequently, it does so in a context of standards that teachers had a major role in developing.

Funding for this work was provided by grants from the Pew Charitable Trusts, the Carnegie Corporation, and the U.S. Department of Education.

Odden says, “The underlying principle in this approach is that various performance levels are based more on defined knowledge and skill levels than on the traditional degrees and credits. In addition, this system could easily set a performance standard higher than that of the local licensing entity.”

“Teachers who distinguish themselves will be able to rise higher, faster,” said Assistant Superintendent Kathleen Ware. “For those teachers, it is a great reward. For others, it is a great motivator.”

The Cincinnati school board agreed to the plan this spring. The five-tiered system of career levels aligns with 16 new teaching standards, in-depth assessments, and professional development. Rick Beck, the new President of the Cincinnati Federation of Teachers, added, “The new compensation structure, together with the proposed teaching standards, performance reviews of teachers, and focused professional development, are all directed to improve instructional practice in the district.”

In designing this plan Odden facilitated the work of the district committees at several daylong meetings. Odden and other CPRE Teacher Compensation staff had provided similar assistance to the district and Cincinnati Federation of Teachers in designing their School Incentive Award Program. This experience enhanced the quality of facilitation provided because Odden knew the district’s overall context as well as the specifics of the strategic plan quite well.

The plan would be phased in over five years. Teachers demonstrating proficiency in professional development courses sponsored by the district would receive one-time bonuses of $1,000. Teachers with dual licenses in academic and content areas, special education degrees, or certification by the National Board for Professional Teaching Standards would be able to add $1,250 to their base salaries.

In some cases, the new evaluation system could result in pay cuts or even job losses for teachers who do not meet standards set by the district. But any teacher with 22 or more years of experience would be protected from possible demotion or pay cuts.

For more information visit the CPRE web site at www.wcer.wisc.edu/CPRE.