Case Studies: Overview | Eagle County | ProComp | Q Comp | TAP
The following case studies provide examples of how various forms of differentiated pay are employed at the district and state level. The characteristics of these pay for performance systems - such as eligibility and the type and amount of award offered - vary considerably. Further, some states and districts develop their own compensation systems, while others work with external organizations like TAP to implement them. Each case study page includes an overview and key elements of the compensation system and a resources section with links to tools and additional information. For a brief overview of each page, see the descriptions below.
Eagle County Schools (ECS)
In 2001 Eagle County Schools (ECS), Colorado, initiated a comprehensive education reform aimed at improving the quality of instruction district wide. After reviewing several models for accomplishing this, ECS settled on TAP and, by 2004, had implemented performance-based compensation and other key elements in all district schools. In 2006, ECS was awarded a Teacher Incentive Fund (TIF) grant to build upon the solid foundation set by TAP. In 2008, led by a Performance-Based Compensation Steering Committee, which unanimously voted not to return to the traditional lock-and-step salary system, Eagle County Schools overhauled their existing performance pay program by increasing incentive award amounts, implementing a more rigorous teacher evaluation system, and improving their data management systems.
Professional Compensation System for Teachers (ProComp)
The Professional Compensation System for Teachers (ProComp) in Denver Public Schools (DPS) is widely regarded as among the most innovative differentiated compensation plans in the country because it fully includes all educators - not just those teaching in tested subjects - in the district's performance pay program. ProComp aims to recognize and reward excellent teachers and student services professionals for meeting high expectations and to attract and retain the most effective teachers by offering increased annual earning potential. The program allows teachers to increase their earnings through four broad components - knowledge and skills, professional evaluation, student growth, and market incentives. This page provides differentiated performance standards, rubrics and evaluation forms that can be used to identify and compensate highly effective educators.
Quality Compensation for Teachers (Q Comp)
Designed in large part after the TAP model, Minnesota's Q Comp program seeks to expand teacher career opportunities, provide high-quality professional development, and reward effective teaching. Over 70 districts and charter schools are currently implementing Q Comp. The Q Comp program contains the following elements - multiple career paths or career ladders, job-embedded professional development, teacher evaluations and observations, and performance pay. This page provides concrete examples of several district's career ladder, performance pay, professional development, and teacher evaluation plans.
TAP
TAP was created by the Milken Family Foundation as a comprehensive strategy for improving student achievement by maximizing teacher effectiveness through a new system of incentives and supports. This model provides opportunity for professional growth and advancement, as well as student-centered accountability and professional compensation for all educators. It includes four key elements - multiple career paths, ongoing applied professional growth, instructionally focused accountability, and performance-based compensation. TAP has garnered much support from educators and policymakers and is currently being used across districts and charters in fourteen states and the District of Columbia.