OUR RECOMMENDATIONS FOR

THE COMPONENTS OF Q COMP

PROFESSI ONAL
DEVELOPMENT
PERFORMANCE
PAY
+
ALTERNATI VE
SALARY
SCHEDULES
TEACHER
EVALUATI ONS
CAREER
LADDER
Require that teacher-
leader hiring criteria
include measures
of efectiveness.
Require the creation
of a variety of hybrid
leadership roles.
Monitor the quality of
these roles, and help
districts to develop,
rene, and implement
career ladders.
Require teacher
professional
development plans
to align with teacher
evaluations.
Require professional
development plans
to align with school
improvement plans.
Create professional
development libraries.
Recommend that
districts implement
holistic, multi-measure
evaluation systems by
using research-based,
reliable evaluation tools.
Gather and use teacher
and principal evaluation
data strategically.
Require alignment
between alternative
salary schedules
and performance
pay measures.
Include a category
for working in hard-
to-staf schools in
bonus and salary
schedule allotments.
Strategically leverage
the skills of highly
efective teachers and
continue to develop
their leadership skills
through hybrid and site-
determined roles.
Align proposed career
ladder programs with
their strategic plans.
Tie professional
development to needs
identied through
teacher evaluations.
Make Q Comp-
funded professional
development ongoing to
include feedback loops.
Implement multiple
formal and informal
observations.
Prioritize funding for
trained observers
and quality
measurement tools.
Utilize teacher
evaluation data as a
human capital lever to
recruit and retain top
teacher talent.
Provide additional
compensation for
efective and highly
efective teachers,
teacher-leaders,
and administrators.
Provide additional
compensation for
efective teachers
and administrators
who teach in hard-to
-staf schools.
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