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,
refine, 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
identified 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.
S
T
A
T
E

R
E
C
O
M
M
E
N
D
A
T
I
O
N
S
D
I
S
T
R
I
C
T

R
E
C
O
M
M
E
N
D
A
T
I
O
N
S