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TIPS Process Modules

Module 1: Incentives

- Rubric of Compensation

- Objectives of Compensation

- Components of Compensation

 

Module 2: Position Evaluation

- Definition of Position

- Principles, Purposes and Process of Evaluating the Classroom

- Identifying Educational Barriers

- Qualitative Methods: Surveys

- Quantitative Methods: Statistical Analysis of Existing Data

- Position Evaluation Related to Classroom Difficulty

 

Module 3: Position Definition

- Position Analysis

- Compensation Data Gathering

- Formulation of Position Description

 

Module 4: TIPS Process Group

- Selection Process

- Position Evaluation

- Position Classification

- Options in Forming TIPS Process Group

 

Module 5: Design Salary Structure / Differentiation

- Internal and External Competitiveness

- Position Pricing

- Salary Structure

- Design Process for Evaluation

 

Module 6: Salary Administration

- Position Differential Adjustment; adjusted for educational barriers

- Variation in Base Pay

- Other Pay Actions / Bonus

- Proposal to Superintendent

- Proposal to Local School Board

- Proposal to District / Local Council

 

 

 

 

TIPS

Teacher Incentive for Public Schools

 

TIPS PROCESS

TIPS separate the budgeting process from barriers, identified as obstructions to academic achievement, and the budgeting of operational and capital expenditures. In this process, funding for the removal of barriers takes priority. These obstructions are funded first. One example is the return of fees paid for AP classes and the Cambridge Program. The failure to fully fund these two programs presents an obstruction, barrier, to the successful completion of a high school diploma for students identified as advanced.

A second example is the schedule of cost-of-living pay increases, increase of income, for all qualified school personnel and support services employees.

 

TIPS PROCESS TEAM

The TIPS process is based on the successful selection of individuals for the TIPS Process Team. The TIPS Process Team identifies barriers and proposes solutions to those barriers. The team is selected by the superintendent of schools and is composed of members of the community who have a direct interest in the success of every student.

 

The members of the TIPS Process Team are selected by the superintendent of schools. These members are composed of: parents, caregivers, teachers, principals, administrative staff, and individuals in the community. The suggested number of the TIPS Process Team is nine. These individuals are paid for their work.

 

TIPS PROCESS ADVISOR

TIPS Process Members select one individual who will act as the Process Advisor in that this individual will setup scheduled meetings and confirm the barriers identified based on accepted statistical analysis.

 

TIPS PROCESS TIMELINE

The TIPS process should take a minimum of six months. This is the period to identify barriers and propose solutions to those barriers in addition to confirming the barriers identified.

The proposal to be submitted to the superintendent is also included in this time frame.


 

BARRIERS TO ACADEMIC ACHIEVEMENT

 

Statistical research has identified barriers to academic achievement but these barriers vary based on the location of the individual school systems. For example: schools located in the inner city area of Shelby County, Memphis, Tennessee, have different barriers than schools located in the rural area of Wilson County, Lebanon, Tennessee.

Barriers which have been identified include:

 

Absenteeism

Bullying / mobbing

Classroom size

Cultural differences religious and political

Family household size and household makeup (single parent)

Equal access to electronics internet access

Housing affordable housing creating a mobility of students and families

Income inequality low income

Language differences (English as a Second Language) ESL

Nutrition free breakfast, free lunch, and free meals provided during the summer months

Parental and caregiver involvement

Reading material availability of age appropriate reading material

School security School Resource Officer (SRO)

Transportation

 

These barriers have been attributed to a low achievement level in the areas of mathematics and reading levels. High achievement levels in the areas of mathematics and reading ability have been linked to academic success in all grade levels in public schools.

 

 CLASSROOM SIZE AS A BARRIER TO ACADEMIC SUCCESS

Metropolitan Nashville teachers have identified one barrier to academic success as related to the number of students, classroom size, they are required to instruct. In this example, the ideal number of students in a classroom is 18.

The teachers feel they can adequately maintain the rigorous schedule of instruction with 18 students and provide additional instruction to those students who require individualized instruction to obtain the required academic success for their age and grade level. 

 

BARRIER CONFIRMED

To confirm the ideal classroom size, teachers in Metropolitan Nashville public schools are surveyed on this question. The result of the survey indicates the majority of Metropolitan teachers agree the ideal number of students in a classroom, Davidson County public schools, is 18.

An overview of available academic research indicates the size of a classroom affects the academic achievement of students. In this example, classroom size has a detrimental effect on individual and group performance as scores in mathematics and reading levels decrease with the increase of students in a classroom.

In addition, the survey also requested a possible solution. The survey results indicate a majority of Metropolitan teachers suggest they receive an assistant for classroom sizes which exceed the number of students at 18.

 

EDUCATIONAL ASSISTANT

One proposed solution to an oversized classroom is the addition of an educational assistant to a teacher whose classroom size exceeds 18. The educational assistant is a part-time paid position.

The proposed solution includes a partnership with local colleges and universities which offer teacher certification. It is proposed students, who are in a teaching program, are selected for these positions. In addition to receiving income, the educational assistant receives college credit. The position is similar to being an assistant teacher.

The incentive to the teacher is a proposed increase in salary of $100.00 per month. 

 

TIPS PROCESS GROUP INITIAL COST

 

9 members

Hourly rate of pay per member - $10.00

Weekly meeting 4 hours

Total meetings 24

Cost of TIPS Process Group - $ 8, 640.00

 

 

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