• Why Join
• Join Now
• About DCFT
• Rapping Papers
• Upcoming Events
• DCFT Contract
• ER&D
• Scholarships
• Educational Loans
• Performance Pay
• Infinite Campus
• Teacher Resources
• Have an Issue?

For Teachers

Performance Pay - General Pay

Narrative

This largest and most integral component of teacher pay will provide the basis for compensation based upon individual performance. As the anchor to the compensation plan, this core pay makes up the largest share of teacher compensation. This plan makes it possible for teachers to advance their pay at different rates according to their performance.

This pay component emphasizes the acquisition of knowledge and understanding and demonstration of applied skills in the classroom. It relies on an evaluation system that not only discriminates between proficient and unsatisfactory performance, but it identifies and rewards outstanding teachers.

The general pay structure halts the reward of unsatisfactory teachers and supports administrators in their role of evaluating the teaching staff. It is important to note, however, that this plan does not in any way attempt to replace management responsibility for removing or remediating teachers who perform poorly in the classroom.

Three Major Elements of the General Pay Structure

1) Professional Base Pay

Professional base pay is the starting point for all district salaries. Base pay is a negotiated amount that represents a starting professional salary for inexperienced teachers. Nearly all-further salary adjustments are determined by using this base. (Also, please see DCFT Contract Article XIV for exact amounts.)

2) Knowledge Level

As lifelong learning is a core value, this pay variable is an important recognition and financial commitment to the pursuit of continued education by Douglas County's teachers. After undergraduate study has been completed and a teacher's license has been acquired, the district recognizes and rewards further study. This study includes recognized and approved in-service programs, as well as degrees and credits from regionally accredited colleges or universities. (Also, please see DCFT Contract Article XIV.)

3) Evaluation Credit

The evaluation credit comprises a key measure of each teacher's individual performance. The evaluation process is designed to meaningfully encourage and assist certificated employees to perform up to, and above, an agreed upon set of standards. The evaluation process will be conducted to observe the legal, contractual, and constitutional rights of the teacher. (Also, please see DCFT Contract Article XIV.)

The goals for an effective evaluation plan (as set forth in the Revised Teacher Evaluation guide) are as follows:

• Focus on instructional improvement and professional growth.
• Respect the dignity of the individual through mutual trust.
• Establish a clearly defined set of research-based criteria.
• Assure both substantive and procedural due process.
• Include formative and summative components.
• Provide clear, personalized and constructive feedback regarding staff members' strengths and weaknesses.
• Require individualized objectives for instructional improvement as mutually agreed upon or as prescribed by the evaluator.
• Mandate implementation of district curricula and programs.
• Provide for a remediation procedure.
• Provide for administrative and staff training in the supervision and evaluation process.
• Recognize exceptional teacher performance.
• Measure the performance of individuals as related to the standards of proficient performance set forth by the district.

A teacher's evaluation may fall into two categories: proficient or unsatisfactory. Here follows a brief description of each:

Proficient

The position description serves as the primary basis for assessing a staff member's demonstrated professional competency. This description allows all staff members, serving in the same position to be evaluated on the basis of a common baseline set of expectations, while allowing consideration for the individual styles of staff members and evaluators.

Position descriptions are organized around categories of responsibilities. The responsibilities outline the expectations and duties for individuals holding the position.

Position descriptions are supplemented by standards for proficient performance for each responsibility of the position. These standards serve to describe observable behaviors which, when performed, provide some indication of fulfillment.

Position description and standards are written to generally describe what performance is expected of staff members, without being overly specific regarding how a staff member fulfills his/her responsibilities. This intentional flexibility is designed to accommodate varied effective approaches for meeting students' needs and carrying out responsibilities within the structure of the evaluation system.

The individual staff member and his/her evaluator introduce specificity and individualization into the system through the development of performance indicators. Specific indicators describe how the staff member intends to fulfill each responsibility. These are cited during the conferences between the individual staff member and evaluator as related to observations and plans for professional growth and improvement. (Please see the current Teacher Evaluation Guide for further detail.)

A teacher on the formal summative evaluation cycle must be evaluated as satisfactory on every criterion within the teacher evaluation system in order to receive proficient for that school year. A teacher who is on the professional growth cycle must complete the professional growth plan at a satisfactory level in order to be deemed proficient for that school year. All eligible proficient teachers will receive an evaluation credit salary increase of an amount negotiated each year between the district and the Douglas County Federation of Teachers (DCFT). Proficient teachers who qualify may also apply for the Outstanding designation in the following year.

Unsatisfactory

Unsatisfactory performance occurs when a teacher fails to perform duties with the same degree of quality and accuracy displayed by others in similar situations. It may also occur when a teacher commits a specific act clearly demonstrating a failure to meet the minimum standard of acceptable performance. Unsatisfactory performance may be due to lack of ability, lack of experience, or the result of inattention or carelessness.

A teacher whose performance is unsatisfactory on any single criterion of the teacher evaluation system, or who fails to complete the professional growth plan in a satisfactory manner, will receive no salary increase for that year.

Have an Issue?