Common use of SALARY SCHEDULES FOR TEACHERS Clause in Contracts

SALARY SCHEDULES FOR TEACHERS. 1. The following Teacher Salary Schedules shall apply to teachers during the period July 1, 2010 and continuing through June 30, 2015. Note that the first schedule, and only the first schedule, has pre and post July 1, 2010 schedules so that teachers employed prior to that date remain on the first Bachelors/Masters schedule and teachers hired as of that date or thereafter are placed on the schedule so designated. 2. In the case of teachers who qualify, these basic Teacher Salary Schedules are supplemented by: a. Advanced Study Salary Credit (see Article 112, Advanced Study Credit) b. Longevity Increment (see Article 110, Longevity Increment) c. Teachers/Professionals Increment (TPI) (see Article 110, Teachers/Professionals Increment) d. Select Teacher Salary Differential (see Article 113, Salary Differentials for Select Teacher Categories) e. Special Education Salary Differential (see Article 115, Special Education Teachers) f. Extended Teaching Day Differential (see Article 114, Extended Teaching Day Differential) 3. On all salary schedules, a step designated as “a” shall only apply for the first six (6) months when a teacher initially moves to that step; the step designated as “b” applies thereafter. 4. Teachers at the top step of all salary schedules, except the schedule applicable to teachers hired after July 1, 2010, shall receive a $1,000 (one thousand) bonus in each year that the District attains Adequate Yearly Progress (AYP) during this agreement. * 10a ONLY applies for the first six (6) months when a teacher initially moves to step 10 10b applies thereafter 1. This schedule replaces the bachelors and masters teachers salary schedules for teachers hired on or after July 1, 2010. All other current PFT professional salary schedules shall continue. This schedule: • Provides opportunity for accelerated earnings for teachers • Provides higher earning potential for teachers, exceeding $100,000 per year • Recognizes and rewards differences in teacher practice based on multiple measures accumulated across years and grounded in student growth • Enables teachers at Professional Growth levels 3 and 4 to assume roles, via Career Ladders, that reward them for working with the highest need students and taking on additional responsibilities • Allows the opportunity to recognize tenure as a milestone • Makes implementation manageable through fixed cycles and clear decision points • Maintains a familiar step-format Academy Step A $39,000 Tenure milestone and Level-decision year Pre-Tenure or Tenure not earned in PPS Step 1 $40,000 Step 2 $41,000 Step 3 $42,000 Tenured Step 4 $48,000 Step 5 $50,000 $55,000 Additional Level-decision years Step 6 $52,000 $58,000 Step 7 $54,000 $61,000 Step 8 $56,000 $64,000 $72,000 $80,000 } Additional $10,000 – $14,000 Step 9 $58,000 $67,000 $76,000 $90,000 Step 10 $60,000 $70,000 $80,000 $100,000 Xxxxx 0 Xxxxx 0 Xxxxx 0 Xxxxx 4 Professional Growth Level Career Ladders & Extra Teaching Opportunity Length of Work Day 7 hours, 16 minutes 8 hours Length of Work Year 192 days 192-207 days 2. The Career Ladder Salary Schedule Guidelines a. Step movement (1) Annually, eligible teachers will move vertically to the next step. Teachers who receive an unsatisfactory rating are not eligible to advance to the next step in the subsequent school year. (2) Advanced Study, Longevity will not apply in the Career Ladder salary schedule. b. Advancing across levels (1) Level decisions will be made between Steps 4-5, Steps 7-8, after Step 10, and every three years thereafter. (2) Advancing across levels will be determined in one of two methods, whichever method moves the most teachers to a higher level, so long as no teachers advance who have not achieved an acceptable student growth standard. Attain desired levels of performance on components of effective teaching practice that are predictive of success in roles such as Career Ladders. Teachers and administrators who are trained and certified in recognizing effective teaching will, collaboratively, evaluate teaching performance. The components and methods and standards for assessing components of effective teaching practice will be developed by the District and Federation during the 2010-2011 school year. Note: Due to sequencing of implementation activities this development will occur during the 2011-2012 school year. Attain desired student growth standard. A group of PPS and PFT representatives will be charged with exploring and making recommendations for the appropriate thresholds of “acceptable” and “desired” levels of student growth that are used.