Here is the link to the entire 200-page Race to the Top application.
I am just reading it. We all ought to read and discuss Monday. (What? Homework on weekends?)
Here is an excerpt that will interest teachers outside of core areas on the issue of performance pay:
Value-added score, which measures the effect of a teacher or a school on student learning. Value-added scores will be calculated on the basis of standardized tests currently available in Georgia (CRCTs in Reading, Language Arts, Math, Social Studies, and Science and End-of-Course Tests in High School). This means that only teachers in tested subject areas (approximately 30% of teachers) will have value-added scores, a constraint that all VAMs have in common. Georgia does not plan to create new summative tests in non-core areas. Because such tests must be developed across multiple courses and subject areas, they are not cost-effective. Instead, Georgia plans to invest in the development, testing and evaluation of alternative quantitative measures to assess student engagement and student achievement – see (4) below. The quantitative value-added component will constitute at least 50% of the overall TEM for teachers in ―core‖ areas (tested subjects) and at least 50% of the overall LEM for all building leaders.
(3) Reduction of the student achievement gap at the classroom/student roster level (for teachers) and the school level (for principals). Georgia is defining the student achievement gap as the difference in achievement between any student subgroup (n ≥ 15) in a given teacher’s classroom (or overall roster of that teacher’s students) and the highest performing subgroup in the State (based on aggregated performance, by student subgroup, at the State level). For principals, student achievement will be aggregated, by subgroup, at the school level and the differences in achievement between the school’s subgroups and the highest performing subgroup will be used as a basis for determining size of gap reduction. GOSA will work closely with the TAC to identify a) the specific method for calculating the reduction and b) the level of gap reduction needed to be deemed significant.
(4) Other quantitative measures, to be developed, tested and evaluated by the State in collaboration with participating LEAs. Georgia anticipates that it will, at a minimum, contract with a provider to develop a number of teacher-focused surveys (e.g., student surveys starting in grade 4—based on research pointing to student surveys being reliable instruments starting at this grade level14; parent surveys in grades pre-K through 3; as well as peer surveys) and principal/school-focused surveys. GOSA and participating LEAs and a potential external provider will look at best practices of climate surveys targeted at students, staff and parents, with the goal of measuring a principal’s effectiveness in creating a favorable school environment and working conditions.