Region One Education Service Center (Region One), located along the Texas-Mexico border, is partnering with 16 high-need, economically depressed, urban and rural school districts with a low-income rate of 88 percent. The 16 districts comprise 15 regular schools, six charter schools and 10 rural schools, for a total of 31 schools. Of those, 21 are priority schools. The target school districts show an average 2- to 3-year tenure among teachers and principals. It is difficult to recruit effective teachers to these remote, isolated, economically distressed, south Texas school districts. This project aims to establish an effective human capital management system (HCMS) and performance-based compensation system (PBCS) at each school district to foster development of educators who are eager to advance and to recruit and retain high-quality educators eager to learn and teach.
Schools & LEAs Served
* Brownsville ISD
* Donna ISD
* Gateway Academy Charter District
* Jim Hogg ISD
* La Feria ISD
* La Joya ISD
* Lasara ISD
* McAllen ISD
* Mercedes ISD
* Mid Valley Charter District
* Progreso ISD
* San Benito CISD
* San Isidro ISD
* San Perlita ISD
* Santa Maria ISD
* South Texas Educational Technologies
Region One aims to create a pipeline of highly-effective kindergarten to 12th-grade teachers, leaders and educators to increase all students' academic achievement, graduation rates and college enrollment.
To establish an effective HCMS and PBCS at each target school, Region One will achieve the following:
- Increase the number of highly-effective teachers, principals and educators in high-need schools.
- Increase the retention rates of highly-effective teachers, principals and educators.
- Increase the number of vacancies that are filled with highly-effective teachers, principals and educators.
To improve academic performance and college-readiness of students taught by effective teachers, Region One aspires to the following:
- Increase the number of third- and fifth-graders meeting or exceeding state standards in reading and math.
- Increase the number of students in sixth and 12th grade meeting or exceeding state standards in English and math.
- Increase enrollment in advanced placement (AP), dual enrollment and other advanced (English, math, science, etc.) courses.
- Increase the number of students passing college entrance placement exams.
- Increase by 8 percent the on-time high school graduation rate and by 12 percent the rate of students going to college.
To increase cost efficiency and productivity at target schools through effective HCMS/PBCS systems, Region One aims to accomplish the following:
- Increase target school districts and schools using an educator evaluation system to inform human capital decisions.
- Increase the number of teachers, principals and educators receiving compensation pay from state, local or other resources.
- Increase the number of teachers, principals and educators in high-need schools receiving the highest effectiveness ratings.
- Increase the number of districts and schools that improve systemwide cost efficiency and productivity.
- Target schools will sustain the HCMS/PBCS systems.
Region One will rate teachers using a three-part rubric of highly effective, proficient, and unsatisfactory, on a 5-point scale, for which a score of 1 indicates unsatisfactory performance and a score of 5 indicates highly-effective performance on a particular indicator. The rating will reflect an annual average of the scores received by teachers from classroom observations during the year.
The value-added, performance-based incentive pay for teachers will be up to $3,000 per year; and for non-classroom teachers, educators, principals and assistant principals it will be up to $1,500 per year. In addition, teachers and other educators (principals and assistant principals) performing at or beyond expectations will also be eligible to receive potential salary increases (4 percent annually).
The project uses information generated by both the HCMS/PBCS and educator evaluation/support system, which will provide a multifaceted, high-quality plan for professional development including (a) job-embedded coaching; (b) educator development, core content and technology integration training to teachers; (c) implementation of effective professional learning communities (PLCs); (d) master teachers, principals, assistant principals, and other school leaders conducting classroom evaluation of teachers; and (e) use of disaggregated data generated by the external evaluators and the educator evaluation and human capital management/support systems to inform teachers and educators of classroom management and pedagogical instruction decisions.