After three years as a teacher, Britney Yount realized that if she wanted a leadership role in education, she would have to leave the classroom.
So Yount took a job as an instructional coach for Teach for America, and now she spends her days training other teachers. But she’d like to be teaching kids, too.
“Every time I go in a classroom and I see kids with their teacher and they’re not my kids, I really, really miss that,” she said. “But I really want to use the skills I’ve learned in the last couple of years.”
It’s a common problem in education: in order for less experienced teachers to benefit from the knowledge of their peers, educators who use their expertise to offer training or support often have to give up teaching. That means kids are missing out on learning from some of the very best teachers.
A new program in Indianapolis Public Schools aims to change that equation by giving educators the chance to be professional leaders and mentors without leaving the classroom. The program will offer a small group of teachers with records of success extra pay to lead other teachers or teach more students.
The district is offering big money for the teachers it selects. They can make as much as $18,300 in extra pay, depending on how many extra duties they take on. All the teachers in the program will make at least $6,800 in extra pay.
Yount, who was at an informational meeting on the new program last week, was enthusiastic.
“I’m here to figure out a way to be in a classroom and have a community of kiddos that are mine, but also increase my leadership skills,” she said.
The “opportunity culture” initiative, which is modeled on a program developed in North Carolina, will pilot at six IPS schools beginning next fall. Each school is structuring its new leadership roles differently, but they fall into two categories — positions where teachers will educate more students than usual and positions where they will lead and coach other teachers in their school.
The goal is for excellent teachers to have an even greater effect on their schools, said Mindy Schlegel, the district’s talent officer.
“The thing that’s typically been done in education is that we pull our best people out to be coaches,” she said. “They’re no longer in front of kids or accountable for student outcomes.”
Struggling schools lead the charge
The six schools trying out the program are facing big challenges. They all struggle with low student test scores, and they are all part of “transformation zones,” an IPS turnaround effort that launched this year.
Those schools are a good fit for the program precisely because they need to attract and retain talented teachers, and they need strong teacher leadership, Schlegel said.
“We need something different,” said Crishell Sam, principal of School 48, a transformation zone school that will be in the pilot group. “We need something new because you can’t keep operating and doing the same thing in order to get different results.”
The other schools that will pilot opportunity culture include three elementary schools and two secondary schools: School 107, School 63, School 49, Northwest High School and George Washington High School.
Some of the schools will hire teachers to lead teams of other educators, taking on responsibilities like lesson planning and coaching. But they will still rotate into the classroom, working directly with students. Other schools will use strategies like team teaching and blended learning to help excellent teachers reach more students.
If the pilot program is successful, the district plans to slowly roll it out to more schools, Schlegel said.
School 48 is starting small with just one teacher in the program. In order to help third-grade students improve their reading, Sam plans to hire a teacher who will be dedicated to literacy. The teacher will only teach reading and writing, while other educators teach subjects such as math and science.
Elementary school teachers often have subjects that they love to teach and plan for. With opportunity culture, Sam said, “that one teacher who has all of these ideas and ways in which to make it work, she has that opportunity to expand her reach with those students.”
Balancing the costs
There’s no extra money on the table to help schools pay the teacher leaders they recruit. Instead, principals must shift funding from other parts of their budgets to pay for the leaders they want.
Teachers in leadership roles will earn additional stipends that won’t be less than $6,800 extra. But some teachers could earn up to $18,300 per year from the stipend, if they are leading several other teachers. The cost to schools will depend on how many teachers they select for leadership and what type of positions they decide to offer.
No current staff will lose their jobs to pay for stipends, Schlegel said. But principals may decide not to fill open positions.
There’s an advantage to building the program into school budgets, Schlegel said, because it will make it more sustainable in the long-term. Unlike prior, grant-funded initiatives to improve teacher leadership, the money won’t disappear.
“What we’re really looking to do,” she said, “is to start to think about building teacher leadership positions that can exist permanently.”
Colorado Votes 2018
Amendment 73: Understanding the tax increase for education on your Colorado ballot
Colorado voters face an important education decision this November: whether to approve a major statewide tax increase for schools. This request represents the third time in recent years that Colorado voters have been asked to put more money into schools.
Proponents of the measure say Colorado schools can’t keep doing more with less and need new revenue to do right by students. Opponents say that raising taxes will hurt the state’s economic prosperity without necessarily improving student outcomes.
Here’s what you need to know to make a decision:
What does Amendment 73 do?
This measure would create a graduated income tax for people earning more than $150,000 a year and would raise the state corporate tax rate. It also would change the assessment rate — the portion of your property value that is taxed — for commercial and residential property.
Altogether, these changes are projected to raise an additional $1.6 billion a year for preschool through 12th-grade education. That’s in addition to the roughly $9.7 billion in federal, state, and local money that Colorado will spend this year on schools.
The amendment raises the base amount Colorado is required to spend on each student, and it also dedicates money to preschool spots, full-day kindergarten, students with disabilities, those learning English, and those identified as gifted and talented.
Why is this on the ballot?
Colorado’s Taxpayer’s Bill of Rights requires that all tax increases be approved by voters. As for this particular tax increase, Colorado funds its schools below the national average, and since the Great Recession, state lawmakers have diverted to other areas billions of dollars constitutionally due to education.
Proponents of the measure believe the only way to adequately fund Colorado schools is to tap into an additional revenue source, like these tax increases.
Opponents counter that administrative spending has grown faster than student population and teacher salaries, and that the state and school districts could free up money for classrooms by setting new priorities.
I see amendments and propositions on my ballot. What’s the difference?
Propositions become laws and can be changed by the legislature. Amendments become part of the state constitution and can only be changed by another vote of the people. Amendments need the approval of 55 percent of voters to pass, a higher bar than propositions that only require a simple majority.
How will the money be spent? What guarantees do we have that it will reach the classroom?
Amendment 73 requires that new money “supplement and not supplant” existing funding. That means the legislature cannot redirect current spending on education and replace it with this new funding source. The amendment says the legislature should adopt a new formula for distributing money to districts that takes into account student and district characteristics, but it doesn’t lay out exactly what that should look like.
In the meantime, Amendment 73 describes specific uses for $866 million in new revenue:
Base spending per student will go up from $6,769 to $7,300, a 7.8 percent increase
Funding for full-day kindergarten. Right now, districts get a little more than half a student’s worth of funding for each kindergarten student.
An 8.3 percent increase for preschoool, bringing the total to $131 million
A 6.8 percent increase for special education, bringing the total to $296.1 million
An 80 percent increase for gifted and talented programs, bringing the total to $22.5 million
A 93 percent increase for English language learners, bringing the total to $41.6 million
The extra money that districts currently receive for students with disabilities, those learning English and those identified as gifted accounts for a fraction of the additional cost of educating them, particularly in the case of students with more significant disabilities. Districts have to use tracking codes to account for this money and ensure it goes to its intended purpose. In some districts, additional money might translate into better services for these students, while others might use the additional dedicated funding to free up other money.
That leaves $738.6 million that can be spent on public education as determined by the legislature. Once that money lands in school district coffers, they have broad discretion over how to spend it. This is by design and part of an effort to get buy-in from around the state. Many school boards have passed non-binding resolutions promising to spend the money on teacher pay, more mental health supports for students, and lower class sizes.
In turn, opponents have criticized the lack of specificity as a blank check that won’t necessarily increase teacher salaries or improve student outcomes.
A recent analysis from EdChoice found that since 1992, teacher salaries in Colorado had fallen even as per-student funding and the number of administrators had increased. Colorado Department of Education records show that instructional staff — teachers, counselors, speech language pathologists, school nurses — increased by 14 percent between 2006 and 2016 while administrative staff increased by 34 percent. School administrators argue these positions are necessary to support the work that teachers do and keep districts in compliance with a host of new state and federal regulations. In smaller districts, administrators often wear multiple hats. When we ask teachers about this issue, some of them share the concern that too much money gets spent on central administration, even as they also believe schools need more money overall.
You can look up how much your district spends here.
What does it mean when people say Colorado schools are ‘underfunded’? Compared to what? How underfunded?
Back in 2000, after previous years of budget cuts, Colorado voters passed a constitutional amendment that requires school funding to increase by population plus inflation. But starting with the Great Recession, Colorado lawmakers have not allocated all the money required by that amendment. Over the past 10 years, Colorado schools have missed out on $7.5 billion the law requires them to receive. The courts have upheld this budget maneuver. Money from Amendment 73 could not be reallocated during the next downturn, protecting schools but potentially creating other budget problems for the state.
Colorado also gets low marks on equity. Colorado spends much less money on education than most states with similar levels of wealth and economic activity. Per-student spending varies widely around the state, with rich districts often getting more state money than poor ones. Some districts have convinced voters to approve local property tax increases, while other have not — or have such low tax bases that voters would need to take on large increases to generate much benefit. The additional funding from these local tax increases varies from $32 to $5,024 per student.
Amendment 73 wouldn’t change these structural problems with school funding. It would give state lawmakers more money with which to level the playing field. Right now, sending more money to some districts would require reducing funding to others, creating a political minefield.
Will I pay more in income taxes if Amendment 73 passes?
People who earn up to $150,000 a year will keep paying the same 4.63 percent state income tax rate they do now. Those earning more will pay a sliding increase starting at 5 percent for income from $150,001 to $200,000 up to 8.25 percent for income over $500,000. Someone with taxable income of $200,000 would pay an extra $185 a year, while someone with $1 million in taxable income would pay an extra $24,395, according to a fiscal analysis by the state.
The increases will affect about 8 percent of individual and joint income tax filers. Amendment 73 does not include a provision to adjust the income threshold for inflation, so it’s possible that more taxpayers will pay these higher rates in the future.
This change would generate most of the new revenue under Amendment 73.
What’s the effect on corporate taxes?
Amendment 73 would raise the corporate income tax rate from 4.63 percent to 6 percent. You can see how that compares to other states’ corporate income tax rates here. The average corporate income taxpayer would owe an additional $14,139, according to state fiscal analysts.
Would Amendment 73 raise my property taxes?
This is a complicated question. Amendment 73 does not raise property tax rates anywhere in the state. But if it passes, residential property owners will pay more in 2019 than they otherwise would have, while owners of non-residential property will pay less.
Amendment 73 fixes the assessment rate at 7 percent for residential and 24 percent for non-residential property. That’s lower than it is now, but other constitutional provisions would have pushed the residential rate even lower in 2019.
Exactly how much more or less you pay will depend on your property value, real estate trends in your community, and local tax rates.
This represents a partial fix to a complicated fiscal problem that has bedeviled Colorado lawmakers and the administrators of rural taxing entities — school districts, fire protection districts, and others — for years.
In Colorado, your property is assessed at close to market value, but your local tax rate only applies to a portion of that value. That’s the assessment rate. Another constitutional provision known as the Gallagher Amendment ensures that non-residential property owners always pay a larger share of property taxes than homeowners. Since 1982, when the Gallagher Amendment was approved by voters, property values along Colorado’s developed Front Range have skyrocketed, putting the assessment ratios between residential and other property seriously out of whack. Those ratios apply statewide, and many rural communities have seen their already sparse tax base hollowed out.
In the case of schools, that’s meant the state government has had to backfill more and more money that used to be generated by local taxes. Amendment 73 includes a provision to hold the assessment rates steady just for schools for two reasons. One is that it provides property tax relief to ranchers and farmers, which the measure’s backers hope bolsters support in parts of the state that are traditionally more hostile to tax increases. The other is that it ensures the new tax revenue generated by the amendment doesn’t just backfill an ever-deepening hole in rural districts.
Starting this year, 12.59 percent of marijuana tax revenue is also set aside for the regular education budget. That’s about $20 million a year at current rates. Marijuana money is also set aside for various grant programs including one that schools can use to help pay for health professionals such as counselors or nurses. As the state collects more marijuana revenue, the amounts set aside for the grant programs has increased.
However, the marijuana money available to schools represents a tiny fraction of total education spending, and most of it can’t be spent on basic needs like teacher salaries or classroom materials.
Teacher Christina Hafler and her two-year-old daughter Emma join hundreds of other educators at a rally outside the State Capitol to call for increased eduction funding on April 16, 2018 in Denver, Colorado. (Photo by RJ Sangosti/The Denver Post)
Most school districts asking voters to approve local tax increases for schools this November have one thing in common: They are promising that money will go to raise teacher pay.
Polls show voters are inclined to support increasing teacher pay this year, following several high-profile walkouts across the country where teachers shared their struggles with working multiple jobs, and paying out of their own pocket to outfit their classrooms or help feed hungry students.
“Right now you got a pretty clear majority of people saying, teachers deserve more,” said Keith Frederick, who conducts polls for school districts and other government bodies to determine if they should put requests on the ballot. “Voters are very interested, these days anyway, they’re interested in their community schools, higher teacher pay.”
Many officials from those districts say the pay they offer simply isn’t keeping up with nearby districts, meaning a harder time recruiting and retaining teachers. Salaries and employee benefits take up the largest chunk of school district budgets.
School districts in Aurora, Jeffco, Westminster, Douglas County and Sheridan are among the districts making a local request this November. Ballots have been mailed out this week, and voters will start to decide if the request is worth a local tax increase.
But measuring how competitive teacher compensation actually is among districts can be complicated. Surveys and studies show that salaries alone do not account for what keeps teachers in their job or what makes them leave. And how teachers get paid in some districts is complicated, based sometimes on their evaluations, or performance of their students, or school, or the difficulty in filling the job they’re in.
Then there are other work conditions that can be considered benefits. The school district based in Brighton moved this year to a four-day school week after failing to pass several tax measures. Although the change will only result in small savings, the district claims it’s a new way to attract teachers without having to raise pay.
But looking at state data for last year, most districts that have the highest starting salaries or average pay for teachers, including Cherry Creek, Boulder, and Poudre, also have the lowest teacher turnover.
None of those three districts are requesting local tax increases this year, but their neighboring districts, including in Douglas County, Elizabeth, Jeffco and Thompson, are.
The contrasts between districts can be large. In the neighboring Poudre and Thompson districts, the difference in the average pay is about $5,000, and the difference in starting salaries is even larger. Higher-paying Poudre has a teacher turnover rate of less than 10 percent. In lower-paying Thompson, the turnover rate is about 17 percent.
The Thompson district is requesting a $13.8 million mill levy override to raise teacher pay, and to purchase new books and technology. The district is also requesting a $149 million bond for building maintenance, security improvements and a new school.
Some of the districts requesting tax increases this year have failed to win voter approval before, including Thompson, Westminster and Jeffco. Although several factors including the political culture of the districts influence the vote, highlighting what voters value — like boosting teacher salaries — might improve the chances of voter approval.
Although most of the local tax measures don’t face organized opposition, criticism of a statewide tax measure for schools might impact other questions down the ballot. Critics of the statewide school measure have said that districts are not under obligation to use the money to pay teachers more, and worry that new money could go into administrative costs instead.
Some districts are trying to create assurances for voters.
Aurora Public Schools agreed to language in its contract with the teachers union that requires the district to set aside at least $10 million from new mill levy revenue, if approved, to give teachers a 3 percent raise starting in January. Remaining money would go into creating a new teacher salary schedule.
Even if districts do use the money for increasing salaries, most districts likely have to negotiate with their employee unions to decide just how to do it — whether it’s raising base salary, giving across-the-board raises, or creating new systems that reward certain teachers.
Denver’s school leaders said they would use the largest portion of the proposed new state revenue for teacher salaries. Negotiations there have been heated, as district leaders insist the state measure needs to pass in order for the district to come closer to meeting the union’s demands.