Teacher Incentive Allotment
House Bill 3 established the Teacher Incentive Allotment (TIA) to recognize effective teachers on three different levels: Recognized, Exemplary, and Master. These teacher designations generate additional teacher-focused allotment funding for districts in order for them to reward their top performers" (www.tiatexas.org).
Joshua ISD’s vision is to be a highly acclaimed model of educational excellence. JISD recognizes we have outstanding teachers in our district and desire to implement TIA to support and reward highly effective teachers.
TIA aligns with JISD’s District Improvement Plan by supporting the efficient management of resources to promote student success, meeting or exceeding a score of 90% in accountability in Domain 2: Student Progress, and 95% or greater teacher retention rate. Implementing TIA will allow us to remain competitive with other districts in recruitment and retainment of teachers.
Joshua ISD is part of Cohort E. Joshua ISD provided multiple presentations throughout the 20-21 and 21-22 school years, and used stakeholder feedback from the presentations to develop the district TIA plan.
Our initial TIA plan included PK-12th grade reading and math teachers at all the campuses as eligible to earn a designation. The 2022-2023 school year was their first data capture year. Based on data collected throughout the district, eligible teachers who met the criteria will be put up for a designation during the data validation process through Texas Tech University on October 19, 2023. The district will receive final approval and notification of our designated teachers in the spring of 2024.
The initial allotment will be paid to the designated teachers as a stipend in the summer of 2024. Teachers will hold their designation title for 5 years.
In April 2023, Joshua ISD submitted an Expansion/Modification application as a follow up to our initial application. The approval we received of this application adds 3rd-12th grade science, 6th-12th grade social studies, and high school CTE teachers as eligible to earn a designation. The 2023-2024 school year will be their first data capture year.
- When is the earliest a teacher might see payment from the TIA?
- Would there be a district calibration for administrators to attend to assist in the equity of expectations regarding each of the domains and dimensions that comprise T-TESS?
- If a designated teacher moves campuses from one school to the next, will the allotment that teacher generates be recalculated? What if the teacher leaves in the middle of the year?
- If a teacher that receives the incentive leaves the district, where does the % of the incentive that others shared go?
- If I am not a math or reading teacher, but pursue the National Board Certification will I receive a designation and incentive pay more quickly.
- What does it take to be a National Board Certified teacher?
- Also you have said student growth is a component, not student performance. If the students are already at a commended level it becomes pretty hard to show marked growth. What are your thoughts on this?
- If a teacher becomes national board certified do they get the allotment even if they are not in the subjects that JISD is doing?
- How will it work for SPED/Inclusion/non-core content teachers?
- Is teacher incentive allotment optional or required?
- Do the teachers that earn any recognition get a say in how the incentive allotment is used for the school/district?
- Have we looked at any other assessment measuring tools besides Renaissance STAR? What are other districts in Texas using as their primary measuring tool?
- Who will be monitoring the initial growth measure. If this is our baseline, I feel it should be uniformly given and mandated by the same person.
- Once this program progresses and opens up to more subjects (ie. social studies, science, etc...), would all "student growth" measures (testing) need to be conducted similar to how we do a star test; test training's, shut down campus, etc...?
- Since some teacher assignments have students with high populations of special education, 504, BE, and difficult behavior students, while other teachers have fewer of those students, is there a way to "level the playing field?"
- We cannot control how many students we have in our classroom, how can we be graded the same if we have way more students?
- How is the observation checklist going to be used to score or assign points?
- Other districts have included fine arts in this program. Have we looked into how to show measurable growth in these subjects?
- Electives are not tested by the state. How will they be given the opportunity to make the income the teachers who are tested are able to receive?
- What if teachers now stop working together because they want the money and they don't want to share what they are doing with other teachers. Will this affect collaboration?