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Selection Criteria

Each of these criteria include multiple indicators that contribute to the score. Where possible, both objective (quantitative data, written district policy) and subjective (survey and focus group) metrics will inform the score. The criteria will be weighted to reflect the relative importance of each issue to great teachers, based on surveys, focus groups and other research.



1. Rational compensation structure

1.1 Salaries and benefits enable a good standard of living throughout a teacher's career
  • Salaries reflect a livable wage, adjusted for cost of living
  • Retirement benefits are secure and portable 
1.2 Salaries reward teachers for doing a great job
  • A teacher's evaluation rating is reflected in compensation
  • Teachers taking on more demanding work are rewarded

2. Professional support

2.1 The district's professional development is high quality and tailored to teachers' needs
  • Professional development is delivered in ways that suit teachers' and schools' needs
  • Professional development is of high quality
  • Professional development content is tailored to teachers' needs
2.2 The district supports teachers to plan effectively
  • Adequate planning time is built into teachers' schedules
  • Planning time arrangements support teacher collaboration
2.3 Beginning teachers are supported to develop as effective teachers

2.4 Teachers receive feedback and coaching to help them improve their performance

2.5 Teachers are supported to deliver the district's curriculum


3. Effective management and operations

3.1 Decisions about staffing are made at the school level and based on performance rather than seniority
  • Teachers moving to new schools are placed in line with the principles of mutual consent
  • Within-school staffing decisions reflect local needs and respect teacher expertise
  • Decisions to remove teachers from schools are based on performance
3.2 Teacher evaluation systems are transparent and based on quality evidence

3.3 The district supports efficient daily operation of schools
  • Facilities and supplies that teachers need to work effectively are available
3.4 The district facilitates high-quality school leadership
  • Principals are evaluated on their performance
  • The district encourages strong, stable relationships between principals and teachers
3.5 Teachers have ways to communicate their views to the district

3.6 Teachers feel valued by the district

4. Career pathways and leadership opportunities

4.1 Teachers are given opportunities to develop leadership skills and take on new responsibilities
  • Formal leadership and development opportunities are available and encouraged
  • Teachers are given informal opportunities to lead within the school
4.2 Teachers taking on leadership roles are rewarded and supported
  • Teacher leaders receive financial and non-monetary rewards
  • Teachers receive training and support to take on leadership roles

4.3 Selection for leadership and development opportunities is rigorous and evidence-based
  • Selection for opportunities is rigorous and based on performance
  • Selection processes include input from school leadership

5. 
Adequate support services for students

5.1 District policies help teachers to support students with additional academic needs (such as special education students, English Language Learners, etc.)

5.2 District policies help teachers to support students with non-academic needs
  • Support staff such as counselors, nurses and clinical staff are available
  • Discipline and safety policies are clearly communicated
  • Teachers are supported to communicate with families

Bonus points

In each of the five categories, bonus points may be granted to districts who demonstrate:
  • Innovative approaches to supporting great teachers not captured by the indicators listed above
  • Exceptional district performance on one or more of the indicators listed above



Note: Due to data availability, not all criteria will be used in every stage of the process.