Education Resource Strategies

Introduction
Choose Your Scenario
Model District Cost Drivers

Elementary Schools
Class Size and Planning Time
Small Group Support
Individual Tutoring
Staffing Strategies

Secondary Schools
Class Size and Scheduling
Staffing Strategies

Professional Development
School-based PD
Individual Careers/Other PD

Compensation and Time
Teacher Compensation
Instructional Time

Reports and Results
Budget Summary
Per Pupil Costs

A district can adopt several different professional development strategies for improving school-wide instruction. These include:

Subject-based instructional coaches
Common Planning Time among teachers
Mentoring by Department Heads or Lead Teachers

The School-based Professional Development page allows you to explore how each of these professional development strategies impacts the district's budget.

Your base case data is shown below in the gray fields. You may enter data into the yellow redesigned fields to identify the effects that various combinations of these levers have on the district budget.



total coaches in district	base case	redesigned

elementary school - literacy coaches
elementary school - math coaches
elementary school - other coaches
secondary school - literacy coaches
secondary school - math coaches
secondary school - other coaches

total coaches per school	base case	redesigned

elementary school - literacy coaches
elementary school - math coaches
elementary school - other coaches
secondary school - literacy coaches
secondary school - math coaches
secondary school - other coaches

general coaching indicators	base case	redesigned

total coaches
average number of teachers per coach (district-wide)
elementary: teachers per elementary coach
secondary: literacy teachers per literacy coach
secondary: math teachers per math coach

hours per month of coaching per secondary school teacher	base case	redesigned

secondary: literacy coaching
secondary: math coaching

total cost of coaches



common planning time - elementary	base case	redesigned

total planning periods per week
total planning minutes per week
total minutes spent in common planning
common planning sessions per week of 90 minutes or more
minutes per common planning session
percent of planning time spent in 90-minute-plus common planning sessions

common planning time - secondary	base case	redesigned

total planning periods per week
total planning minutes per week
total minutes spent in common planning
common planning periods per week of 90 minutes or more
minutes per common planning session
percent of planning time spent in 90-minute-plus common planning sessions



lead teachers and department heads	base case	redesigned

percentage of all teachers who are lead teachers and/or department heads
average salary premium per lead teacher/department head

comprehensive school reform model: pd portion	base case	redesigned

number of schools using comprehensive school reform model
pd portion of comprehensive school reform budget per school (in dollars)

	base case	redesigned	difference
school system budget

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Copyright © 2005-12 Education Resource Strategies. All rights reserved.

We encourage you to use this model and to share it with anyone else who is dedicated to improving student performance through the strategic use of school resources. Selling this tool is expressly prohibited. See Terms of Use.

This research was supported by the School Finance Redesign Project at the University of Washington's Center on Reinventing Public Education through funding by the Bill & Melinda Gates Foundation, Grant No. 29252. The views expressed herein are those of the author(s) and are not intended to represent the project, center, university, or foundation.

This strategic resource allocation tool is designed to assist users in evaluating the costs of select educational program elements and alternatives. Neither ERS nor the School Finance Redesign Project endorses the use of any of the specific elements/alternatives contained in the tool, endorses the use of the elements/alternatives in the tool over other elements/alternatives, or guarantees the effectiveness of the tool elements/alternatives relative to improving student outcomes. Users of the tool bear sole responsibility for consequences associated with using the output of the tool and/or implementing the elements/alternatives in the tool.