Q Comp mission

It is the primary mission of the Anoka-Hennepin Q Comp program to increase student achievement by promoting reflection and growth among licensed staff.

To fulfill this mission, the program is accountable for:

Assisting licensed staff with meaningful professional growth and student achievement goals

Capturing objective data and identifying patterns

Developing collaborative relationships based on trust

Promoting a teaching and learning environment that supports the district's plan

Providing a variety of learning opportunities to support reflective practice

Supporting self-directed learning through reflective conversations

Utilizing a partnership between the school board, the district administration, and AHEM to make program decisions

Our purpose

Q Comp provides meaningful job-embedded professional development and financially rewards teachers and other licensed staff for working toward raising student achievement. The Anoka-Hennepin plan includes incentives for completing a professional growth process, achieving building student achievement goals, and individual student achievement goals.

The observation cycle process

Every year licensed staff are required to be observed in order to meet the requirements set forth in the Minnesota Teacher Development and Evaluation law (MN statute 122A.40).

Student achievement goal (SAG)
In accordance with MN Statute, Q Comp plans must include a measure of student academic growth based on student outcomes.

High cycle and probationary cycle staff members will have their student achievement goal evaluated by the administrator performing their observations. The rubric will not only measure if a staff member successfully attains their goal but other factors such as determining needs of students, creation of the goal and action plan, monitoring student progress, and reflection. This evaluation goes toward the administrator's summative evaluation of the staff member.

Low/Q Comp cycle staff members will work with their Q Comp Peer Evaluator to self-assess their goal. Administrators will be able to view the goals submitted during low cycle years.

Requirements:
- Student Achievement Goal (Form SAG) data must be entered into the Anoka Hennepin Employee Performance system (AHEP) by March 31st of the current year (Probationary deadline is February 28th). Student Achievement Goal Entry Directions.
- Student achievement goals are set by individual staff members, which may include consultation with PLC/CT members.
- Student achievement goals must be related to a building, department, or district goal.
- Staff members receive an incentive of $185 for meeting the student achievement goal.
- Student achievement goals must be written in SMART goal format.
- Student Achievement Goal Results (Form SAGR) must be entered into AHEP by May 15th (Probationary deadline is March 31st).
Resources:
- SAG Planning Sheet - Planning guide that asks questions to help develop your goal.
- Goal Frames - Frameworks that can be used to help structure a proficient or distinguished goal.
- How to Reimagine your SAG - Looking for equity, district priorities, focusing on your whole QCOMP process.
- SAG Self-Assessment Rubric - Use to self-assess the level of your student achievement goal for PAS.
- The Student Achievement Goal Assistant can act as a starting point for developing your goal. The goal assistant DOES NOT automatically enter the information in AHEP. If you use the assistant, you will need to copy and paste your goal into form SAG in AHEP.
- Directions for entering the student achievement goal
- Directions for entering student achievement goal results
Professional growth goal (PGG)

The Professional Growth Goal is an opportunity for staff to choose a focus for their own professional learning and growth. The Professional Growth Goal Plan (Form PGGP) is written and needs to be entered into the Anoka Hennepin Employee Performance system (AHEP) by the end of trimester 1. It is reflected upon during trimester 2 in the Professional Growth Goal Mid-year (Form PGGM). The final reflection is entered in the Professional Growth Goal Reflection (Form PGGR) and due by May 15th (Probationary deadline is March 31st).
Probationary cycle
Self Assessment
- Staff member being evaluated completes a Self-Assessment (Form SELF) in the Anoka Hennepin Employee Performance system (AHEP) for all twenty-two component areas in the four domains.
Component Cycle
- Staff member completes the Component Plan (Form CP) in AHEP.
- A pre-observation conference is scheduled with an administrator to review the observation process and rubrics.
- Domain 3 or your assigned components will be evaluated during the first observation.
  - Instructional staff observations will focus on five components based on the instructional domain of Charlotte Danielson's Framework for Teaching.
  - Non-Instructional staff observations will focus on five assigned components based on the non-instructional domain of Charlotte Danielson Framework for Teaching
  - "Look for" documents are available for each set of components. They provide the specific descriptors for the components and examples of what may be observed.
  - Evidence of proficiency in other areas may also be collected.
- After the observation, the staff member completes the Component Reflection (Form CR) in AHEP.
- A post-observation conference is scheduled with the administrator to review the data collected.
- The administrator completes the Component Summary (Form CS) in AHEP, summarizing the data collected during the observation.
Environment or Probationary Growth & Learning Cycle
- Staff member completes the Environment Plan (Form EP) or the Probationary Growth & Learning Plan (Form PGLP) in AHEP.
- A pre-observation conference is scheduled with an administrator to review the observation process and rubrics.
- Domain 2 will be evaluated during the second observation for instructional staff members.
- Evidence of proficiency in other areas may also be collected.
- After the observation, the staff member completes the Environment Reflection (Form ER) or the Probationary Growth & Learning Reflection (Form PGLR) in AHEP.
- A post-observation conference is scheduled wth an administrator to review the data collected.
- Administrator completes the Environment Summary (Form ES) or the Probationary Growth & Learning Summary (Form PGLS) in AHEP, summarizing the data collected during the observation.
- Progress on the student achievement goal is reviewed using the rubric as a guide.
- Additional evidence will continue to be colleted throughout the year via walk-throughs and other informal observations.
Note: Although a probationary staff member is not observed by a peer, they may act as a peer of choice for continuing contract staff members. In order to act a s peer of choice, staff members must complete the peer of choice training through the Learning Management System (LMS). The PoC Overview has more information regarding the peer of choice process.

Growth & Learning Cycle
- Staff member completes the Growth & Learning Plan (Form GLP) in AHEP.
- A pre-observation conference is scheduled with an administrator to review the observation process and rubrics.
- Additional evidence is collected in all domains.
- After the observation, the staff member completes the Growth & Learning Reflection (Form GLR) in AHEP.
- A post-observation conference is scheduled with an administrator to review the data collected.
- The administrator completes the Growth & Learning Summary (Form GLS) in AHEP, summarizing the data collected during the observation.
Summative

The Summative (Form SUMM) is reviewed with the staff member after all three observations are completed. Proficiency will be evaluated for twenty-two components in the four domains using the evidence that has been collected over the course of the year. In addition, the student achievement goal is also evaluated.
Low cycle
Component Cycle
- Staff member completes the Component Plan (Form CP) in the online Anoka-Hennepin Employee Performance System (AHEP).
- A pre-observation conference is scheduled with a peer evaluator to review the observation process and rubrics.
- Domain 3 or your assigned components will be evaluated during the first observation.
  - Instructional staff observations will focus on five components based on the instructional domain of Charlotte Danielson's Framework for Teaching.
  - Non-Instructional staff observations will focus on five assigned components based on the non-instructional domain of Charlotte Danielson Framework for Teaching
  - "Look for" documents are available for each set of components. They provide the specific descriptors for the components and examples of what may be observed.
- After the observation, the staff member completes the Component Reflection (Form CR) in AHEP.
- A post-observation conference is scheduled with the peer evaluator to review the data collected.
- The peer evaluator completes the Component Summary (Form CS) in AHEP, summarizing the data collected during the observation.
Peer of choice cycle

The Anoka-Hennepin Q Comp plan requires that staff are observed by more than one person over the course of the year. A "peer of choice" (PoC) acts as the observer for one of the three Q Comp observations.
- Staff member completes the Peer of Choice Plan (Form PoCP) in AHEP.
- Staff member selects and contacts a colleague to act as a peer of choice.
- The PoC must complete the online training in the Learning Management System (LMS).
- A pre-observation conference is scheduled with a peer evaluator and the PoC to review the observation process and rubrics.
- During the observation, the PoC observes and collects requested data.
- A post-observation conference is scheduled with the peer evaluator and PoC to review and reflect on the data collected.
- After the observation, the staff member completes the Peer of Choice Reflection (Form PoCR) in AHEP.
Growth & Learning Cycle

During this cycle, stakeholders will either finish demonstrating proficiency in any of the five components not demonstrated during the component cycle or select an enrichment option to support further professional growth.
- The staff member completes the Growth & Learning Plan (Form GLP) in AHEP.
- A pre-observation conference is scheduled with a peer evaluator to review the observation process and rubrics.
- Domain 3 or assigned components will be evaluated if components were missed during the component cycle.
- If all components are met, the staff member and the peer evaluator will discuss the enrichment options.
- A post-observation conference is scheduled with the peer evaluator to review the data collected.
- After the observation, the staff member completes the Growth & Learning Reflection (Form GLR) in AHEP.
- The peer evaluator completes the Growth & Learning Summary (Form GLS) in AHEP, summarizing the data collected.
Observation 3 Optional Enrichment Links
- 3rd Observation Cycle Flow Chart
- Ideas for Enrichment
- Enrichment Cycle Examples
- Requirements for Action Research
- Requirements for Observe a Colleague
- Requirements for Retirement Conversation
- Requirements for Drop-in Observation
High cycle
Self Assessment
- Staff member being evaluated completes a Self-Assessment (Form SELF) in the Anoka Hennepin Employee Performance system (AHEP) for all twenty-two component areas in the four domains.
Component Cycle
- Staff member completes the Component Plan (Form CP) in AHEP.
- A pre-observation conference is scheduled with an administrator to review the observation process and rubrics.
- Domain 3 or your assigned components will be evaluated during the first observation.
  - Instructional staff observations will focus on five components based on the instructional domain of Charlotte Danielson's Framework for Teaching.
  - Non-Instructional staff observations will focus on five assigned components based on the non-instructional domain of Charlotte Danielson Framework for Teaching
  - "Look for" documents are available for each set of components. They provide the specific descriptors for the components and examples of what may be observed.
  - Evidence of proficiency in other areas may also be collected.
- After the observation, the staff member completes the Component Reflection (Form CR) in AHEP.
- A post-observation conference is scheduled with the administrator to review the data collected.
- The administrator completes the Component Summary (Form CS) in AHEP, summarizing the data collected during the observation.
Peer of choice cycle

The Anoka-Hennepin Q Comp plan requires that staff are observed by more than one person over the course of the year. A "peer of choice" (PoC) acts as the observer for one of the three Q Comp observations.
- Staff member completes the Peer of Choice Plan (Form PoCP) in AHEP.
- Staff member selects and contacts a colleague to act as a peer of choice.
- The PoC must complete the online training in the Learning Management System (LMS).
- A pre-observation conference is scheduled with a peer evaluator and the PoC to review the observation process and rubrics.
- During the observation, the PoC observes and collects requested data.
- A post-observation conference is scheduled with the peer evaluator and PoC to review and reflect on the data collected.
- After the observation, the staff member completes the Peer of Choice Reflection (Form PoCR) in AHEP.
Environment or Growth & Learning Cycle
- Staff member completes the Environment Plan (Form EP) or the Growth & Learning Plan (Form GLP) in AHEP.
- A pre-observation conference is scheduled with an administrator to review the observation process and rubrics.
- Domain 2 will be evaluated during this observation for instructional staff members.
- Evidence of proficiency in other areas may also be collected.
- After the observation, the staff member completes the Environment Reflection (Form ER) or the Growth & Learning Reflection (Form GLR) in AHEP.
- A post-observation conference is scheduled wth an administrator to review the data collected.
- Administrator completes the Environment Summary (Form ES) or the Growth & Learning Summary (GLS) in AHEP, summarizing the data collected during the observation.
Summative

The Summative (Form SUMM) is reviewed with the staff member after all three observations are completed. Proficiency will be evaluated for twenty-two components in the four domains using the evidence that has been collected over the course of the year. In addition, the student achievement goal is also evaluated.
Site goal
In accordance with MN State Statute, Q Comp plans must include a schoolwide student achievement goal based on a standardized assessment and show a gain over the previous year.

Each year, the Anoka-Hennepin Research, Evaluation, and Testing Department uses the previous year's MCA and cohort data to establish the next year's math, reading, and science goals. The Q Comp site goal is aligned to either the MCA math or reading goal, based on school board direction.

Site Goals
- Based on MCA results for the site/building
- Site goals are prorated based on FTE
2022-23 Site Goals

2021-22 Site Goals

2020-21 Site Goals

2019-20 Site Goals

2018-19 Site Goals

Resources

Frequently asked questions

Observation cycle

Q: How will we know what the Peer Evaluator is looking for in an observation?

A: The teacher will be evaluated on the 5 components within the instructional domain (See the PAS rubrics). At the pre-observation meeting, the teacher will also tell the Peer Evaluator what to look for based on the instructional domain and its connection to the teacher’s particular lesson.

Q: What are the rubrics based on? Who is Char Danielson?

A: Our rubrics are pulled directly out of our current PAS system, which is based on the work of Charlotte Danielson, a well-known education researcher/consultant on assessment systems for teachers. Most school districts in Minnesota use either the Char Danielson “Frameworks” or the Marzano program.

Q: I don’t teach in a “traditional” classroom, how will I be observed?

A: Many of our teachers are not in “traditional” classrooms. You may be evaluated while you are facilitating a meeting, leading a professional development session for adults, or even participating in a due process meeting. Your evaluator will help you set up a system/plan that would be able to align with the Q Comp guidelines.

Q: What is the Peer of Choice?

A: During the peer of choice cycle, you will get to work with peer of your choice. In this cycle, you will meet with your Peer Evaluator and Peer of Choice in the pre and post meetings.

Q: Who can become a Peer of Choice?

A: To be a Peer of Choice you must be eligible for Q Comp and a member of the teachers' bargaining unit, complete the Peer of Choice training on LMS. Building administrators have the option to remove the staff member from consideration as a peer of choice.

·Q: How are ABE teachers with year-round schedules accommodated?

A: Peer Evaluators are scheduled to work the traditional 187-day calendar. If it isn't possible to complete three observations during the traditional 9-month calendar, we would schedule summer observations by either the Teacher Coordinator or a Peer Evaluator willing to work additional hours.
Site/student achievement goal

Q: How is the site goal generated?

A: The Minnesota Department of Education requires an increase in performance over the previous year's site goals. The Anoka-Hennepin Research, Evaluation, and Testing Department uses the previous year's MCA and cohort data to establish the next year's goal. The Q Comp goal is based on MCA reading scores.

Q: How can all teachers support reading/math goals in site improvement plans in secondary schools? How can specialists in elementary school support reading/math goals?

A: Your building should have a plan for how you can work together, regardless of discipline to improve such scores. Your coaches, PLCs, and Peer Evaluators can also help in this area. However, we recognize that no individual teacher can single-handedly achieve a site goal.

Q: If I serve in multiple buildings, which site goal will I use for Q Comp?

A: If you teach in more than one building, you will decide which building's site goal you want to use. The deadline for making this decision will be early in the school year.
General

Q: How are Peer Evaluators aligned with teachers?

A: Our goal is to match teachers and Peer Evaluators as closely as possible. However, all evaluators have received extensive training in Cognitive Coaching, which supports instructional and non-instructional best practices.

Q: What kind of feedback should I expect from my conversations with my peer evaluator?

A: The mission of Q Comp involves supporting self-directed learning through reflective conversations, drawing from a non-judgmental coaching model.

Q: Why do I have to be observed a third time if I met the components the first time?

A: Completing three observation cycles per year is in accordance with the Anoka-Hennepin Q Comp plan, as approved by Minnesota Department of Education, which is aligned with the district’s Teacher Development and Evaluation plan.

Q: Will the teacher being evaluated receive partial compensation or is it an all or none proposition? What about part-time employees?

A: Teachers are eligible for their different compensation targets. In order to receive the full $1,870.00 compensation, a teacher must successfully meet the observation requirements ($1,500), meet her/his student learning goal ($185), and have her/his site meet its site goal ($185). It is possible to receive partial compensation if one or more of the three targets aren’t met. (Example: The site doesn’t meet the site goal, but the teacher meets the observation requirements and his/her own student–learning goal, that teacher would receive $1,685.00). Part-time employees that are greater than .4 FTE receive the full stipend for the observation component and the student achievement goal. The site goal stipend is pro-rated for part-time staff based on their FTE.

Q: Is there a cap on the percentage of teachers who can earn a stipend?

A: No, there is money in the budget for every teacher to earn all three components of Q Comp compensation.

Q: Will I not receive my performance increment (step) if I fail to receive some or all of the Q Comp incentives?

A: Teachers who fail to meet the performance standard for the observation incentive will be placed on formal PAS with their administrator the following school year. If in that second year, they once again fail to meet the incentive, they may be denied their performance increment (step). This is very similar to wording in the current contract. The site and student achievement goals are in no way connected to the performance increment.

Q: Why don’t we put this money into lowering class size and hiring more teachers?

A: This money is specifically designated by the legislature for Q Comp and can’t be spent any other way. If AHEM or the school board votes down Q Comp, annual teacher evaluation will still continue per the Teacher Development and Evaluation Law, but will not have money attached to it.

Q: Can a teacher opt out of Q Comp?

A: No, all licensed educators who are .4 FTE or greater are part of Q Comp. The state does not allow us to have an “opt-out” option.

Q: Do Peer Evaluators also participate in the Q Comp process?

A: Evaluators are evaluated by the Q Comp Administrator and/or the Q Comp Coordinator and a Peer of Choice.

Q: Can I access my Q Comp forms from previous school years within AHEP?

A: Q Comp forms from previous years may be accessed through the drop-down menu that appears when your name in the upper right-hand corner of the dashboard is clicked on.

Q: Who qualifies for the Q Comp stipend?

A: To be eligible for performance pay, licensed staff must be part of the Teachers' Working Agreement with an FTE of .4 or greater on October 1st of the current school year and work a minimum of 2 trimesters (maximum of 12 weeks for a leave of absence).

Q: For hourly employees in ABE and ECFE, how many hours is 0.4 FTE?

A: .4FTE is equal to 536 hours.
Appeals process
Q: Who may file an appeal?

A: A licensed staff member may file an appeal of Observation/Evaluation #1 or Observation/Evaluation #3 to the Steering Committee if:
- The licensed staff member has concerns about the reliability or accuracy of an observation/evaluation in which the evaluator determined the Q Comp standard has not been met or
- The Q Comp observation/ evaluation process was not followed.
Q: When can I file an appeal?

A: An appeal must be submitted within 14 calendar days of the post-conference for the observation/evaluation that is being appealed or the date at which the evaluator made the teacher aware of the standard not being met, whichever is later. No appeal can be filed after the conclusion of the school year in which the evaluation occurred.

Q: How do I file an appeal?

A: An appeal must be sent via e-mail - to the Q Comp Administrator, Brian Duffy, with a courtesy copy sent to the Q Comp Coordinator, Sarah Hudson.

The written appeal should including specific concerns and rationale describing the appealed concern.

Q: What happens once the appeal is filed?

A:

1.     Within 4 calendar days, the Q Comp Administrator or Q Comp Coordinator will send a confirmation that the appeal has been received to the licensed staff member, with the evaluator being informed of the appeal.

2.     The Q Comp Administrator and Q Comp Coordinator will review the appellate information to ensure that the appeal meets the following criteria for appeal:
- The evaluator determines that the Q Comp Standard has not been met and the licensed staff member has concerns about the reliability or accuracy of an observation/evaluation or
- The Q-Comp observation/evaluation process was not followed.
3.     At least 7 calendar days in advance of the appeal, the Q Comp Administrator or Q Comp Coordinator will inform both the licensed staff member and evaluator of the date and time of the appeal proceeding.

4. The Steering Committee meets on a regular basis and will review appeals at their next scheduled meeting.

Q: What happens at an appeal proceeding?

A:

1.     Members of the Steering Committee will be given copies of the appeal and all related AHEP documents to review, as well as other supporting documents provided by the licensed staff member or evaluator.

2.     The licensed staff member and evaluator, independent of each other, will each be given the opportunity to speak to the Steering Committee. Each party will be given 5 minutes to present their perspectives to the steering committee. The Steering Committee will also be allotted 5-10 minutes to ask questions of each party. Parties may present their perspectives in writing instead if they choose.

3.     If requested by the evaluator or licensed staff member, a representative may speak on behalf of either party

4.     The Steering Committee will then meet to render a decision, and determine one of the following:
- the licensed staff member has met the standard(s) and is eligible for performance pay
- the licensed staff member has not met the standard(s) but there is a reason and opportunity/need to offer the option of another observation/evaluation.
- the licensed staff member has NOT met the standard(s) and is not eligible for performance pay.
5. Within 24 hours of the Steering Committee decision, a written electronic response will be sent to the licensed staff member filing the appeal.

6. The decision of the Steering Committee is final.

Q: Are appeals confidential?

A:

1. By appealing, the licensed staff member is agreeing to have all Q Comp related documents shared with the Steering Committee, and authorizing the evaluator to share private personnel data with the committee based on the need-to-know standard.

2. All members of the steering committee have agreed to keep information gained from the appeal strictly confidential. Unless otherwise mandated by law, nothing shared during the appellate process will be shared with anyone outside of the proceeding.

Important dates/support

Probationary cycle due dates
- October 15th
  - Observation/cycle 1 completed
  - Professional Growth Goal (PGG)
- January 15th
  - Observation/cycle 2 completed
  - Professional Growth Goal Mid-Year (PGGM)
- February 15th
  - Student Achievement Goal (SAG) including second attempts
- March 15th
  - Observation/cycle 3 completed
  - Student Achievement Goal Results (SAGR)
  - Professional Growth Goal Reflection (PGGR)
- March 31
  - Form SUMM due (completed by administrator)
High cycle due dates
- November 15th
  - Observation/cycle 1 completed
- End of Trimester 1
  - Professional Growth Goal (PGG)
- February 15th
  - Observation/cycle 2 completed
- End of Trimester 2
  - Professional Growth Goal Mid-Year (PGGM)
- March 31st
  - Student Achievement Goal (SAG)
- April 15th
  - Observation/cycle 3 completed
- May 15th
  - Student Achievement Goal Results (SAGR)
  - Professional Growth Goal Reflection (PGGR)
Low cycle due dates
- End of Trimester 1
  - Component Cycle completed
  - Professional Growth Goal (PGG)
- End of Trimester 2
  - Peer of Choice OR Growth & Learning Cycle completed
  - Professional Growth Goal Mid-Year (PGGM)
- March 31st
  - Student Achievement Goal (SAG) entered in AHEP
- May 15th
  - Peer of Choice OR Growth & Learning Cycle
  - Student Achievement Goal (SAGR)
  - Professional Growth Goal Reflection (PGGR)
Support
- Technical assistance on AHEP contact:
  - Jan Winters at 763-506-1371 or Jan.Winters@ahschools.us
- Questions regarding the Q Comp program contact:
  - Brian Duffy, Q Comp Administrator at 763-506-1377 or Brian.Duffy@ahschools.us
  - Sarah Hudson, Q Comp Coordinator at 763-506-1378 or Sarah.Hudson@ahschools.us
- PAS questions contact:
  - Rena Hammes at 763-506-1097 or Rena.Hammes@ahschools.us
- Trouble logging in, call 506-HELP
- Access to AHEP

Q Comp payout

SAG and observation stipends will be paid out on June 17, 2022

Site goal stipends will be paid out on July 29, 2022

Anoka-Hennepin Schools Staff intranet

Q Comp mission

Our purpose

The observation cycle process

Student achievement goal (SAG)

Professional growth goal (PGG)

Probationary cycle

Low cycle

High cycle

Site goal

Resources

Instructional Component A: Communicating clearly and accurately

Instructional Component B: Questioning and discussion techniques

Instructional Component C: Engaging students in learning

Instructional Component D: Assessment and feedback

Instructional Component E: Demonstrating flexibility and responsiveness

Non-instructional

Equity

Growth mindset

Social emotional learning

Frequently asked questions

Observation cycle

Site/student achievement goal

General

Appeals process

Important dates/support

Probationary cycle due dates

High cycle due dates

Low cycle due dates

Support

Brian Duffy

Sarah Hudson

Q Comp payout

Q Comp mission

Our purpose

The observation cycle process

Student achievement goal (SAG)

Professional growth goal (PGG)

Probationary cycle

Low cycle

High cycle

Site goal

Resources

Instructional Component A: Communicating clearly and accurately

Instructional Component B: Questioning and discussion techniques

Instructional Component C: Engaging students in learning

Instructional Component D: Assessment and feedback

Instructional Component E: Demonstrating flexibility and responsiveness

Non-instructional

Equity

Growth mindset

Social emotional learning

Frequently asked questions

Observation cycle

Site/student achievement goal

General

Appeals process

Important dates/support

Probationary cycle due dates

High cycle due dates

Low cycle due dates

Support

Q Comp Contacts

Brian Duffy

Sarah Hudson

Q Comp payout