Review of the MN Dept. of Ed. Q Comp Requirements

Day 1: Review of the Minnesota Department of Education Q Comp Requirements and Guiding Principles


According to the Department of Education website, the purpose of the Quality Compensation Program is to:

  • Recruit and retain highly qualified teachers

  • Encourage highly qualified teachers to undertake challenging assignments and support teachers’ roles in improving students’ educational achievement

  • Provide incentives to encourage teachers to improve their knowledge and instructional skills 


The 4 core components of the program are:

  1. Career Advancement Options

  • Gives teachers opportunities to have formal leadership roles

  • Teacher leaders act as change agents and seek to build capacity in colleagues 

  • Roles include: instructional coach, literacy and math specialist, data coach, equity coach, mentor, PLC leader, peer reviewer, site team leader. 

  • These leadership roles must be focused on facilitating professional development specific to individual sites and must focus on helping staff improve instructional skills. 

  1. Job-Embedded Professional Development

  • Licensed educators must receive ongoing, site-based professional development that is facilitated by teacher leaders. 

  • Must occur during contract hours throughout the school year.

  • Must be collaborative and seek to improve and grow professional relationships amongst staff. 

  • Must be aligned with district and site professional development plans.

  • Must be designed to improve content knowledge and instructional skills. 

  • Should consider the needs of ALL student groups, especially those who have been historically marginalized. 

  1. Teacher Development and Evaluation

  • Plans must be designed to develop, improve and support qualified teachers, effective teaching practices, and to improve student learning.

  • There should be one instructional framework or rubric that the district uses (differentiation may be made for specific licensed, non-instructional positions: ie school counselor, nurse, school psychologist, etc.)

  • Summative evaluators must be qualified and trained to perform summative evaluations. 

  • Summative evaluations need to occur at least every 3 years.

  • During years without summative evaluations, peer review must occur by trained peers.

  • An individual growth and development plan must be included, and must focus on educator growth. 

  1. Performance Pay and Reformed Salary Schedule

  • Opportunities for educators to earn additional financial award based on performance. 

  • At least 60% must be based on:

  1. School-wide student achievement

  2. Measure of student growth and literacy

  3. Teacher observation/evaluation 

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