FAQs

1. How were schools selected to participate in the Chicago Teacher Advancement Program (Chicago TAP)?

Schools were selected through an application process during which they were evaluated on their need and readiness, with contributing criteria including teacher qualifications, experience and turnover, student attendance and achievement and leadership capacity. In order for schools to be eligible for the program they must have at least 75 percent of their students receiving free or reduced price lunch and evidence that at least 75 percent of their faculty voted to participate.

See our current Chicago TAP schools on an interactive map 2009_2010 Bing Map of TAP

2. How does Chicago TAP help increase student achievement?

Research shows the most important school-related factor in student achievement is having a high-quality teacher in the classroom. Chicago TAP helps educators focus on academics and better teaching techniques, building upon the foundation of the school's instructional program, state academic standards, curriculum and testing.

3. How does this program motivate teachers?

All educators pursue classroom teaching with the intent and motivation to help all students learn, but they often are not provided with the tools and support system to meet those goals. Chicago TAP provides ongoing applied professional development sessions for all teachers, offering frequent opportunities to collaborate and share "best practices" with colleagues.

Under the Chicago TAP system, outstanding teachers also can earn performance-based compensation and advance professionally, just as in other careers. And they do it without leaving the classroom, where they are needed most. Chicago TAP provides the opportunities for teachers to pursue increased responsibilities and leadership positions as a Lead or Mentor Teachers. As a Lead or Mentor Teacher, a selected individual becomes TAP certified, receive rigorous training to coach Career Teachers, and monitor progress of the TAP school plan.

4. What kind of professional development do Chicago TAP teachers receive?

Chicago TAP's ongoing applied professional growth calls on teachers to become active agents of their own improvement. Each teacher works in cooperation with Lead or Mentor Teachers to develop an Individual Growth Plan (IGP). As well, each belongs to a professional learning group called a cluster group. Lead and Mentor Teachers within the school lead these cluster sessions, which focus on teacher collaboration for instructional improvement. Both IGP and cluster group work help teachers meet student learning needs by connecting research-based, data-driven best practices to daily classroom instruction. Both types of sessions are embedded in the school's daily schedule.

5. How will performance pay work? How are salaries determined in this program? Why is this program better than giving teachers a salary raise across the board?

Chicago TAP offers performance-based compensation. This compensation is determined by established objective criteria, including classroom observations and student achievement. All performance-based compensation is above and beyond a teacher, principal or school staff’s salary. The system rewards teachers for measurable improvements in their teaching skills and student performance.

Lead Teachers receive a stipend of $15,000 and Mentor Teachers receive a stipend of $7,000 above and beyond base compensation.  These stipends reflect additional roles and responsibilities of Lead and Mentor Teachers, and are non-pensionable. 

For more information about performance pay click here.

6. Many factors outside the classroom affect student learning. How does Chicago TAP provide teachers with equal opportunity to earn bonuses?

Chicago TAP is based on the premise that all children can learn, regardless of external factors and socioeconomic conditions. That is why classroom gains are measured through "value-added" growth, rather than reaching a specific attainment level. This means that regardless of where their students start the year academically, teachers are evaluated and compensated based upon how much their students improve, not by the percentage of students that "meet" or "exceed" on standardized tests.

7. How are teachers selected for leadership roles?

Applicants go through a rigorous selection process that includes meeting basic qualifications and demonstrating expertise in learning and instruction, curriculum development, assessment and leadership. Applicants are also expected to have a record of demonstrated student achievement. A staffing committee with representatives from the partner organizations and teachers participates in the selection process to create a pool of teachers qualified for leadership roles. Cohort principals then make the final selections from the pool of qualified candidates.

8. How does Chicago Teachers Union (CTU) feel about Chicago TAP?

The Chicago Teachers Union is an integral partner in Chicago TAP and has helped shape the program to ensure its success in Chicago Public Schools. Because Chicago TAP is focused on giving teachers more opportunities to be supported, challenged and rewarded for their performance, the CTU supports it. Read the MOU between CPS and CTU.

9. What happens after the five-year pilot ends in Chicago?

The goal is demonstrable successes that will motivate additional funding from public and private sources to continue the program and expand Chicago TAP to additional schools.

10. What is different in Chicago TAP from the national TAP model?

Chicago TAP is a customized version of the TAP model developed to be successful specifically in Chicago. In Chicago TAP, all school staff are eligible to receive performance-based compensation because we believe all adults in a school have an impact on student learning.

11. What kind of support is available for schools participating in the program?

Chicago TAP schools are given proven processes and tools to structure and drive instructional change and student achievement. Chicago TAP schools have the opportunity to participate in continuous training such as summits, monthly Lead and Mentor Teacher meetings, bi-monthly principals meetings and onsite support and coaching from TAP national trainers and the local Chicago TAP School Support Team. Leadership Teams, consisting of principals, Lead and Mentor Teachers, at Chicago TAP schools work closely with an assigned Chicago TAP Instructional Specialist from the Chicago TAP School Support Team to receive training, coaching, and program implementation guidance.  There are also national summits and conferences that provide participating principals and schools with additional support.

 12. What are value-added gains and how does CPS use them to determine a school's TAP performance level?

Please refer to this document for answers about value-added gains.