Because I'm a teacher, community members have approached me about Steve Watson's June 15 commentary "The state of Q Comp, 10 years in." Contrary to Watson's argument, researchers do know that Q Comp helps both teachers and students learn and grow.
For this reason, I'm thankful that the Minnesota Legislature voted not only to continue financial support for Q Comp but also to increase equity in our schools through the program in some key ways. Legislators from both parties met with and listened to teachers like me, who asked them to do two things during the 2015 session: Lift the cap on how many districts can access Q Comp and allow districts flexibility in offering bonuses to effective teachers in hard-to-staff schools.
As a teacher of students who have recently immigrated to the United States, I need to be certain that my instruction will help accelerate English learning, because there's too much at stake to use teaching methods that aren't proven effective. To teach well and hone my craft, I also need reliable support. That's why I appreciate that my district created a Q Comp plan last year that has the potential to become a flexible system of evaluation, with job-embedded professional development, incentives for leadership and growth, and supports that help me improve.
As a sixth-year teacher, I have quickly learned the value of high-quality professional development and teacher leadership that Q Comp affords. This past year, my school faced a potential challenge when my principal was replaced. I was nervous about it, because transitions are often challenging, especially in high-poverty schools. But our end-of-year achievement data showed growth, and I think that teacher leadership, collaboration and professional development — provided by Q Comp — made the difference.
My personal experience with Q Comp is confirmed by the Minnesota report on Q Comp research. I could share more individual success stories, but it is important to look at Q Comp broadly, and see that it is:
• Effective: In 2013, researchers from the University of Minnesota produced a comprehensive report on the effects of Q Comp. The study showed that districts involved in the program experience the equivalent of adding a month to the school year, specifically thanks to Q Comp.
• An excellent value: The same study showed that Q Comp's return on investment is 5 to 1. That means, compared with the average dollar spent on education, we can expect students in Q Comp districts to eventually contribute five times more back to our economy.
• Consistent: Schools see positive effects in student achievement immediately upon joining Q Comp — but even greater growth over time. Stick with Q Comp to experience results.