Episode Details

Happy Friday!

Welcome back! I hope spring break provided you with time to rest, recharge, and reconnect with the people and things that matter most. As we return, we do so with renewed focus and purpose, knowing that the final weeks of the school year hold both opportunity and impact.

As we enter the final stretch of the school year, I want to begin by expressing my gratitude for your daily commitment to instruction, student relationships, and professional growth. All of this continues to affirm that our district's strength is found in the hearts and minds of those who serve. You have carried the load this year, and I am deeply proud of the work we are doing together for the performance targets we are striving to reach.

This week, I want to take time to explain something that is both relevant and important: the method used by the Arkansas Department of Elementary and Secondary Education (DESE) to determine merit pay, and how our local end-of-year evaluations factor into that process. Clarity on this topic ensures everyone understands both the opportunity and the path forward.

Understanding Merit Pay: Who and What Qualifies

As part of the Arkansas Merit Incentive Fund Program, eligible teachers may receive additional compensation based on specific, measurable criteria set by the Division of Elementary and Secondary Education (DESE). There are three primary pathways through which a teacher may qualify for merit pay:

* Classroom Teachers with a Value-Added Measure ScoreTeachers with a three-year average growth score of 80 or higher, based on state assessment data, may be eligible for merit pay under the category of demonstrating outstanding student growth. These growth scores reflect whether students assigned to a teacher made expected—or greater than expected—academic progress. A score above 80 indicates student performance exceeded typical growth expectations. In the coming days, your principal will provide this data for teachers in grades 3 through 10. To be considered a “teacher” for merit pay purposes, an individual must spend at least 70% of their time directly teaching students. This category also includes librarians and counselors, who must be rated “Highly Effective” and submit supporting artifacts. Additionally, teachers must have at least 10 non-highly mobile students in a single tested subject and possess three years of value-added model (VAM) data, ranking in the top 25% statewide, to fully qualify. We are happy to report that five of our teachers hit that mark for last year’s growth!

* Teachers in High-Need AreasTeachers employed in critical shortage areas, including certain subjects, geographic regions, or other high-need designations, are also eligible for merit incentives. These assignments address ongoing workforce shortages across the state. Teachers serving in these roles not only fill essential gaps but also demonstrate a willingness to lead in areas that are often underserved or difficult to staff. The final rating of these teachers in EES would have to be “Effective or Highly Eff