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A “Traditional” Steps and Lanes Structure
It was an advance on what came before, and is still an advance in some situations, e.g. independent schools
Higher salaries are paid for additional years of experience and completion of courses and/or degrees
Differentiated Evaluation Systems
Multi-year cycle
Comprehensive evaluation- every 2-4 years
Self-directed professional inquiry in the “other” years
Why Performance-Based Pay?(What is the Problem for which P-B-P is the Solution?)
Compensation in the private sector reflects individual performance
Teaching is a “flat” profession. Long-term recruitment and retention of teachers requires the promise of higher career earnings
Market forces make recruitment difficult in shortage areas
Teachers must be motivated to work harder to increase student achievement
Approaches to Differentiated Teacher Compensation
Signing bonuses for hard-to-staff schools or shortage areas
Higher pay for additional responsibilities, e.g., debate team coach
School or team based performance awards
Individual pay-for-performance
(The first three approaches are non-controversial)
A Fundamental Flaw
Unless a board (state, district, or school) is willing to write, in effect, a blank check, and since the number of individuals eligible for bonuses cannot be accurately predicted, teachers are, consequently, in competition with one another for scarce resources.
High-Stakes (Consequential) Assessment
The results matter, for either compensation or career status
Procedures must meet high standards of psychometric rigor
The system must be, and must be perceived to be, fair and accurate
Requirements for Psychometric Rigor
What are the criteria: are they publicly understood, and do all teachers have the opportunity to demonstrate them?
Who decides whether the criteria are met, and can they make consistent and defensible judgments based on evidence?
Performance System Design
High Rigor
Structured Mentoring Programs, e.g. New Teacher Center, Framework Induction Program
Low ------------------------------------
National Board CertificationPraxis III
Level of Stakes -------------------High
Informal Mentoring Programs
Low Rigor
DANGER!!
Stated Purposes of Individual Pay-for-Performance
Motivate teachers to work harder
Reward superior teaching
Recognize enhanced career status
Provide incentives for activities that benefit the entire school, e.g. action research
(The first two are flawed, the last two have merit)
Motivating Teachers to Work Harder
This approach assumes that teachers are “holding back,” waiting for higher pay
Most teachers find this assumption demeaning and insulting, an undermining of professionalism
Motivating Teachers With Individual Performance Awards
Merit pay is an effective incentive in work such as sales and piecework, where employees contribute individually to the effectiveness of the entire effort.
But in schools, the work is successive, accomplishments are cumulative, and cooperation is essential.
Rewarding Superior Teaching
Two basic approaches:
Inputs, that is, what teachers do, how well they do the work of teaching
Outputs, that is, what teachers accomplish, typically how well their students learn
Rewarding What Teachers Do
Two basic approaches:
As judged by internal assessors, within the school or district, based on specific criteria (including parent input?)
As judged by external assessors, for example National Board Certification
(Only the latter is generally perceived to be valid)
The Framework for TeachingSecond Edition
Domain 3: Instruction•Communicating With Students•Using Questioning and Discussion Techniques•Engaging Students in Learning•Using Assessment in Instruction•Demonstrating Flexibility and Responsiveness
Domain 1: Planning and Preparation•Demonstrating Knowledge of Content
and Pedagogy•Demonstrating Knowledge of Students•Setting Instructional Outcomes•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Designing Student Assessments
Domain 2: The Classroom Environment•Creating an Environment of Respect
and Rapport•Establishing a Culture for Learning•Managing Classroom Procedures•Managing Student Behavior•Organizing Physical Space
Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Participating in a Professional Community•Growing and Developing Professionally•Showing Professionalism
Domain 2:The Classroom Environment2a: Creating an Environment of Respect and
Rapport
L E V E L O F P E R F O R M A N C E
ELEMENT UNSATISFACTORY BASIC PROFICIENT DISTINGUISHED
Teacher Interaction with Students
Teacher interaction with at least some students is negative, demeaning, sarcastic, or inappropriate to the age or culture of the students. Students exhibit disrespect for the teacher.
Teacher-student interactions are generally appropriate but may reflect occasional inconsistencies, favoritism, or disregard for students’ cultures. Students exhibit only minimal respect for the teacher.
Teacher-student interactions are friendly and demonstrate general caring and respect. Such interactions are appropriate to the age and cultures of the students. Students exhibit respect for the teacher.
Teacher’s interactions with students reflect genuine respect and caring, for individuals as well as groups of students. Students appear to trust the teacher with sensitive information.
Student Interactions with one another
Student interactions are characterized by conflict, sarcasm, or put-downs.
Students do not demonstrate disrespect for one another.
Student interactions are generally polite and respectful.
Students demonstrate genuine caring for one another and monitor one another’s treatment of peers, correcting classmates respectfully when needed.
DOMAIN 2: THE CLASSROOM ENVIRONMENT COMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT
Elements: Teacher interaction with students Student interaction with one another
Figure 4.2b
Negative Consequences of Using the Framework for Teaching
(or other such definition)
In their concern to “look good” on the rubric,
Teachers become “legalistic,” parsing the words, defending their performance
Teachers adopt a low-risk approach, not willing to try new approaches
Teachers are unwilling to accept challenging students in their classes
Rewarding What Teachers Accomplish
Typically linked to student achievement on state-wide assessments
Because of the importance of out-of-school factors, validity demands “value-added” measures
Assumptions of Rewarding Teachers Based on Student Achievement
Available assessments include all valuable learning
Assessments are available for all teachers In preparing students for the assessments,
teachers will use good instructional strategies(That is, “teaching to the test” is good teaching)
Statistical techniques can attribute student learning to individual teachers
Negative Consequences of Rewarding Teachers Based on Student
Achievement
Even if the assumptions are satisfied: Cheating, by teachers or administrators Narrowing the curriculum to what is
assessed, and the manner in which it is assessed
If student achievement is defined as the percentage who exceed a standard, teachers concentrate their efforts on those close to the line, ignoring others
Positive Consequences of School or Team-based Performance Awards
Recognizes that all teachers contribute to student learning
Encourages collaboration and cooperation among teachers within the school or team
Recognizing Enhanced Career Status
Must designate career levels, for example:
Novice teacher (similar to probationary)
Career teacher (similar to tenured)
Master teacher
Faculty leader
Issues to Consider in Career-Ladder Systems
What are the criteria for teachers to achieve the different levels?
What are the procedures for teachers to move from one level to another?
Who decides whether the criteria are met?
Do the different levels carry differentiated responsibilities?
Recommendations for Career-Level Systems
Any teacher may apply for enhanced status
Procedures contribute to professional learning, requiring self-assessment and reflection on practice
Teacher actions contribute to the intellectual capital of the school, e.g., conducting and sharing action research
Teacher applications are evaluated by both teachers and administrators
Practical Challenges for Performance-Based Compensation
Time, for both teachers and evaluators
Evaluator skill and detachment
Stability of funding
A Promising ApproachArlington, VA
Traditional salary structure supplemented by bonuses worth 5% of base salary
Within every five years of experience, teachers may apply for a bonus
Three ways to win bonuses:- achieve National Board certification- conduct action research- demonstrate informal teacher leadershipThe last two are determined by panels of trained teachers and administrators
Bottom Line: Benefit/Cost Ratio
Given a pool of money, and given the goals of enhancing student learning, how should that money be spent? That is, is an investment in bonuses for teachers likely to yield more than the same money invested in, for example, mentoring, coaching, or professional development?