PAY FOR PERFORMANCE: GETTING IT RIGHT

A Solution in Search of a Problem?

Teaching salaries too low overallTeaching is a “flat” professionSame compensation for excellent as

for mediocre teachersLittle incentive to improve own

knowledge and skillLittle incentive to improve student

performance

Typical Characteristics of Pay-for-Performance Systems

Differentiated Career Levels, with Enhanced Compensation for Upper Levels

Bonuses for Teams or Schools Demonstrating Increased Student Learning

Underlying Assumptions of Pay-for-Performance Systems

Good teaching is essential to high levels of student learning

Professional learning should continue throughout a teacher’s career

Individuals are motivated to perform at higher levels by the promise of greater compensation.

More Underlying Assumptions

People beginning their careers are attracted towards professions that offer advancement and reward for higher performance.

Student learning is a result of both individual and team effort.

“Carrots” are better than “sticks.”

Design Challenges of Pay-for-Performance Systems

Defensible Techniques for Determining the Quality of Teaching

Adequate Measures of Student Learning

Requirements to Determine Good Teaching

Clear definition of teaching - (the “what”)Instruments and procedures that provide

evidence of teaching - (the “how”)Trained evaluators who can make

consistent judgments based on evidenceTeachers who have had the “opportunity to

learn” the “what” and the “how”

The Domains

Planning and Preparation

The Classroom Environment

Instruction

Professional Responsibilities

A Framework for Teaching:Components of Professional

Practice

Domain 4: Professional Responsibilities•Reflecting on Teaching•Maintaining Accurate Records•Communicating with Families•Contributing to the School and District•Growing and Developing Professionally•Showing Professionalism

Domain 3: Instruction•Communicating Clearly and

Accurately•Using Questioning and Discussion Techniques•Engaging Students in Learning•Providing Feedback to Students•Demonstrating Flexibility and

Responsiveness

Domain 1: Planning and Preparation•Demonstrating Knowledge of Content

and Pedagogy•Demonstrating Knowledge of Students•Selecting Instruction Goals•Demonstrating Knowledge of Resources•Designing Coherent Instruction•Assessing Student Learning

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

Copyright ©1999 by Educational Testing Service. All rights reserved.

L E V E L O F P E R F O R M A N C E

ELEMENT UNSATISFACTORYBASIC

PROFICIENT DISTINGUISHED

TeacherInteractionwith Students

Teacher interaction with at leastsome students is negative,demeaning, sarcastic, orinappropriate to the age orculture of the students. Studentsexhibit disrespect for teacher.

Teacher-student interactions aregenerally appropriate but mayreflect occasional inconsistencies,favoritism, or disregard forstudents’ cultures. Studentsexhibit only minimal respect forteacher.

Teacher-student interactions arefriendly and demonstrate generalwarmth, caring, and respect.Such interactions are appropriateto developmental and culturalnorms. Students exhibit respectfor teacher.

Teacher demonstrates genuinecaring and respect for individualstudents. Students exhibit respectfor teacher as an individual,beyond that for the role.

StudentInteraction

Student interactions arecharacterized by conflict,sarcasm, or put-downs.

Students do not demonstratenegative behavior toward onanother.

Student interactions are generallypolite and respectful.

Students demonstrate genuinecaring for one another asindividuals and as students.

DOMAIN 2: THE CLASSROOM ENVIRONMENTCOMPONENT 2A: CREATING AN ENVIRONMENT OF RESPECT AND RAPPORT

Elements:Teacher interaction with students Student interaction

Figure 6.7

The Classroom Environment

The Instruments and Procedures

Taken together, they document all the evaluative criteria

They represent a “natural harvest” of a teacher’s work

The timelines and workload are reasonable, for teachers and evaluators

They promote professional learning

Evidence, Interpretation, Judgement

INTERPRETATION

EVIDENCEFOR A

COMPONENT

JUDGEMENT

Opportunity to Learn the “what” and the “how”

Orientation to the systemFamiliarity with the evaluative

criteria, and how they apply to own setting

Adequate structure and guidance for preparing artifacts of teaching

Measures of Student Learning

Aligned with state and/or district content standards

Applied to teacher teams, not individuals

Demonstrate patterns over timeUse multiple measures

Pitfalls and Dangers of Pay-for-Performance

Rigid and formulaic designInadequate communication Insufficient trainingPremature and too rapid

implementation (bugs still there)Fear of misuseUnintended negative

consequences

Recommendations for Design of Pay-for-Performance

Link the design to purposesKeep it simple (only a few levels) Engage everyone in the design

processTake PLENTY OF TIME to designCommunicate with everyone,

often

More Recommendations for Pay-for-Performance

Invest in training, and more trainingPilot first with volunteers; reviseImplement slowly with no stakesBuild in a feedback and ongoing

revision processCommunicate with everyone, often

Promises and Benefits of Pay-for-Performance

A focus on good instruction

Attention to results with students

Recognition for superior

performance

Enhanced professional culture