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WCER-CPRE, 2000, Allan Odden
CPRE research on school-based performance awards Purpose– to examine the motivational
responses of teachers Research sites
– Charlotte-Mecklenburg Schools (CMS) & sample of Kentucky schools
– Interviews with teachers & principals– Surveys of teachers & principals
WCER-CPRE, 2000, Allan Odden
A Model of School Performance
S tudentA ch ievem ent
E xterna l C auses
S ta ff B ehavior(P erform ance)
S ta ffC om petencies
S ta ff M otiva tion
S ituation(C ontext)
M anagem entS ystem s
WCER-CPRE, 2000, Allan Odden
Expectancy theory framework - motivation & student achievement
Competencies
School
Teacher Effort AchievementTeacher
Goals/Targets Consequences
Intensity Positive
Persistence Negative
Focus Enablers
WCER-CPRE, 2000, Allan Odden
How to enhance achievement- General strategy.M easure Set D irect Instill P rovide Adm inister
Achievem ent School Teacher C om petencies Enablers R ewards G oals E fforts
Teacher Perform ance
Student Achievem ent
Teacher E fforts
WCER-CPRE, 2000, Allan Odden
Teacher Expectancy in Meeting School Goals
Perceived probability that working hard will result in achieving reward status:
CMS: 56% individual, 62% group KY: 39% individual, 53% group
WCER-CPRE, 2000, Allan Odden
Factors that influenced expectancy
Receiving reward in the past School level (lower in high schools) Feedback of assessment results Principal support/professional
community Lack of conflict between SBPA goals
and other goals Perception that SBPA program was
run fairly
WCER-CPRE, 2000, Allan Odden
Teacher expectancy perceptions matter!
One standard deviation increase in expectancy
.2-.3 standard deviation increase in measures of school performance (enough to move a school into the “award” category)
WCER-CPRE, 2000, Allan Odden
Teachers’ Instrumentality Perceptions.
CMS average = 73% Kentucky average = 54% Higher in reward schools
WCER-CPRE, 2000, Allan Odden
Most Desirable Outcomes
Goal Attainment Rewards–public recognition for meeting goals–personal satisfaction of meeting
goals–working toward clear school-wide
goals– receiving a bonus for meeting goals– receiving school improvement funds
for meeting goals
WCER-CPRE, 2000, Allan Odden
Most Desirable Outcomes II
Learning Outcomes– working cooperatively with other
teachers– having students learn new skills – additional opportunities for
professional development– personal satisfaction from improved
student performance
WCER-CPRE, 2000, Allan Odden
Least Desirable Outcomes
Sanctions– public criticism & embarrassment for not
meeting goals– risk to job security– loss of professional pride
– school intervention
Stress– more pressure & job stress– putting in more hours– less freedom to teach things unrelated to goals
WCER-CPRE, 2000, Allan Odden
Bonus Reactions
It is appropriate for teachers to receive bonuses
Small bonuses (e.g. $1,000 or less) are not likely to be highly motivating
Teachers do not favor being responsible for dividing up a school’s reward money
WCER-CPRE, 2000, Allan Odden
Bonus reactions of a Kentucky subsample
Average self-reported effect of bonus on motivation to achieve goals was not high.
Though bonuses were seen as desirable, the average desire to see bonus program continued was not high.
Teachers most favorable toward bonus program had low satisfaction with their base salary, felt receiving a bonus was fair, and felt that the bonus process was fair.
WCER-CPRE, 2000, Allan Odden
Rewards to teachers may have a “focusing” effect
Teachers in programs with pay rewards (and sanctions) had relatively higher levels of understanding of the goals,
and Teachers who valued the positive
outcomes associated with achieving the goals were more committed to the goals.
WCER-CPRE, 2000, Allan Odden
Conclusions SBPA programs have potential for
motivating teachers toward improving student achievement.
To realize that potential in practice requires:– providing bonuses of a meaningful size– making a long-term commitment– providing enablers to help teachers achieve
WCER-CPRE, 2000, Allan Odden
Conclusions
To realize that potential in practice requires:– continuous communication about the
program– that teachers perceive that the
program is administered fairly
WCER-CPRE, 2000, Allan Odden
Research on NBPTS certificationCPRE research (Kelly & Kimball, 2000):
Financial incentives motivate teachers to begin the process.
Other motivators cited: desire to affirm they were accomplished teachers, personal challenge, and professional growth
Participation in process functions as professional development.
Impact limited to certified teachers; no effect yet on broader professional community
WCER-CPRE, 2000, Allan Odden
Conclusions from other research on NBPTS certification Highly trained raters can produce highly reliable ratings (see JPEE 12 (2), 1998)
Recent study of 65 teachers by UNC-Greensboro researchers showed:– NBPTS certified teachers had significantly
higher mean scores on 11 of 13 dimensions of teacher performance
– Work of students of certified teachers showed a higher level of comprehension of subject
WCER-CPRE, 2000, Allan Odden
CPRE Research: Douglas County, Colorado
Modifications of standard pay schedule
Group Incentive (about $400-$500) $25-$500 Site & District
Responsibility Pay 6 Skill Blocks: $250-$500 $1,000 Outstanding Educator Award
WCER-CPRE, 2000, Allan Odden
CPRE (and District) Research: Douglas County
High level of teacher acceptance Improved credibility with community Appears to be filling skill gaps Annual portfolios too burdensome Student performance has improved, but
difficult to tease out KSBP’s contribution Importance of union-management
cooperation
WCER-CPRE, 2000, Allan Odden
CPRE research on Cincinnati’s new teacher assessment system Teachers understood & accepted the
standards Newer teachers more favorable Wide variation in the capacity of
administrators to manage the process and provide useful feedback
Administrator capacity appeared to affect teachers’ attitudes toward the system
WCER-CPRE, 2000, Allan Odden
CPRE research on Cincinnati’s teacher assessment system (cont.) Most evaluators felt comfortable applying the rubrics
Many administrators had trouble finding the time
Many tended to “confirm” good teachers rather than coach to better performance
WCER-CPRE, 2000, Allan Odden
Implications from Cincinnati research
Important to have, or develop, a shared conception of good teaching and learning– Standards (e.g. Framework) good first step– develop consensus in process of defining
knowledge & skills– review alignment with other programs
May need a cadre of specialist evaluators to share evaluation tasks with site administrators
WCER-CPRE, 2000, Allan Odden
Implications from Cincinnati research (cont.)
Need assessor training– to ensure consistency & accuracy– to improve capacity for feedback &
coaching Need teacher orientation
– reassurance– communicate centrality of instruction &
role of program in supporting it
WCER-CPRE, 2000, Allan Odden
CPRE Research - Vaughn Learning Center Up to $6,000 in pay supplements based
on credentials or certifications (e.g. NBPTS, California Teaching Credential)
Up to $13,100 in knowledge and skill-based pay; example domains: literacy, technology, classroom management, math, science, English learners’ support
$1,500 school-based performance award
WCER-CPRE, 2000, Allan Odden
CPRE Research - Vaughn Learning Center’s 1st Year
Changing pay created some controversy, even though only new teachers had to participate
Most agreed that the plan got discussion going on defining good teaching
An initial major concern was the fairness of the skill assessment process (rubrics not yet fully developed, classroom observation process not worked out)
WCER-CPRE, 2000, Allan Odden
Vaughn Learning Center’s 2nd Year Fairness perceptions improved: e.g. 64%
agreed evaluation received was fair; 75% agreed the way the skills were measured was fair
78% agreed the amount of K & S pay received was fair
75% agreed that the K & S program should continue
Many veteran teachers chose to participate in the 2nd year of the plan (for extra $, recognition)
WCER-CPRE, 2000, Allan Odden
Vaughn Learning Center’s 2nd Year School-based Performance Award
Program:– Mean group expectancy probability: 79% – Mean instrumentality probability: 81%– 70% agreed goals were fair– 79% agreed program should continue
Total program appears to be influencing attraction & retention