Merit pay can be categorized into (1) output, (2) input, (3) observation and (4) a combination of the three. When using one of these forms, districts must choose between group rewards and individual rewards. This is could be what determines success and buy-in from teachers.
Monday, June 20, 2011
Monday, June 13, 2011
Pay for Performance (of what?)
More teachers than not give additional non-paid hours, after school student support when needed and seek to improve their professional practice on a regular (or semi regular basis). I wouldn't say this is an overwhelming majority in education but, like any professional field, you have a bottom few who do only what is needed to get by, the top few who often go far above and beyond what would ever be expected and the middle that typically conforms to leader expectations and a combination of theory X and theory Y management styles.
However, in education, the prevailing thought seems to lay within a test score. As in, this student test score will accurately portray all additional work (or lack there of) for any teacher. Does it?
Frederick M. Hess (this link is his blog, but the information below came from a published article cited below), once director of educational policy studies at the American Enterprise Institute, wrote an article where he offered a narrative of an elementary teacher in LA who holds class from 6:30am - 5:00pm, gives students books of all levels to read and holds them accountable for understanding them and provides a daily grammar quiz (which I'm not sure why Hess mentioned but it seemed important to the story but a little excessive in my view). In addition, the teacher spends the summer vacation meeting with students individually for unnamed reasons. Students in this class, according to Hess, often read in the 88th percentile compared to 42nd for the rest of the school that meets during normal school hours.
What do you think, wise and worldly readers? Does this person deserve to make more than others? And, more importantly, why do you think so?
More of my thoughts common soon...
(No worries Dr. D, it'll tie in to my topic. =))
Article Referenced:
Hess, F. M. (2004). Teacher Quality, Teacher Pay. Policy Review. April and May issue.
However, in education, the prevailing thought seems to lay within a test score. As in, this student test score will accurately portray all additional work (or lack there of) for any teacher. Does it?
Frederick M. Hess (this link is his blog, but the information below came from a published article cited below), once director of educational policy studies at the American Enterprise Institute, wrote an article where he offered a narrative of an elementary teacher in LA who holds class from 6:30am - 5:00pm, gives students books of all levels to read and holds them accountable for understanding them and provides a daily grammar quiz (which I'm not sure why Hess mentioned but it seemed important to the story but a little excessive in my view). In addition, the teacher spends the summer vacation meeting with students individually for unnamed reasons. Students in this class, according to Hess, often read in the 88th percentile compared to 42nd for the rest of the school that meets during normal school hours.
What do you think, wise and worldly readers? Does this person deserve to make more than others? And, more importantly, why do you think so?
More of my thoughts common soon...
(No worries Dr. D, it'll tie in to my topic. =))
Article Referenced:
Hess, F. M. (2004). Teacher Quality, Teacher Pay. Policy Review. April and May issue.
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