pay for performance: getting it right. a solution in search of a problem? zteaching salaries too low...
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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