The document discusses the debate around merit pay for teachers. It provides background on how salary schedules developed historically and are now facing calls for reform. It outlines a basic model for a merit pay system linking teacher salaries to student success, self-evaluations, and supervisor evaluations. Both critics and proponents of merit pay provide arguments. Critics argue it undermines education and favors test scores over other factors, while proponents point to international evidence that merit pay is linked to better student outcomes. Local conditions need to be considered in any merit pay system.
Here is a possible response:
As the new principal, determining the effectiveness of the school is a top priority. I would consider multiple criteria across input, transformation, and performance areas.
For inputs, I would examine resources like per-pupil funding, teacher qualifications, class sizes, facilities, and technology. It is important to understand the resources available.
For transformation, I would focus on classroom practices, instructional strategies, school climate, and organizational operations. How resources are utilized and transformed within the school is key.
For performance, I would evaluate student achievement via test scores, graduation rates, and attendance. I would also look at teacher and administrator satisfaction and commitment.
While all criteria are important, I
Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Merit pay is additional compensation paid to teachers whose work is superior. It has been used since the 1890s in Britain and was revived in the 1990s in Britain and the US. While supported by education leaders, teacher unions oppose it. Research on merit pay programs show mixed results, with some programs showing academic benefits while others did not significantly impact achievement. Debates continue around developing fair evaluation systems and whether merit pay improves or harms school culture.
Michael Fullan is an international expert on educational change who has written extensively on the topic. According to Fullan, successful change involves improving relationships, using professional learning communities to spread best practices, and developing teacher and principal leadership. At the district level, focused professional development, supportive policies for low-performing schools, and addressing workload and pressure on principals can improve student achievement outcomes. Fullan's work provides a framework for understanding the different levels involved in creating and managing educational change.
Exploring the impact of career models on teacher motivation: An exploratory s...IIEP-UNESCO
This document summarizes research on the impact of career models on teacher motivation. It discusses problems with single salary structures for teachers and explores Herzberg's dual factor theory of motivation. Research suggests pay alone does not increase motivation in developed countries, but is more important in developing countries where basic needs are not met. The document also analyzes intrinsic and extrinsic motivation and reviews career ladder programs in Arizona, Missouri, and Portugal that link pay to performance. Key lessons are that teacher evaluation should use multiple valid sources, standards should provide clarity on promotions, responsibilities should not be too demanding, and career ladders work best when criterion-referenced rather than competitive.
The document describes a professional development program called Effective Interventions for Behaviour Challenges (EIBC) developed in New Zealand to improve services for children with challenging behaviors. The program used a blended learning model including block courses, case study discussions, and mentoring. Evaluations found improvements in case reports over time and high satisfaction ratings among participants, demonstrating the program was an effective approach for developing education consultants' skills. Critical factors for success included an evidence base, linking course content to real cases, and collaborative problem-solving through study groups.
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Here is a possible response:
As the new principal, determining the effectiveness of the school is a top priority. I would consider multiple criteria across input, transformation, and performance areas.
For inputs, I would examine resources like per-pupil funding, teacher qualifications, class sizes, facilities, and technology. It is important to understand the resources available.
For transformation, I would focus on classroom practices, instructional strategies, school climate, and organizational operations. How resources are utilized and transformed within the school is key.
For performance, I would evaluate student achievement via test scores, graduation rates, and attendance. I would also look at teacher and administrator satisfaction and commitment.
While all criteria are important, I
Christian Bautista, Isabelle Byusa, Vijayaragavan Prabakaran, Devon Wilson
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
Merit pay is additional compensation paid to teachers whose work is superior. It has been used since the 1890s in Britain and was revived in the 1990s in Britain and the US. While supported by education leaders, teacher unions oppose it. Research on merit pay programs show mixed results, with some programs showing academic benefits while others did not significantly impact achievement. Debates continue around developing fair evaluation systems and whether merit pay improves or harms school culture.
Michael Fullan is an international expert on educational change who has written extensively on the topic. According to Fullan, successful change involves improving relationships, using professional learning communities to spread best practices, and developing teacher and principal leadership. At the district level, focused professional development, supportive policies for low-performing schools, and addressing workload and pressure on principals can improve student achievement outcomes. Fullan's work provides a framework for understanding the different levels involved in creating and managing educational change.
Exploring the impact of career models on teacher motivation: An exploratory s...IIEP-UNESCO
This document summarizes research on the impact of career models on teacher motivation. It discusses problems with single salary structures for teachers and explores Herzberg's dual factor theory of motivation. Research suggests pay alone does not increase motivation in developed countries, but is more important in developing countries where basic needs are not met. The document also analyzes intrinsic and extrinsic motivation and reviews career ladder programs in Arizona, Missouri, and Portugal that link pay to performance. Key lessons are that teacher evaluation should use multiple valid sources, standards should provide clarity on promotions, responsibilities should not be too demanding, and career ladders work best when criterion-referenced rather than competitive.
The document describes a professional development program called Effective Interventions for Behaviour Challenges (EIBC) developed in New Zealand to improve services for children with challenging behaviors. The program used a blended learning model including block courses, case study discussions, and mentoring. Evaluations found improvements in case reports over time and high satisfaction ratings among participants, demonstrating the program was an effective approach for developing education consultants' skills. Critical factors for success included an evidence base, linking course content to real cases, and collaborative problem-solving through study groups.
Plenary: Group Report Part 1
Teacher working Conditions and Motivation (at School Level)
Presentation to 9th International Policy Dialogue Forum
5-7 December 2016 Siem Reap, Cambodia
School B has not met reading benchmarks for three years and has a widening achievement gap between student groups. Test score data shows improving performance over time but subgroups like black, Hispanic, disabled, and economically disadvantaged students continue to lag behind state averages. The document proposes several strategies to engage teachers in meaningful instruction responsive to student needs, including professional development, critical friendships, and using technology like smart boards, laptops, and virtual field trips. The goal is to set ambitious growth targets, close the achievement gap, and increase student performance through high-quality training and data-driven instruction.
This document summarizes a study that piloted a peer mentoring model for experienced mathematics teachers at low socio-economic schools. The model involved both one-on-one and group peer mentoring. The results highlighted benefits of this model and key factors for successful implementation, including selecting partners, dedicating time, building trust, setting clear goals, and meeting regularly. International research also shows the challenges teachers face in low socio-economic schools and the importance of ongoing professional development and teacher collaboration to support student learning and engagement.
This document discusses strategies for improving student retention through more flexible curriculum and teaching approaches. It notes that retention is impacted by student experiences and support programs as well as teaching quality. Effective teaching involves making content relevant, promoting active learning, building on prior knowledge, and providing explicit goals and feedback. Flexible learning uses mixed methods like online and part-time options. Improving retention requires considering the student experience holistically and reforming programs through teacher professional development and communities of practice.
Presentation made at CIES 2017 - Panel: "Reforming teacher careers: Learning from country experiences"
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
The keynote addressed assumptions and best practices in urban Lutheran schools. Dr. Carol Leli discussed evidence-based best practices that promote high achievement, including incorporating a balanced literacy approach and building on student schema. Dr. Nancy Gibson addressed assumptions about response to intervention, noting it is not a program or initiative but involves ongoing assessment, tiered instruction, and parent involvement. Technology assumptions were also discussed, along with trends like the importance of digital literacy and collaboration in the workplace. Presenters emphasized the importance of an authentic caring classroom environment through sustained, trusting teacher-student relationships.
This document discusses factors that influence experienced teachers' decisions to remain in the teaching profession. It reports that while novice teachers have higher attrition rates, experienced teachers with 10-19 years of experience also leave at concerning levels. The study aims to understand what motivates veteran teachers to stay. Through qualitative interviews, teachers reported that their top challenges were lack of planning/instruction time, increased paperwork, and relatively low pay. However, veterans said they combat these issues through spiritual/faith perspectives, maintaining priorities, and understanding education's changing nature. Veterans also do not panic during changes, improve skills over time, find work-life balance, and can draw on experience in ways new teachers cannot. The document advocates building resilience through purpose, priority
This document provides an overview for developing educator effectiveness systems. It discusses defining the construct of effective teaching, using multiple indicators of educator performance, developing a composite rating from these indicators, clarifying performance levels, building data analysis tools, improving instructional practice, and engaging stakeholders throughout the process. The goal is to create systems that fairly and reliably evaluate educators to improve student outcomes.
Vare & Millican additional resources for presentation 1309Dr Paul Vare
This document outlines the Rounder Sense of Purpose (RSP) framework for assessing education for sustainable development competencies in student teachers. It describes the framework, results from reviewing student portfolios, and tensions that emerged. Key points include:
- The RSP framework focuses on 13 competencies organized into thinking holistically, involvement, practice, and reflexivity.
- A review of student portfolios found evidence that students understood the competencies, took action, and reflected on engaging with the competencies.
- Tensions emerged regarding issues like balancing breadth and depth, usability versus accessibility, and how to best teach and assess the competencies.
This document discusses the development of an emergent formative framework for evaluating distance learning modules. It aims to address limitations of traditional evaluations by putting pedagogy at the center and allowing for ongoing student feedback to shape curriculum development in real time. The process would involve multi-modal evaluations from both student and lecturer perspectives throughout a module. This could enable deeper understanding of learning and more holistic, measured curriculum renewal. Potential advantages include developing curriculum elements with student response and reflection, students valuing the opportunity for deeper critical views, and synergy with research opportunities. Issues to reflect on include workload, making time for analysis and reflection, and how the insights fit within increasingly performative evaluation frameworks.
The document discusses how schools can improve student outcomes by strategically allocating resources. It provides examples of how two schools/districts were able to do this. District A realized 9th graders had larger class sizes and more novice teachers so they reassigned teachers to reduce 9th grade class sizes. School X found math teachers had higher loads so they revised schedules to pair students with the same teacher for multiple periods to lower individual teacher loads. Reallocating resources like this based on data can boost student achievement compared to the traditional one-size-fits-all approach of the past 50+ years.
Dekaney High School in Houston, Texas saw significant improvements in math and science scores after implementing reforms recommended by the International Center for Leadership in Education. In 2007-2008, the school was labeled "Academically Unacceptable" due to low passing rates of 47% in math and 45% in science. After conducting a needs assessment and creating a strategic plan focusing on school culture, instructional practices, and data-driven interventions, test scores increased dramatically within a year, with math scores rising 8-10 percentage points and science scores increasing 15-20 points. This dramatic turnaround demonstrated that comprehensive reform informed by experts can help low-performing schools improve student outcomes.
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Schooling has become one of the major global endeavors aimed at developing character, advancing society, and boosting economies. Ensuring high quality education is a top priority for schools, but quality is difficult to define and measure as perceptions of it can vary. Researchers have studied educational effectiveness through inputs, processes, and outcomes for students, teachers, and communities, often using process-product approaches. However, alternative methodologies may be needed to better understand teacher effectiveness and account for teachers' goals and contexts. While excellent teachers can be identified, precisely determining the characteristics that contribute to student achievement has proved difficult.
Problem-based learning (PBL) is an instructional method where students learn through engagement in real-world problems. It is centered around a driving question that allows students to take an active role in their learning as they work to solve an ill-structured problem. Key aspects of PBL include authenticity where students produce something valuable, academic rigor developing higher-order thinking, and applying learning to solve problems grounded in real life. Adult relationships are also important, with students collaborating with experts. Assessment is ongoing to allow for revision.
The reading teacher as classroom researcherfatima logarta
This document outlines the process of conducting action research as a classroom teacher. It discusses 12 steps to action research: establishing a purpose and topic, posing a research question, anticipating outcomes, specifying data types, determining data collection methods, considering time issues, systematically collecting data, examining and analyzing the data, reflecting on results, and generating and experimenting with solutions. It provides examples of how a teacher might investigate vocabulary instruction techniques or the amount of extensive reading students do. The overall goal of action research is to improve teaching and learning through systematic self-reflection.
Indonesia' Teacher Certification: An Analysis using the World Culture theory ...Iwan Syahril
Teacher quality has become a central issue in educational reforms worldwide since the beginning of the 21st century (Akiba, 2013; Paine & Zeichner, 2012; Tatto, 2007). One may claim that this trend serves as another evidence of global convergence. In this presentation, using the case of Indonesia’s teacher certification policy, I argue that despite the appearance of convergence from the outside, when one pays close attention to context, continuity, and agency, we may need to be a little bit more skeptical about the convergence idea in global education reforms. To do this I use some preliminary findings from a pilot study to show that the Indonesia’s teacher certification policy may side with the assumptions of the Systems theory in understanding global education reforms. Finally, I highlight the problematic nature of the term “quality” in “teacher quality,” which may have fed into many education reform narratives worldwide, including in Indonesian context.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
The document summarizes the TESTA methodology for improving feedback and assessment in higher education programs. The key issues identified are: (1) modular course designs make feedback less effective by separating assignments and squeezing out formative tasks, (2) the missing relational dimension of anonymous marking in mass higher education, and (3) TESTA program strategies aim to address these by rebalancing formative/summative assessment, using peer/audio/blog feedback, and shifting from a transmission to social constructivist educational model.
An evaluation of the principal’s instructional supervision on Alexander Decker
This document discusses a study that evaluated the effects of a principal's instructional supervision on academic performance at Sameta Primary School in Kisii, Kenya. The study found that the principal used various instructional supervision techniques including observation, questioning, and peer review. However, most teachers did not use thematic learning to determine syllabus coverage. The study recommended that the principal devise additional instructional supervision methods to improve academic standards. Overall, the document examines how a principal's oversight of teaching and learning impacts student performance.
A quantitative survey with an open-ended question was conducted to determine the scheduling needs of 251 graduate students out of 1934 matriculated students at Salem State University. 61% of respondents preferred being on campus 0-1 days per week. The results suggest that graduate students' schedules are difficult to predict and that Salem State may need to shift how it offers graduate courses. Recommendations include sharing data with the School of Graduate Studies, creating program-specific mini-reports, improving timing and survey size, and strengthening communication.
Merit pay is an increase in pay based on goals or achievements set by an employer, rather than a union contract or defined pay scale. It is also known as pay for performance and typically involves supervisors meeting with employees to discuss work and award increases or bonuses based on performance. Merit pay programs most often occur in private for-profit organizations rather than public sector ones. Elements of an effective merit pay program include using both objective and subjective performance indicators to determine pay increases, ensuring employees know their efforts will lead to raises, having available funds to fulfill compensation promises, adjusting base pay for inflation before awarding raises, and effective performance appraisals.
This document discusses different bases for employee pay, including traditional approaches like seniority and longevity pay as well as modern approaches like merit pay. Seniority pay ties wage increases to tenure rather than performance, while longevity pay provides higher wages after many years at the same company. Merit pay directly links compensation to measurable job performance criteria. An effective merit pay system requires clear expectations, objective performance evaluations, and ensuring pay increases are tied to achievement.
School B has not met reading benchmarks for three years and has a widening achievement gap between student groups. Test score data shows improving performance over time but subgroups like black, Hispanic, disabled, and economically disadvantaged students continue to lag behind state averages. The document proposes several strategies to engage teachers in meaningful instruction responsive to student needs, including professional development, critical friendships, and using technology like smart boards, laptops, and virtual field trips. The goal is to set ambitious growth targets, close the achievement gap, and increase student performance through high-quality training and data-driven instruction.
This document summarizes a study that piloted a peer mentoring model for experienced mathematics teachers at low socio-economic schools. The model involved both one-on-one and group peer mentoring. The results highlighted benefits of this model and key factors for successful implementation, including selecting partners, dedicating time, building trust, setting clear goals, and meeting regularly. International research also shows the challenges teachers face in low socio-economic schools and the importance of ongoing professional development and teacher collaboration to support student learning and engagement.
This document discusses strategies for improving student retention through more flexible curriculum and teaching approaches. It notes that retention is impacted by student experiences and support programs as well as teaching quality. Effective teaching involves making content relevant, promoting active learning, building on prior knowledge, and providing explicit goals and feedback. Flexible learning uses mixed methods like online and part-time options. Improving retention requires considering the student experience holistically and reforming programs through teacher professional development and communities of practice.
Presentation made at CIES 2017 - Panel: "Reforming teacher careers: Learning from country experiences"
More information http://www.iiep.unesco.org/en/how-can-teacher-careers-be-reformed-cies2017-3899
The keynote addressed assumptions and best practices in urban Lutheran schools. Dr. Carol Leli discussed evidence-based best practices that promote high achievement, including incorporating a balanced literacy approach and building on student schema. Dr. Nancy Gibson addressed assumptions about response to intervention, noting it is not a program or initiative but involves ongoing assessment, tiered instruction, and parent involvement. Technology assumptions were also discussed, along with trends like the importance of digital literacy and collaboration in the workplace. Presenters emphasized the importance of an authentic caring classroom environment through sustained, trusting teacher-student relationships.
This document discusses factors that influence experienced teachers' decisions to remain in the teaching profession. It reports that while novice teachers have higher attrition rates, experienced teachers with 10-19 years of experience also leave at concerning levels. The study aims to understand what motivates veteran teachers to stay. Through qualitative interviews, teachers reported that their top challenges were lack of planning/instruction time, increased paperwork, and relatively low pay. However, veterans said they combat these issues through spiritual/faith perspectives, maintaining priorities, and understanding education's changing nature. Veterans also do not panic during changes, improve skills over time, find work-life balance, and can draw on experience in ways new teachers cannot. The document advocates building resilience through purpose, priority
This document provides an overview for developing educator effectiveness systems. It discusses defining the construct of effective teaching, using multiple indicators of educator performance, developing a composite rating from these indicators, clarifying performance levels, building data analysis tools, improving instructional practice, and engaging stakeholders throughout the process. The goal is to create systems that fairly and reliably evaluate educators to improve student outcomes.
Vare & Millican additional resources for presentation 1309Dr Paul Vare
This document outlines the Rounder Sense of Purpose (RSP) framework for assessing education for sustainable development competencies in student teachers. It describes the framework, results from reviewing student portfolios, and tensions that emerged. Key points include:
- The RSP framework focuses on 13 competencies organized into thinking holistically, involvement, practice, and reflexivity.
- A review of student portfolios found evidence that students understood the competencies, took action, and reflected on engaging with the competencies.
- Tensions emerged regarding issues like balancing breadth and depth, usability versus accessibility, and how to best teach and assess the competencies.
This document discusses the development of an emergent formative framework for evaluating distance learning modules. It aims to address limitations of traditional evaluations by putting pedagogy at the center and allowing for ongoing student feedback to shape curriculum development in real time. The process would involve multi-modal evaluations from both student and lecturer perspectives throughout a module. This could enable deeper understanding of learning and more holistic, measured curriculum renewal. Potential advantages include developing curriculum elements with student response and reflection, students valuing the opportunity for deeper critical views, and synergy with research opportunities. Issues to reflect on include workload, making time for analysis and reflection, and how the insights fit within increasingly performative evaluation frameworks.
The document discusses how schools can improve student outcomes by strategically allocating resources. It provides examples of how two schools/districts were able to do this. District A realized 9th graders had larger class sizes and more novice teachers so they reassigned teachers to reduce 9th grade class sizes. School X found math teachers had higher loads so they revised schedules to pair students with the same teacher for multiple periods to lower individual teacher loads. Reallocating resources like this based on data can boost student achievement compared to the traditional one-size-fits-all approach of the past 50+ years.
Dekaney High School in Houston, Texas saw significant improvements in math and science scores after implementing reforms recommended by the International Center for Leadership in Education. In 2007-2008, the school was labeled "Academically Unacceptable" due to low passing rates of 47% in math and 45% in science. After conducting a needs assessment and creating a strategic plan focusing on school culture, instructional practices, and data-driven interventions, test scores increased dramatically within a year, with math scores rising 8-10 percentage points and science scores increasing 15-20 points. This dramatic turnaround demonstrated that comprehensive reform informed by experts can help low-performing schools improve student outcomes.
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
Schooling has become one of the major global endeavors aimed at developing character, advancing society, and boosting economies. Ensuring high quality education is a top priority for schools, but quality is difficult to define and measure as perceptions of it can vary. Researchers have studied educational effectiveness through inputs, processes, and outcomes for students, teachers, and communities, often using process-product approaches. However, alternative methodologies may be needed to better understand teacher effectiveness and account for teachers' goals and contexts. While excellent teachers can be identified, precisely determining the characteristics that contribute to student achievement has proved difficult.
Problem-based learning (PBL) is an instructional method where students learn through engagement in real-world problems. It is centered around a driving question that allows students to take an active role in their learning as they work to solve an ill-structured problem. Key aspects of PBL include authenticity where students produce something valuable, academic rigor developing higher-order thinking, and applying learning to solve problems grounded in real life. Adult relationships are also important, with students collaborating with experts. Assessment is ongoing to allow for revision.
The reading teacher as classroom researcherfatima logarta
This document outlines the process of conducting action research as a classroom teacher. It discusses 12 steps to action research: establishing a purpose and topic, posing a research question, anticipating outcomes, specifying data types, determining data collection methods, considering time issues, systematically collecting data, examining and analyzing the data, reflecting on results, and generating and experimenting with solutions. It provides examples of how a teacher might investigate vocabulary instruction techniques or the amount of extensive reading students do. The overall goal of action research is to improve teaching and learning through systematic self-reflection.
Indonesia' Teacher Certification: An Analysis using the World Culture theory ...Iwan Syahril
Teacher quality has become a central issue in educational reforms worldwide since the beginning of the 21st century (Akiba, 2013; Paine & Zeichner, 2012; Tatto, 2007). One may claim that this trend serves as another evidence of global convergence. In this presentation, using the case of Indonesia’s teacher certification policy, I argue that despite the appearance of convergence from the outside, when one pays close attention to context, continuity, and agency, we may need to be a little bit more skeptical about the convergence idea in global education reforms. To do this I use some preliminary findings from a pilot study to show that the Indonesia’s teacher certification policy may side with the assumptions of the Systems theory in understanding global education reforms. Finally, I highlight the problematic nature of the term “quality” in “teacher quality,” which may have fed into many education reform narratives worldwide, including in Indonesian context.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
The document summarizes the TESTA methodology for improving feedback and assessment in higher education programs. The key issues identified are: (1) modular course designs make feedback less effective by separating assignments and squeezing out formative tasks, (2) the missing relational dimension of anonymous marking in mass higher education, and (3) TESTA program strategies aim to address these by rebalancing formative/summative assessment, using peer/audio/blog feedback, and shifting from a transmission to social constructivist educational model.
An evaluation of the principal’s instructional supervision on Alexander Decker
This document discusses a study that evaluated the effects of a principal's instructional supervision on academic performance at Sameta Primary School in Kisii, Kenya. The study found that the principal used various instructional supervision techniques including observation, questioning, and peer review. However, most teachers did not use thematic learning to determine syllabus coverage. The study recommended that the principal devise additional instructional supervision methods to improve academic standards. Overall, the document examines how a principal's oversight of teaching and learning impacts student performance.
A quantitative survey with an open-ended question was conducted to determine the scheduling needs of 251 graduate students out of 1934 matriculated students at Salem State University. 61% of respondents preferred being on campus 0-1 days per week. The results suggest that graduate students' schedules are difficult to predict and that Salem State may need to shift how it offers graduate courses. Recommendations include sharing data with the School of Graduate Studies, creating program-specific mini-reports, improving timing and survey size, and strengthening communication.
Merit pay is an increase in pay based on goals or achievements set by an employer, rather than a union contract or defined pay scale. It is also known as pay for performance and typically involves supervisors meeting with employees to discuss work and award increases or bonuses based on performance. Merit pay programs most often occur in private for-profit organizations rather than public sector ones. Elements of an effective merit pay program include using both objective and subjective performance indicators to determine pay increases, ensuring employees know their efforts will lead to raises, having available funds to fulfill compensation promises, adjusting base pay for inflation before awarding raises, and effective performance appraisals.
This document discusses different bases for employee pay, including traditional approaches like seniority and longevity pay as well as modern approaches like merit pay. Seniority pay ties wage increases to tenure rather than performance, while longevity pay provides higher wages after many years at the same company. Merit pay directly links compensation to measurable job performance criteria. An effective merit pay system requires clear expectations, objective performance evaluations, and ensuring pay increases are tied to achievement.
The document discusses performance appraisal and management. It defines performance appraisal as the objective assessment of an individual's performance against defined benchmarks. It also assesses potential for future performance. Performance appraisal has multiple purposes including development, administration, and organizational objectives. An effective performance appraisal process involves establishing expectations, designing an appraisal program, conducting appraisals, providing feedback, and using appraisal data appropriately.
The document discusses traditional and modern pay systems, as well as the process for establishing pay plans.
1. Traditional pay systems are based on cost of living, seniority, and evenly distributed wages. Modern pay systems emphasize variable pay based on business, individual, team and organizational performance.
2. Establishing effective pay plans involves analyzing factors like the job market, designing compensation to attract and retain talent, and linking pay to performance to optimize costs.
3. Regular evaluation and review of pay plans is needed to ensure plans stay aligned with business strategy and changing internal and external conditions.
The document provides an overview of performance appraisal processes and methods. It defines performance appraisal, outlines its objectives and processes. It describes various methods of performance appraisal including graphic rating scales, ranking, forced choice, critical incidents, management by objectives. It discusses sources of information, challenges, errors and strategies to improve performance appraisal.
Chapter 11 Performance Management and AppraisalRayman Soe
This document discusses performance management and appraisals. It begins by defining performance management as processes used to identify, encourage, measure, evaluate, improve, and reward employee performance. It then distinguishes performance management from performance appraisals. The document outlines the components of an effective performance management system and various methods for identifying and measuring employee performance, including setting performance standards. It also discusses developmental and administrative uses of performance appraisals and potential issues.
This document discusses performance management and performance appraisals. It identifies key components of measuring employee performance, including quantity and quality of output, timeliness, attendance, efficiency and effectiveness. Performance is measured using trait-based, behavior-based and results-based information. Performance appraisals are used for administrative actions like compensation adjustments and promotions, as well as developmental actions like training and coaching. Appraisals can be conducted by supervisors, peers, employees or outsiders using methods like rating scales, rankings, narratives or management by objectives. Raters and employees require training to address errors and biases. Effective feedback is also important.
Performance appraisals involve establishing standards, measuring employee performance against those standards, providing feedback, and taking corrective actions. There are traditional methods like essay, ranking, and checklists as well as modern methods like 360-degree feedback and management by objectives. An effective performance appraisal process includes setting goals, evaluating performance, discussing evaluations, and identifying areas for improvement.
The document discusses performance appraisals, including their definition, purpose, methods, and best practices. It defines performance appraisal as the systematic evaluation of an employee's job performance and potential. Some key points include: performance appraisals aim to provide feedback, identify training needs, and form a basis for personnel decisions. Effective methods include setting goals/objectives, collecting data on performance, conducting interviews, and providing follow-up. Common errors to avoid are rater biases like the halo effect.
The document discusses various aspects of performance appraisal including definitions, objectives, processes, methods, issues, advantages, and disadvantages. Specifically, it defines performance appraisal as evaluating an employee's job performance and sharing feedback to improve. It lists objectives for both employees and organizations. It outlines the typical performance appraisal process and describes traditional and modern methods like graphic rating scales, forced choice, critical incidents, field review, behavioral anchored rating scales, and 360 degree/MBO approaches. It also notes some common issues and both advantages like motivating employees and disadvantages like potential bias.
Merit Pay Presentation - Nicholas Pitt - EDUC 6232brikah
The document discusses the debate around merit pay for teachers. Historically, teacher salaries have been determined by single salary schedules. However, some argue merit pay could help improve student outcomes. Supporters claim countries with merit pay see better test scores and it could incentivize teachers. Critics argue it's difficult to measure teacher contributions, favors some teachers over others, and focuses too much on standardized tests. The debate around merit pay in education remains ongoing.
This document provides an overview of NC State's Northeast Leadership Academy (NELA), which trains principals through a rigorous two-year program. It discusses how quality teaching and leadership are essential for student success, especially in high-poverty schools. The program aims to address principal shortages through an innovative, personalized approach focused on solving real school problems. NELA graduates have shown improvements in student test scores within their first year as principals, beating expectations given the challenges of leading high-poverty schools. District leaders praise NELA for helping districts get the right school leaders in place to drive long-term improvements.
This document describes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. It outlines challenges like high teacher attrition rates, discusses strategies like mentoring and communities of practice, and presents preliminary positive findings from the program's first meeting and surveys, including that participants found value in a non-evaluative community, additional professional development, and opportunities for reflection and action.
The document summarizes a bridge program created by Western Oregon University's College of Education to support new teachers as they transition from pre-service to in-service educators. The program aims to address high teacher attrition rates by providing mentoring, reflection opportunities, professional development, and a community of practice for new teachers. Preliminary findings from surveys and interviews suggest that participants find the community of practice and additional support most beneficial. The program seeks to better prepare new teachers and increase retention to benefit students.
The document summarizes a research paper that explores performance or variable pay for teachers. It discusses how performance pay is common in business but rare for teachers, who are typically paid on a fixed salary schedule. There is growing political and business pressure to implement teacher performance pay to improve outcomes. The paper reviews the limited existing research on the impacts of performance pay on teacher recruitment, retention and student achievement, and calls for additional quantitative studies to evaluate these impacts, particularly in large, diverse school districts with high teacher turnover rates.
The document summarizes a research paper that explores performance or variable pay for teachers. It discusses how performance pay is common in business but rare for teachers, who are typically paid on a fixed salary schedule. There is growing political and business pressure to implement teacher performance pay to improve outcomes. The paper reviews the limited existing research on the impacts of performance pay on teacher recruitment, retention and student achievement, and calls for additional quantitative studies to evaluate these impacts, particularly in large school districts with high teacher turnover at high-poverty and minority schools.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
This article discusses merit pay for teachers and its impact on teacher motivation and student achievement. It provides an overview of the purpose of merit pay systems and definitions of key terms. It then discusses the Houston Independent School District's implementation of a merit pay system in 2005 and the positive results it produced, including improved student test scores, narrowed achievement gaps, fewer teacher absences, and a 19% drop in teacher turnover. The concluding remarks recommend further study of whether these outcomes could be achieved in other school districts with merit pay systems.
Alison Coates-McBridge and William Allan Kritsonis, PhD - Article: The M&M Ef...William Kritsonis
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1. Merit Pay
The debate rages on . . . .
EDUC 6232
Supervision & Evaluation of Instruction
Nicholas Pitt
G46206111
2. Historical Background
• Not a new concept in education
• Growth of Single Salary Schedules date to WWII
• Used as tool to fight pay inequalities between males,
females, and minorities
• Periodic debate centered on the need to revamp an
antiquated structure
• Teacher’s Unions have traditionally opposed changing
the pay structure
• Current trends in federal grants favor an overhaul of
salary scales
• Koppich, J. E. (2010). Teacher unions and new forms of teacher compensation. (Cover story). Phi Delta Kappan, 91(8), 22-26.
3. A Breakdown of Merit Pay
Final Salary
Student Self- Supervisor’s
Success Evaluation Evaluation
Hanshaw, L. G. (2004). Value-related issues in a departmental merit pay plan. Professional Educator, 26(2), 57-68.
5. Cons: Merit Pay Undermines Education
• Education cannot be incentivized like the private sector
• Favoritism likely to influence evaluations
• Status, not contribution, major factor in salary
• Some school conditions are beyond teacher control
Ramirez, A. (2001). How merit pay undermines education. Educational Leadership. 90(2). 17-20.
6. Further Criticism
• Few people in other professions are paid based on
measured outcomes
• Unpopular with teachers
• Heavy focus on standardized tests
• Weak evidence of success
Levin, B. (2011). Why paying teachers based on student results is a bad idea. Phi Delta Kappan, 92(8), 89-90.
7. Pros: Merit Pay Supports Reform
• American schools lagging internationally
• Countries with merit pay outperform U.S. schools
• Economic theory states effort tied to reward
• Recent study shows 15-25% increase in nations with
merit pay initiatives
Woessmann, L. (2011). Merit pay international: Countries with performance pay for teachers score higher on PISA tests. Education
Next. 73-77.
8. Further Support
• Historically successful for brief periods of time
• Small rewards have great returns
• Archaic evaluation tools have been replaced by more
comprehensive measures
• Continued upward mobility
Johnson, S., & Papay, J. P. (2010). Merit pay for a new generation. Educational Leadership, 67(8), 48-52.
9. Merit Pay In Action
• The Benwood Plan
Failing school which used grant to launch teacher-centered
reform
Teachers had to reapply for their positions
County officials offered incentives to attract top talent
Implemented “Value-Added” data
Used as example for other low-achieving districts
Silva, E. (2008). The Benwood Plan: A lesson in comprehensive teacher reform. Phi Delta Kappan, 90(2), 127-134.
10. Conclusions
• Obvious change is needed in education
• One model will not work for every school
• Local conditions need to be considered
• Teachers need to “buy in” to any changes
• Will remain controversial despite data
Thank you for viewing!
11. Sources
Camins, A. H. (2011). Two roads diverge for American education. Phi Delta Kappan, 92(5), 44-46.
Finkel, E. (2011). Changing of the guard in Florida. District Administration, 47(9), 82-88.
Fleming, N. (2011). Some efforts on merit pay scaled back. (Cover story). Education Week, 31(4), 1-18.
Hanshaw, L. G. (2004). Value-related issues in a departmental merit pay plan. Professional Educator, 26(2), 57-68.
Johnson, S., & Papay, J. P. (2010). Merit pay for a new generation. Educational Leadership, 67(8), 48-52.
Koppich, J. E. (2010). Teacher unions and new forms of teacher compensation. (Cover story). Phi Delta Kappan, 91(8), 22-26.
Levin, B. (2011). Why paying teachers based on student results is a bad idea. Phi Delta Kappan, 92(8), 89-90.
Woessmann, L. (2011). Merit pay international: Countries with performance pay for teachers score higher on PISA tests.
Education Next. 73-77.
Editor's Notes
Thank you viewing my presentation on Merit pay, and its effects on American education. My name Is Nick Pitt, and this presentation has been developed for Supervision and Evaluation of Instruction at George Washington University.
As with most themes in education, this is a topic which is cyclical in nature, although the circumstances under which it is being debated have greatly changed.Most schools operate on a single salary schedule which came about during the aftermath of WWII, when teachers were in short supply, and women, who were elementary teachers, were paid less than their male counterparts in the high schools. This system evolved into what we now know as the step system, by which pay is decided by years of service and advanced degrees. This system is historically one of the least controversial systems to institute. However, periodic debate has centered around the need to have a pay scale which rewards successful teachers, while perhaps discouraging lower-performing teachers from continuing in the field, or encouraging them to either seek professional development or change their teaching strategies.Unions have traditionally fought against this change, calling such practices unfair and declaring education an entity which is more difficult to measure than that of a used car lot. Regardless, the federal government has recently favored pay for performance structures through the Race to the Top Act
So what exactly is Merit Pay? Well, it is a structure by which several factors contribute to the final salary of the teacher. These plans differ greatly in practice, but the basic concepts remain the same. There is some sort of student success measure. Usually, this involves tracking student progress, student gains, graduation/pass rates, or some sort of quantifiable data set. More often than not, this component relies heavily on standardized tests. Many schools also utilize a self-evaluation of the staff by their peers, which could account for a certain percentage of the teacher’s overall score. Finally, there is the Supervisor’s evaluation, which makes up the third part of the scheme. Often times these three components are weighted differently, but student success tends to be the most heavily weighted of the three factors across all plans.
Seems like a pretty cut and dry, logical plan, right? Well, as holds true across the great world of education, no issue is ever as simple as it seems. There are two sides which are pitted against each other, and neither side seems willing to negotiate. One one side are the powerful teacher’s unions, who claim to be taking a stand for teacher’s rights and the rights of students of public education. On the other side are many so-called reformers who see the traditional pay scale as a hindrance to attracting and retaining the most highly qualified candidates to the realm of public education. Let’s take a look at where each side stands.
Those opposed to merit pay state that education is a multi-faceted realm which cannot be incentivized like many private sector industries. Many people who enter education do not do so for monetary reasons, and would thus not be influenced by bonus structures. They also state that principals and other administrators are not beyond the scope of favoritism, and could possibly be influenced during their evaluations by their personal feelings toward a teacher. Also, according to Al Ramirez of the association for supervision and curriculum development (feb. 2011), even in the private sector, salary has not always been determined based on performance, but prestige and status have traditionally been the determining factors. Perhaps the most obvious principal standing out against merit pay is the fact that there are so many variables in education that are beyond the educators control, that rewarding or punishing teachers based upon outcome alone is a false data set in which the teacher with the best class is then rewarded.
Further criticism goes on to state that, in reality, very few occupations are paid based on measured outcomes. Research has shown that only 15-30% of all workers are paid based upon their performance, and that most professionals are paid based on their volume of work, not necessarily their performance of that task. For example an accountant is paid based on billable hours, not how well they completed their task. Pay for performance schemes have never been popular with the vast majority of teachers, either. It would be difficult to enact such schemes without the support of those who are the primary stakeholders. Outside of teacher opinion, many parties have objected to the heavy focus on standardized testing to determine teacher effectiveness. To many, standardized tests are not clear indicators of knowledge, and instead they focus on the ability of a student to take an exam. Overall, opponents have claimed that these merit-based schemes have not had enough trials to be widely implemented.
According to the results of the 2009 Program for International Student Assessment (PIUSA) tests released in 2010 by the Organisation for Economic Co-operation and Development (OECD), U.S. schools performed on average with their international peers, but lagged behind significantly in math and science. Although some have identified other factors in educational demographics, President Obama has called for a national movement to improve classroom instruction from the national level. LudgerWoessmann, Professor of Economics at the University of Munich, has utilized a 2005 survey to identify those developed nations which incorporated merit pay into the salary scale of its teachers. His findings have shown that those developed nations have outperformed other nations which do not utilize such structures. His findings hold true basic economic principles which connect effort exerted to reward. In these nations, there has been substantial gains over their competitors, namely a 15-25% gains , or about one have of a standard deviation, in science and math. However, Dr. Woessmann draws his conclusions carefully, given the low sample size of nations (27) and the concern that cultures that introduce merit pay also those that set high expectations for student achievement.
Other supporters may note that although Merit pay has not been implemented nation-wide for a substantial period of time, it has enjoyed brief periods of success, namely during the space race of the 1960s, and the first realization that schools were failing to meet expectations in the 1980s. In each of these instances, gains were met, but the programs fell into disuse because of lack of funding, or union objection. To further their point, many supporters will also state that relatively small rewards, from 500-3000 USD, can have great effect on student gains. These returns have led to many high-quality teachers being staffed in schools which have traditionally been hard to staff, with the carrot of an extra couple thousand dollars as motivation for a job well done. To those who feel that teacher evaluation is little more than an administrator checking a box after 10 minutes of evaluation, the supporter of merit pay would cite the fact that many of these tools are now more dynamic, and reflect the changing conditions of the classroom. Perhaps one of the more convincing arguments for the supporters of merit pay, is the idea that teachers will see an alternate path than the one laid out before them as first year teachers. They may see their basic step increases, as compared to the possiblity of their bonuses, and strive to do the most they can to enhance the performance of their students and the quality of their instruction.
One of the more famous examples of Merit pay in action is that of Hamilton County, which used 5 million dollars from the Benwood foundation in Chatanooga to help turn around low achieving schools in the district. The initiative focused on failing school districts and used the money to undertake a teacher-centered approach to reform. Every teacher in the schools had to reapply for their positions, and man were replaced for not having met expectations. Incentives were given to attract high-quality applicants, including graduate tuition reimbursement, mortgage assistance, and performance pay. These intiatives proved effective in recruiting high-quality teachers and turned around a failing school district. Although they didn’t reach their goal of 100% of 3rd graders reading at grade level, they increased their proficency from 53% to 80% in that category and renovated a staff which had the highest proportion of non-qualified teachers in the state.
Despite the disagreements in implementation, there is little doubt that something needs to take place in order to reform American education. All sides must agree that one model will not work for every school in the nation, nor in every state, and quite possibly, not even in every district. Local considerations need to be considered before changes occur, and teachers need to be convinced that the change is positive, so that they buy in to the intiiative and give it more meaning. No matter what, whether merit pay is implemented more, or less, it will remain a hot button for years to come, despite the data that is provided. With so many incalculables, getting to the bottom of reform is a task that will take many minds, many years, and many trails, to sort out. Thank you for your attention.