School districts are looking for new ways to compensate teachers. The most common system of steps and levels rewards teachers for longevity and additional education. This method does not distinguish excellence or discourage mediocrity, which troubles some educators and many taxpayers.
I see two challenges in changing the system: inertia and educators uneasy with compensation based on student learning, annual goals, and management observation.
Traditional teacher compensation systems
Most school districts have compensation contracts with teacher’s unions based on time on the job and amount of education credits. This method is straightforward and objective. It does not rely on observation of teaching skill or on results of student learning. Management doesn’t have to haggle over whether a teacher is effective - if the teacher has ten years and a master’s degree, it’s easy to check on a grid to see how much the teacher will be paid.
New assessment tools available
This 90 year old system has simplicity and universal coverage in its favor, which was a plus before we had testing tools to measure student learning and annual growth. Colorado now administers the CSAP, a statewide, annual student learning assessment. The state test measures student proficiency in reading, writing, math, and science, and can compare students of “like” learning levels from one year to the next to determine “annual growth.” This tool enables schools to identify which students have grown more or less than their peers in learning. Schools with high growth are seen as “good schools”; schools with low growth are supposed to improve.
Some caveats
These tools make objective assessment of teacher effectiveness possible. But where’s the money to use this assessment as a compensation mechanism? And what about those teachers whose children are not given a statewide test - music, art, physical education, vocational teachers?
How would districts support additional teacher education?
If “levels” or additional education is taken out of the compensation formula, then there’s room for shifting pay toward effectiveness. But then there’s no money to reward for additional education. Would teachers pursue more graduate level training if the reward is not inevitable? Will districts agree to tuition assistance plans to pay up front for additional education to replace levels? Will a district that removes levels be able to compete for staff with districts that keep levels?
If school districts replace “levels” with effectiveness measures, will those measures only include student learning progress and growth? Should other elements, such as teacher leadership, special projects, coaching and mentoring, parent relations, etc. also play a part?
How will teachers be evaluated?
A merit pay or pay for performance or pay for effectiveness system requires teacher performance evaluation. My experience is that principals are concerned about doing annual appraisals, surely a must for merit pay. Annual appraisal requires principals to be in classrooms observing teachers and children many times during the year. Do principals have time for that level of oversight? An alternative method involves “peer” evaluation, in which teachers evaluate teachers. Will the public see that as an accurate assessment or as a means for teachers to take care of each other’s compensation?
Who will set evaluating metrics?
In the business community, companies set up performance evaluation criteria and metrics which managers use to assess their employees. Typically this system also involves setting goals each year that will merit additional compensation. When companies have enough money for bonuses, this method enables extra pay.
Will principals sit down with each teacher at the beginning of each year to establish goals? Will principals work with teacher teams to establish goals? Will principals and staff establish school goals? Will districts work with principals to evaluate the merit of school goals? If teachers do not meet goals, will their compensation be confined to “steps,” or time on the job, and cost of living increases?
Pay for performance is not easy
A merit pay or pay for performance system is possible, but it will be more complicated. The biggest question is whether it will produce better results for kids. If it creates more “effectiveness” conversations between principals and teachers, if goals focus on genuine needs, and teachers work better up and down the grade level structure, then a merit system may do its job. And it may give taxpayers more confidence when compensating teachers. But it won’t be easy.
