Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Essays on teacher evaluation
Performance-Based Pay
Advantages and disadvantages of individual performance related pay
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Essays on teacher evaluation
What are good teachers worth, and what is the best way to compensate them? Will paying teachers based on student performance increase the performance of teachers? As student test scores continue to fall, teachers are increasingly being held accountable for the performance of their students. This concern has resulted in a mounting interest and the implementation of a performance-based pay system for public school teachers. Many believe if performance-based pay works in private corporations and businesses, it should work also work for schools. Paying teachers based on student performance instead of seniority is growing in popularity, as politicians, school officials and parents desperately struggle to improve public schools.
Traditionally, a public school teacher’s salary has been based on one’s classroom experience, and level of education. By taking the highest academic degree a teacher has earned, and the number of years one has spent teaching, together determines a teacher’s salary. More than 96 percent of public school districts pay teachers according to a single salary schedule of this type (Hudson). But today, many are now calling on schools to tie teacher pay directly to student performance. Government officials have allocated billions of dollars to finance and determine the effectiveness of performance-based pay systems. In 2006, Congress created the Teacher Incentive Fund (TIF), an initiative that awards grants to districts and states that put performance-based pay programs into practice (Turner). The Obama Administration has recently created the $4.3 billion Race to the Top fund which encourages states to execute performance-based pay systems and other changes (Rosales). Legislators and elected officials are answe...
... middle of paper ...
...on, Lewis, and Michael Podgursky. "The Pros and Cons of Performance-Based Compensation." Web Missouri. Milken Family Foundation, n.d. Web. 25 Mar. 2011. .
Townsend, Trina. Pulaski Community School District Board Member. Personal interview. 29 Mar. 2011.
Troen, Vivian, and Katherine Boles. "How 'merit pay' squelches teaching - The Boston Globe." Boston.com - Boston, MA news, breaking news, sports, video. N.p., n.d. Web. 16 Apr. 2011. .
Turner, Dorie. "States push to pay teachers based on performance - USATODAY.com." News, Travel, Weather, Entertainment, Sports, Technology, U.S. & World - USATODAY.com. N.p., 8 Apr. 2010. Web. 26 Mar. 2011. .
The oversite committee then evaluates the success of their money allocation and incentivize the success of the public school’s education. “Americans do not appear ready to pay the price.” (Barber, p. 215) Money is the most powerful motivator, and if the success of school districts reaps the benefits of more financial resource, educators will fight to be the best. This new desire to be the best, is possible with the equalization of opportunity from the allocation of funds to the poorer schools. The race to the top would already be won by the larger, richer, and more powerful school districts without those foundational funds. “Because we believe in profits, we are consummate salespersons and efficacious entrepreneurs.” (217) Barber’s essay supports the idea of incentivized results. Not only would districts compete with other schools, but their standards would be raised year after year in consequence to the oversite of the
Mujtaba, B. G., & Shuaib, S. (2010). An Equitable Total Rewards Approach to Pay for Performance Management. Journal of Management Policy and Practice vol. II (4), 111-121.
Hartnett, Tyson. "Why College Athletes Should be Paid." The Huffington Post. TheHuffingtonPost.com, 21 Oct. 2013. Web. 15 May 2014. .
Bolton, P., Mehran, H. and Shapiro, J. (2010): "Executive Compensation and Risk Taking”. Retrieved Feb 11, 2011 from http://www.newyorkfed.org/research/staff_reports/sr456.pdf
Hartnett, Tyson. "Why College Athletes Should be Paid." The Blog. N.p., 21 Oct. 2013. Web. 6 Dec. 2013. .
5) Shropshire, Kenneth. “College Athletes Deserve Pay, Olympians Get Paid. So Do College Coaches, Why Not The Stars?” USA Today, Final Edition. 18 Sept. 1996. Sec. A p: 15.
Some people believe merit pay creates competition and favoritism. They seem to think school systems will pay some teachers more than others and create a “battle” for money. In Merit Pay: Good for Teachers? By Gary Drevitch, one interviewee states, “I know it’s worked in some places, but I shudder at the idea of teachers being in competition with each other.” None of these problems will occur if school districts implement a successful, unbiased system. Another issue society presents when it comes to merit pay comprises of differentiating a “good” teacher from a “bad” teacher. School districts can easily evaluate a teacher’s ability to educate students by the work teachers put into helping students. Student’s reactions to a teacher’s class can also help evaluate teachers. More often than not, students will love a class where the teacher clearly demonstrates lessons, explain procedures, and adds elements of fun. On the other hand, students typically dislike classes where the teacher only comes in for a paycheck. This attitude is displayed by their lackadaisical teaching style. Other people argue that money should not be the reason why people go into teaching. Richard Barbieri, author of Merit Pay? argues that money is not an external motivator, but the substance of a teacher’s motivation. Financial incentives will cause employees to work harder
With the low expectations of teachers, students are limited in their ability to learn. As discussed before, it is difficult to predict how well a teacher will do at their job before they begin working. This creates doubt when hiring anyone, and employers may not know if who they are hiring is the right choice. If teachers are judged by not only the basic requirements met, but also their interpersonal skills and how well they are able to teach in a positive manner, there will hopefully be less mediocre teachers hired. In the same way, both an advanced teacher and an average teacher are paid the same wages, which creates a flaw in education. Even more, there should not be average teachers in the workforce if all teachers are paid the same. Though this harms the advanced teachers, who deserve more than they earn, it also harms the students, as they are taught at a lower level by the inadequate teachers. Gladwell mentions these flaws in his article, but he also explains the traits good teachers should have, which brings a strive forward in this issue. Because of this, it is clear America must be more selective and strict when hiring
Podgursky, Michael. The Single Salary for teachers in K-12 public schools. New York: Prentice Hall, 2002.
Some locations in the United States are trying to improve their education by adding quality teachers. A major reason why there is an achievement gap in education is because there exist a gap in teachers as well. Research has shown that teacher quality counts. Some states are seeking ways to keep quality teachers and ways to attract them. In New York City, the schools will not hire teachers that are not certified. Also, New York and California are adding some sort of incentive in public schools, to attract quality teaching to minority schools. Sometimes school add annual bonus up to $10,000 for qualify teacher to work in public school, with low achieving schools. Also, many state provide some sort of tuition assistance for teacher, but of all of the states only seven target the candidates to commit to the lower achieving schools (Olsen, 2003).
Johnson, Sam T. "Plan your organization’s reward strategy through pay for performance dynamics: Compensation & Benefits Review 30, Number 3: (May/June 1998): 67-72
Although some people may argue that performance pay is good, performance/merit pay is bad because it will result in teachers doing much less personalizing of the curriculum, and spending that time doing only what things need to be taught in order to keep their student’s test scores up (so they will get paid more). One of the major cons of performance pay is that teachers would have less time personalising the curriculum, teaching the students what they need to be taught, and teaching other important but non-standardized subjects; then using that time teaching only the things they are required to teach to keep student test scores up so they will get paid more(What Do We Know about Teacher Pay-for-Performance?). This in turn will cause the students to have a harder time learning because instead of the teachers teaching what the students need to be taught and more time teaching what the people who don’t know what the students know think the students should be taught.
We have to admit that humans often need incentives. For most people, money is a driving force which can inspire them to make progress (Barbieri, 52). If by performing better, you could earn more money, I think most people would gladly perform well and strive to achieve better results. Teachers are also human beings, and the vast majority of them would feel the same. Higher wages can increase the enthusiasm and motivation of teachers. At the same time, merit pay can improve teachers’ motivation, not only because of the money, but also because of a sense of accomplishment (Honawar and Olson, 26-27). When a teacher, through his or her own careful research of teaching strategies, passion, and devotion to teaching, help his or her students get better grades and is also rewarded by the schools, he or she will be filled with a sense of purpose. This will make that teacher know his or her effort is worth it, and in following lessons he or she would strive to expend even more energy and time to improving his or her teaching level and quality. Meanwhile, outstanding teachers will also become role models for other teachers who do not get bonuses. In this case, in a school, it will form a healthy competition among teachers. Everyone will be more diligent and strive to improve the level and quality of their
The state’s new evaluation system was in response to administrators who produced, “superficial and capricious teacher evaluation systems that often don't even directly address the quality of instruction, much less measure students' learning” (Toch, 2008). Too often, the “good-ol-boy” attitude would insure mediocre educators would remain employed. Realizing this was often more the rule then the exception, the governor created educational mandates to focus, “on supporting and training effective teachers to drive student achievement” (Marzano Center, 2013). Initially, they expected the school districts and the teachers would have issues and experience growing pains, but in the end the goal was, “to improve teacher performance, year by year, with a corresponding rise in student achievement” (Marzano Center, 2013).
Duke, Daniel L., ed. Incentive Pay and Career Ladders For Today's Teachers. Albany: State University of New York Press, 1990. 42-241. Grand Rapids Community College Database . Web. 6 Apr. 2014. .