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I do agree that the impact on Reward Systems has thus far shown to be inappropriate. Teaching certificates gained in various subject areas may be able to land pedagogues their job, but by no means does that qualify them as effective educators. That point seems to be missing by many government officials who seem to invest their time and resources in programs that promote status and seniority over and smarts and savvy.
Reward Systems have got to go beyond the "experience" loop. One way to avoid this is to implement teaching teams -- pairs (or more) of teachers using their specialties and talents collaboratively in a competitively friendly environment. The "winners" would be evaluated on how much progress their students made, with several individual student successes tied in. Less effective teachers would benefit from techniques observed, learned and tried by more successful colleagues. An example of this is a town meeting project I worked on with an English Language Arts teacher (I am a Civics teacher) where I gained insight into her organization and structure skills with students. This made me more confident in leading a research essay with my students who were more used to speaking and debating than reading and writing. The fact that teachers can readily exhibit these skills -- cooperation, flexibility and initiative -- just like students, is reason enough to include them in a fair evaluation of their abilities.
I agree with you Shirley that a rewards system will not bring about the most desired outcome when it comes to fleshing out successful and dedicated teachers around this country. My school, too, improved to the point where the Quality Reviewers did not knock on our doors this past year to evaulate us. Though it was a sigh of relief, and a recognition of our hard work throughout the school year, the administration was already telling us to gear up extra hard for the Fall review. The pressure is only alleviated by teachers forging ahead, with the help of other goal-oriented school personnel, and finding the inner strength they need to carry out the tasks necessary to bolster student achievement.
One teacher's comprehensive student binder may be well-organized, color-coded and labeled, but that doesn't mean he or she can run a tight classroom and plan innovative and enlightening lessons. On the other hand, a good classroom manager may not possess the written skills to make accurate student notes and observations. Maximing strengths while diminshing weaknesses in teachers should be the norm at schools. What better compliment than to say to a fellow teacher, "Hey, I tried your hand signal for transitioning student groups through learning stations and it worked like a charm!" That's gotta make the original teacher feel like they had a hand in improving teacher competency and morale. No rewards system around I know can say that.
Jon--you are right on the money. I join you in supporting the "collegial" approach to the process. In Texas, the pressure on individual teachers is enormous to succeed in "teaching to the test". All the other areas that should be included in an effective evaluation are simply not considered. Maybe that is why I find this project so interesting and promising. If we can figure that one out, we will have made some major gains in the journey to quality and effective education for our students.
Thanks so much for your input and please keep it coming.
Doug
Shirley--your insights and comments are "right on". I support your notion that we would stray from our major focus if we had to compete against each other during the evaluation. However, I really liked Jon's thoughts on teams coming together to support and "evaluate" the teaching process. Given there are so many variables that impact on whether a student "learns" or not, I would like to see a comprehensive evaluation system to include the support team for the student as well as others who have a stake in the students progress. Not sure how to get there but I bet we do!!
Thanks Shirley. And you said you didn't think you had anything to offer. As you can see, your thoughts and experiences are very much appreciated.
What an interesting discussion! Most teachers I know will tell you that their reward comes from seeing the lightbulb go on over a child's head or seeing the difference you make in the life of a child. And I agree that those rewards are invaluable and they are the reason most of us teach. However, I can not imagine a society where we tell doctors we are not rewarding them with monetary benefits but rather their reward is simply knowing they saved a life.
One of the big fears of rewarding teachers for performance is the fear of competition. However, I think that rewards can exist for collaborative work. I worked for a marketing firm for a number of years and my team received bonuses when the team was successful. This can be done in schools with school-wide teams or grade teams or subject teams.
In addition, rewards need to be designed so that everyone is eligible for the reward and not just a select percentage. If everyone has the potential of receiving a reward, it allows for collaboration and teamwork.
Right, Nicora. Making a difference is cool. But to excel professionally is a totally different thing. I felt such a sense of empowerment (and I know that term is used too often) when a few of my colleagues and my principal at I.S. 291, a middle school, went to California together for a HOPE (Harnessing Optimism and Potential through Education) convention two years ago to meet with other educators dedicated to the principles of author/educator Alan M. Blankstein's Failure is Not an Option platform. The six principles he believes will guide professional learning communities within schools rely heavily on the trusting, collaborative efforts of open-minded, forward-thinking teachers. When we returned from our trip, renewed and energized, the school burst out with very creative professional development choices that tied into classroom evaluation procedures.
One of the choices was a SMART board training series which provided teachers with new and exciting resources with which to drive instruction. School evaluators asked that components of the training be included in the instruction. All parties involved learned from each other, and the pre- and post- evaluation meetings constructively built upon the teachers' natural strengths in connection with the new technology.
I also agree with you that "the rewards need to be designed so that everyone is eligible for the reward." Too often, groups are excluded for no good reason. That just serves to lower morale and ultimately hurts the students when they recognize teachers going through the motions. For more on the HOPE foundation and Failure is Not an Option, please see the official website: http://http://www.hopefoundation.org/start/
I agree that many times with monetary incentive systems, groups are excluded for no good reason. I know as an educator that I have been frusterated with that more than once. My district recently piloted a cash bonus program (not in my school, but in a collegue's) and I know that after she came back from the training on the new pay system she was disheartened to learn that she could not receive the bulk of the bonuses because she teaches in a primary grade where state tests are not administered. As a Kindergarten teacher there were some bonuses she could receive, but not nearly as much as her 3rd grade collegues. She left the debriefing feeling like the administrators devalued her grade and her work just because her students weren't taking the state test.
Thought I think that if done properly, a monetary reward system is appropriate. As mentioned, we would never tell a doctor that their only reward for good work is knowing that they saved a life. In what other profession do we expect people to do the job only for the intrinsic joy of their work? Even a waitress takes pride in her work, but she's still constantly doing a better and better job to earn better tips. I feel like teachers have been taken advantage of because its expected that we do our work for the sake of the children. The only reason I have to try and do better every day is to help anther student learn a little bit more, and while that is good motivation, its very unsatisfing when I get my paycheck. I could get the same paycheck every week by doing just enough to not get fired (and frankly, that isn't all that much). My students would suffer, my school would suffer, and my collegues who would have to deal with the repercussions of my actions when my students advance a grade would suffer as well. There are a lot of reasons that people get into teaching - some care about the students themselves, some care about education as an idea, some just want summers off. We can't control the reasons people choose the profession, but I think some kind of merit pay system would promote success no matter what your reason for teaching was. I don't know the appropriate framework for it, though.
On a positive side, I do feel that teachers who write grants and recieve something in return for the grant is rewarded. The motivation is on an individual or school needs basis. I do not feel that the impact on Reward Systems are appropriate for a variety of reasons. I also agree with how well Shirley put it. I feel when we compare education to the corporate world it's like apples and oranges. We're not producing a product, but rather as educators we are impacting the lives of children. When I see a child who did not talk at all in the beginning of the year and through time was made to feel safe enough to eventually open up and share in class, no monetary reward can be put on those successes. I agree it needs to be a team effort and not an individual effort or we lose the purpose of what we were trying to do.
One aspect that hasn't been considered is that through time, education and its goals/expectations have changed. As teachers we often don't have the same resources available to us from year to year. Teachers adapt on a yearly basis with what we are given. I know many elementary teachers who are forced to change grades from year to year. It is very challenging to keep on top of the curriculum when this happens. At my school in Delaware, the reading specialist was eliminated which has been a position for more than 10 years there. The expectations for the teachers are the same as before, but with less resources. These are some examples why I don't feel incentives are not fair.
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