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• W339486052 abstract "NOT TOO many years ago, the beginning of the school year was also the season to roll out the teacher strikes, which were conveniently timed to provoke as much havoc as possible. Teacher salaries were usually responsible for the major rifts in the negotiations. While strikes remain a strategy in most states, it telling that the issue of salaries has entered a more complex phase, not nearly as cut and dried as before. No matter who elected President in November or who wins in any of the state and local elections, there will continue to be a public concern about getting our money's worth in the classroom. Bonuses for good performance and interventions and punitive measures for unsatisfactory performance - this the bargain that political leaders at the state and national levels are offering. As usual in politics, such policies overlook subtleties and seek short-term solutions to long-term problems. The headlines that emerged from the summer's conventions of teacher unions focused on NEA's rejection of a weak proposal to use performance evaluations to pay bonuses to teachers. The proposal that went down to defeat referred only obliquely to the inclusion of student scores on standardized tests in the evaluations of teachers. Still, some union locals seem willing to negotiate on this point. For example, Denver's experiment with pay for performance (off to a slow start last year) uses improvements in scores on the Iowa Tests of Basic Skills, the results of teacher-made tests, and teachers' efforts to increase their skills as the variables to be studied over three years. Receiving less attention than Denver's experimental plan or even than the NEA vote a much more radical and thoughtful teacher compensation plan that minimizes the issue of bonuses. This the Teacher Quality initiative adopted in May by the Cincinnati Public Schools and the Cincinnati Federation of Teachers. This initiative the first to define in a contract what good teaching consists of and to set standards for moving to higher levels of Worked out by teachers and administrators with the help of Allan Odden, a national expert on teacher compensation issues and a professor at the University of Wisconsin, Madison, the Cincinnati system describes 16 standards of good teaching. Time in the system, a traditional measure used for advancement up the salary steps, not one of the standards. Instead, there are five career levels, with a base range from $30,000 to $62,500. Teachers must move out of the bottom (apprentice level) within two years and out of the next stage (novice level) within five years. They can advance through the career levels as fast as they are able; therefore, highly capable teachers can earn much more in a short time. The standards of good teaching in Cincinnati reflect what research says contributes to higher student achievement. You can find them expressed to the fullest in the certification criteria used by the National Board for Professional Teaching Standards. They include content knowledge and content-specific pedagogy, as well as such process skills as designing lessons, adjusting instruction to student differences, and functioning as a member of a team. The agreement also provides for incentive pay based on advanced degrees held or leadership roles assumed. The plan does not specify student test scores as a standard, but it implies that student scores will improve if teachers meet higher standards. The Cincinnati plan, says Odden, is a model for any state or district that wants to fundamentally change teacher compensa-tion to focus on teacher knowledge, skills, and performance. The Cincinnati plan a step beyond the rest, but even this plan doesn't come close to the modernization of the teaching profession now under way in Great Britain under Tony Blair's Labor Party government. One might say it unfair to draw comparisons with an education system that more centralized and includes only 24,000 schools and seven million students. …" @default.
• W339486052 created "2016-06-24" @default.
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• W339486052 date "2000-09-01" @default.
• W339486052 modified "2023-09-25" @default.
• W339486052 title "Washington Commentary - Parochialism and Performance Pay for Teachers" @default.
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