I will keep shouting this until Governor Dennis Daugaard and the Legislature listen: teacher bonuses don't improve academic achievement:
As two recent studies suggest, paying teachers bonuses doesn't appear to lead to higher student achievement. Yes, teachers would love a $1,500 performance bonus for meeting targets, but a new RAND study out of New York and a National Center on Performance Incentives at Vanderbilt University last year out of Nashville both found that many teachers are already pedaling as fast as they can under new accountability systems and the bonuses appear to have no impact on student achievement.
"We tested the most basic and foundational question related to performance incentives — does bonus pay alone improve student outcomes? — and we found that it does not," said Matthew Springer, executive director of the National Center on Performance Incentives [Maureen Downey, "The Real STEM Crisis in Education...," Atlanta Journal-Constitution: Get Schooled, 2011.07.22].
But hey, South Dakota Legislature, if you want to throw $15 million away on a plan that will explode the workload for principals and produce no measurable results, go right ahead.
Wasting money is unacceptable.
From SDPB:
"The House State Affairs Committee killed a bill that would have set an education funding goal to bring the state in line with surrounding states by 2016. Proponents argue that the state is the one of the lowest in education funding and South Dakota is facing an out-migration of quality teachers. But opponents counter that money doesn't guarantee improved student performance. By Charles Michael Ray"
Isn't dangling a $5000 bonus in front of teachers saying that money DOES improve student performance????
On another note, the governor wants to attract the "best and brightest" into education. Where's the evidence that the "A" students always make the best teachers??? I've known many teachers who knew their subject matter up and down, but couldn't teach worth a darn!
GDD is treating education much like how economic development is conducted. Person A holds the candy bag(tax dollars) deciding whether Company B or educator D gets the goodies while companies E, F, and G or Educators H or P are told to dream on while taxpayers X, Y, and Z foot the cost of the candy bag.
The contradictions are stunning. Why can't the Governor and Legislature realize that raising teacher pay isn't about improving test scores, but about economic justice, about paying people a fair wage for the work they do? My efforts are not worth $10,000 less in SD than they are in ND.
Ms. Hart, on GPA, I just read the a teacher' GPA and IQ actually do predict performance. I can't remember which article, so I will look around... but in general, brains do matter.
You are starting to sound greedy Cory. ;D
Motivation matters.
Cory, I don't doubt that there is study that shows that IQ and GPA are predictors. But I think if we are honest we will admit that simply being an expert at a subject does not always make a great teacher. I have known many teachers who were not at the top of their class who are what I consider great teachers. The people who pursue teaching because the pay or the "summers off" are attractive most likely won't stay in teaching for very long. PS--I don't know of any study that confirms this--it's just my opinion based on my experience.
Michael, is it greedy for every worker to want to identify value he or she can add for his employers in order to produce a better product and earn more pay? Or is it only greedy when teachers want to earn more money?
Ah, SHart, it was the ASBSD research review I blogged about Sunday morning:
"Students taught by individuals who have greater academic ability – as measured by college placement scores, GPA, IQ, or quality of teacher preparation programs – perform better."
In support of that statement, ASBSD cites Darling-Hammond 1999 and Ferguson and Ladd 1996.
I agree, we can point to various teachers and professors who have advanced degrees and lots of knowledge but lack the communication skills and passion to teach effectively. However, the research above says that if you know nothing else about a teacher, the general statistics say that the teacher's college placement scores, GPA, and IQ predict student success better than some other variables.
You are locked into a contract. You know what you are going to get. You can get more money at a different position in another district. If you are willing to move out of state, you might be able to make significantly more.
Right. So shouldn't we raise teacher pay for all teachers to competitive levels to keep from losing talent?
I think it is perhaps an unfortunate circumstance that perhaps the majority SD residents do not value teachers. But I am not quick to say that it is an economic injustice. I do not think that teachers in SD are being exploited, or that SD teachers are bound to stay in SD (Wyoming seemed to have good pay). At this point, it seems the majority of SD residents seem to think that teachers are receiving a fair wage. It is perfectly okay within the realm of our democracy that teachers can ask for more pay, and if indeed it is unfair and an injustice, hopefully SD residents will work to raise teacher pay.
It does raise the questions of "What is fair and just?" What amount would be fair and just? Or will SD be continually compared to the surrounding states, and as long as SD pays teachers less, it is unfair and unjust? Would a point come when perhaps SD pays teachers more than surrounding states, at which point we can say that it is unfair and unjust that SD teachers get paid more money? A call for decreasing teacher pay? I am being a bit silly, but I do want to know who decides what is fair and just in South Dakota, and to what extent that even matters (as there seems to be a bit of legal and public supported unfairness and injustice (like me! I do not even live in SD, but am a legal resident there. I get just as much say as any other resident in SD (well, I am in the Army, and they allow me to claim which state I am a resident of)).
Cory, raising teaching salaries will be slow. The legislature has been reluctant to provide enough money to increase salaries. There is a significant very vocal faction that does not think that teachers deserve what they have now. If your need for money is greater than your contract provides then you will either have to seek part time employment or move to greener pastures. This is the same reality all of us face - you are not alone.
"As two recent studies suggest, paying teachers bonuses doesn’t appear to lead to higher student achievement."
... but paying teachers more across the board would? Now I'm confused. If we can keep more talented teachers (as Cory suggests we would, if we raised teacher pay) wouldn't that translate to better student achievement?
Yesterday I spent some time daydreaming to the effect that if I were the governor, I'd propose that every teacher in South Dakota get an immediate 50-percent pay increase.
But now I wonder: Would that action make our students do any better?
Thank the Higher Powers that we all have the good fortune of never having to worry about Stan Gibilisco serving as the Governor of South Dakota!
Joseph, a $10K difference between SD and ND says that someone is getting hosed.
Stan, it is a tricky argument. I posit first that we shouldn't focus exclusively on student achievement. We should focus on fair wages. But if we need to go down the achievement route, then we need to take Daniel Pink's advice and make the profession in general pay well enough that teachers don't have to think about money, at least not in their daily actions. Under a bonus structure, if I choose to gun for the extra cash, I measure my every action in the classroom against its coherence with the rubric my boss is using to hand out bonuses. That means I don't take risks, I don't get creative, and I view students more as objects in a pay-enhancement scheme. If we pay everyone well, I'm not thinking about salary enhancement. I'm not focusing on some rubric of approved activities. I'm not racing out of the building at 3:30 to my second job. I'm spending my summer painting fewer houses and taking more graduate classes or reading more French websites or any number of other professionally-enhancing activities (and I do those things not because I'll get a bonus, but because I want to).
I'd happily give Governor Gibilisco a turn at bat.
Stan,
It's not about raising test scores or kids doing better, to quote Cory "Why can’t the Governor and Legislature realize that raising teacher pay isn’t about improving test scores, but about economic justice, about paying people a fair wage for the work they do? My efforts are not worth $10,000 less in SD than they are in ND."
I suppose there may be a secondary or tertiary effect where "better" teachers start to teach in SD, since the pay is better, there by leading to better test scores. I suppose if someone were to compare academic achievement of SD and the surrounding states, and then compare it to teacher pay, we might get a decent idea of the likelihood of those secondary and tertiary effects occurring.
Cory, to quote the Matthew 6:21 "For where your treasure is, there your heart will be also." Teachers are paid less in SD, because SD would rather put its money towards the things they value more. Like most things, a culture shift does need to occur. I am curious to what would be fair pay, or just pay? How much money would allow teachers not to have to think about it during there daily actions? Right now, the seed of discontent seems to be sown in the minds of SD teachers, partly because other states get paid more. Will discontent ever disappear as long as another state is paying its teachers more? Should education go the Federal route, and teachers get paid on the GS system, with a differential for location?
Some of my favorite teachers painted houses in the summer.
Sure. Now imagine if they could spent their summers focusing on lesson plans and looking for new classroom materials.
...of course, they probably still did that, do imagine if we gave them the time in the summer to make that effort anyway, not have to paint houses, and have more well-deserved time to spend with their families? Why not? Aren't your favorite teachers worth it?
"Why can’t the Governor and Legislature realize that raising teacher pay isn’t about improving test scores, but about economic justice"
Sluggards receiving the same pay as hard working teachers is economic justice?
Speaking of economic justice, how much do we pay home school teachers? Should they not get the same school aid per student, plus a rebate on their education tax they pay on their house/school?
Show me the sluggards. Name them. Where are they? How many are there? How well do our current low wages deter sluggards from joining the teaching labor force?
Home school: I'm tempted, but it is not the state's constitutional duty to maintain two separate educational systems. It is the state's duty to set fair wages for the people employed in its public school system.
So our state constitution violates economic justice then?
And you want me to publically name sluggards? Sounds like you are avoiding the point.
If we send money to people so they can homeschool their children, Steve, how can we be sure some of those parents aren't sluggards?
No, I'm asking for a practical accounting of the policy problem you claim exists so we can calculate the cost-benefit ratio. Once you do, I will contend that the solution is not to depress wages for everyone, but to pay great wages for every position and can those teachers who don't cut the mustard.
I'm with Cory--where are all these sluggards?? Even the teachers that I had that I didn't consider to be "bonus-worthy" were most likely very bonus-worthy to other students. I think all teachers are being judged because the general public can't see beyond their own needs. We need to consider the fact that every student that sits in a classroom learns differently and will not necessarily embrace the same teaching style as every other student in the classroom. It is very unfair to label a teacher a sluggard just because they didn't meet my needs! Even though I may disagree with some of the teaching methods I see used in my school district, I certainly see few teachers I would label as SLUGGARDS.
I think a "homeschool sluggard" would probably teach their kids that the earth is only 6000 years old, that cave men rode dinosaurs, that there is no such thing as evolution, that global warming isn't really happening, and that if they and their little friends don't believe it, they're going to have to go to hell. They would teach their kids these things because they are too lazy to learn science.
"I certainly see few teachers I would label as SLUGGARDS"
And the question is: giving those few teachers the same increase that the teacher of the year gets fit the definition of economic justice?
And speaking of teacher of the year awards, are they drawn out of a hat, or are they really better than the rest?
Based on Fleming's logic, then I can say all public education teachers are sluggards because they are too lazy ot teach what the Bible says about creation. But the real reason they don't is because they are not allowed to by the New Age Theocrats, whose bible is the science textbooks.
Just like Sibby to drop a big turd in the road, and then turn around and step in it. LOL.
Evolution is a myth and carbon dating is statistically flawed as it violates the relevant range concept. Anybody hear about those in public schools? But I am sure you will here about greek mythology and their sex gods that help support the pagan theology found in their sex education programs.
Sibby,
Please just stop. You're doing more harm to the Christian cause than Sam Harris and everyone in the new atheist could ever dream of.
C.S. Lewis, the greatest Christian apologist of the 20th Century, wrote "The Myth Become Fact," an essay that illustrates that Greek and Norse myth do not deny people the opportunity to become Christian.
I teach a mythology class. I discuss how key elements creation archetypes are found in the scientific Big Bang. I don't do the Bible there because I don't want to deal with people like you screaming at administrators that I'm not teaching the Bible to someone's theology, even if I am teaching it as literature properly.
If you truly believe the Bible is the word of God and that God's words "shall not return unto me void, but it shall accomplish that which I please, and it shall prosper in the thing whereto I sent it" (Isaiah 55:11), you should want the Bible in a myth class and, unless you think you know more about Christianity than C.S. Lewis, you should want mythology classes.
Sibby doesn't know what he thinks. He just cuts and pastes stuff from other sources and has no personal intellectual rigor or reasoning methodology. In fact, he actively shuns and disparages critical thought. As a relult of these lax practices, he has completely changed his politics and worldview at least for times depending on the current paranoid conspiracy du jour. In short, he's kind of an academic sluggard.
LK, I do not believe CS Lewis would approve of the sex education agenda in public education. With that said, I do not believe CS Lewis was infallible and I refuse to treat him as if he was like a god.
And would you please define what is the "Christian cause"?
And I would also say that critical thought without knowledge is confusion, and that is exactly what the New Age movement is attempting to do to the "Christian cause"...confuse it.
You don't need any help in the confusion department Sibby. You've got it goin' on all by yourself. A one man band.
I keep hearing people advocate for fair/just pay, but have yet to hear what that is or looks like....or will the answer always be "more"?
Cory,
I agree with you on a number of levels. First, overall base salaries need to improve. Second, there are ways to encourage and reward those teachers that do go "above and beyond" the job. Third, give teachers the support, resources and opportunities to really focus on student learning and fourth, provide a fair dismissal process that includes due process and release those teachers that can't make the grade.
Joseph, when we are speaking about the state that consistently pays its teachers less than any other state in the nation, when we are $9000 (20%!) below the second-worst state for teacher salaries, I think it's pretty clear that we South Dakota teachers can define fair/just as "more"... unless you want to posit that 49 other states are unfairly paying their teachers far too much.
Steve, good night. You're not complaining about "sluggards". You're complaining about teachers not teaching the specific propaganda you want taught. If I worked just as hard as I do now, but replaced components of my current curriculum with the items you mention above, would you right then and there decide I should be paid more?
Cory, I am complaining about sluggards and about the system. So again I ask, is it economic justice to pay a sluggard the same as teachers of the year. And how do we determine teachers of the year?
You are manufacturing a problem that you have not proven exists. What sluggards? As I said, you're not really worried about effort. You can't even quantify effort. You want to dictate specific ideology and curriculum.
If we can't quantify effort, then how are teachers of the year are determined?
Steve,
It is my understanding that at least here in VA, teachers are constantly evaluated on teaching ability, diversity of curriculum, curriculum creation, interaction with students, et cetera... But I do not know how SD does it. Cory, as you have taught at several different schools, would you mind posting on here how teachers in SD are evaluated? I imagine metrics come into play, but there is probably also that nebulous rapport between teacher and student that is evaluated. Are there clear performance objectives laid out by the administration, and then if a teacher meets and exceeds those standards, they are considered ahead of their peers? I am sure everyone who has been reading this blog is curious as to how exactly teachers are currently evaluated.... Would it be possible to get a scanned blank copy of the evaluation forms the school uses?
"When did teachers become the public enemy?" — Bernie Hunhoff
Just to be fair and open, as I too am paid with the taxpayers monies, here is the form I am evaluated with: DA Form 2166-8.
http://armypubs.army.mil/eforms/pdf/A2166_8.pdf
It's not just teachers Bill. Remembered those heroes we admired after 911? You know the firefighters, police and first responders. Turns out we don't like them so much either...can't have them with any job security, union or dream of a middle class life, now can we.
Heck, Hal Wick is even going after the private sector unions now with House Bill 1155.
Yeah, Jana, wha's up with that? Nationwide, public sector is firing almost a 4th as many as the private sector is hiring. It's almost like they want to keep the unemployment rate high on purpose. These are people who like to say "Government doesn't create jobs" apparently forgetting that government created THEIR jobs.
Joseph, that's an interesting evaluation form. Is that evaluation used to determine bonuses? Can soldiers get bonuses? If so, are bonuses limited to some upper percentage of you soldiers?
Cory,
As of right now, the only cash bonuses a soldier can get are from re-enlisting/re-classing (changing their Military Occupational Specialty). A soldier needs to meet the qualifications to re-enlist/re-class, and the NCOER (Non-commissioned Officer Evaluation Report) is used to determine the caliber of the soldier and whether they are suitable for the re-class or re-enlistment. I am not sure if the metrics are tracked to see if the cash bonuses only go to certain soldiers or the top 10%. However, a part of the form is reflection of awards received (http://en.wikipedia.org/wiki/Awards_and_decorations_of_the_United_States_military) as well as military schools gone to improve soldier ability or occupational ability (such as Airborne school, Combat Lifesaver, Air Assault, et cetera). Receiving awards and attending these schools equates to a higher evaluation on the NCOER, as well as more promotion points (as part of the Army promotion system for E4-E7), which all will lead to an increase in pay. On a side note, if soldier wants extra cash, they can also volunteer to deploy, which usually nets them around an extra $500 (plus your entire paycheck is tax-free). I should also note that this form is just the yearly evaluation form used for NCOs. There is also the form used quarterly for NCOs http://armypubs.army.mil/eforms/pdf/a2166_8_1.pdf which when all are combined, assist in filling out the yearly evaluation form. For the lower enlisted, E1-E4, the DA 4856: http://armypubs.army.mil/eforms/pdf/a4856.pdf which is used at least once a month for monthly evaluation (but usually used more, especially if the soldier performs exceptionally well, or exceptionally poor). E1-E4 are usually on an automatic promotion, however these monthly counseling forms are used to evaluate whether a soldier should be promoted or not. Additionally, Officer use a different form (DA 67-9-1):http://armypubs.army.mil/eforms/pdf/A67_9.pdf although I have never had any experience with that form. It seems rather complex, however the system works fairly well, and usually no one is in the dark as to what they need to do to either get promoted or earn more money.
I am curious how you are evaluated as a teacher. How has it differed from school to school? What forms are used? To what extent do first year teachers get evaluated in regards to any type of probationary period? What is the process for evaluating whether a teacher gets tenure (if they even have that in SD, I do not know)? I gather from the posts that teachers do not get straight forward cash bonuses, although they can get more money for doing extra-curriculars (much like the Army in that regard); what opportunities for more cash exist besides extra duty? What certifications can you get to earn more? How would a PhD in French (or Masters) affect your pay? Where is this info posted to be available to the public (if at all)?
I must have killed the thread...
No, Joe, I'm just thinking... and teaching French!
Joseph, thanks for the perspective on U.S. Army evaluations of soldiers. I haven't studied my own evaluation process all that well: I really do approach my evaluations by my bosses from a "clean test perspective": I just plan to do what I do best each day and hope that fits with my bosses' vision for the school.
I'm in the middle of my second evaluation observation cycle this year. My principal came in and observed a full 90-minute class period last October, then sat down with me a couple days later to discuss what he observed, what he liked, and what he'd like to see done better. My assistant principal came in and observed a full period yesterday; we'll have our discussion probably next week. I don't know if I have another observation coming this year, but the real evaluation will come in March or April when they decide whether or not to offer me a contract for next year.
My evaluations in other schools were similar, though always by the principals there. (Yesterday was the first time I had an assistant principal observe.) The evaluation forms I've seen aren't as rigorous as yours. But if I recall correctly, my current principal makes clear his evaluation isn't about checkboxes as much as narrative. I look forward to seeing how my AD approaches this process.
Right now, boosts in pay for me depend on experience and academic credits. When I signed on here at Spearfish, I earned a certain spot on the pay scale based on my years of teaching experience. My master's degree also boosted my score. I was able to add another $500 to my starting salary by producing my U. Alberta transcript to show that I had a certain number of college credits (I'm maxed out on that count on Spearfish's measure of things; now my pay goes up just for experience, I think).
My teaching certificate only affects my pay in that it allows me to get and hold this job in the first place. I would get paid the same if I had just one endorsement on my certificate as I do now with multiple endorsements (French, Russian, English, math, history, computers, etc.).
Where can you find all this information? Each district sets its own salary policies. My masters degree is worth varying amounts (including nothing at all) at various schools. Every district posts its salaries as public record (usually in board minutes at the summer adoption of the annual budget), but you might have to ask each business office for a copy of salary steps for experience and credits.
Opportunities for cash besides extracurriculars? Not many! At Madison, Doc Miller lobbied when I was there to get a couple work days in the summer to work on curriculum as a department. We English teachers got a little extra cash for that.
Here at Spearfish, the board gave every staff member a $1000 Christmas bonus this year. That was a stunner. I've never had that happen before. No extra duty, just sharing the wealth with everyone. As a morale booster, that worked pretty well.
As you may notice from my less than detailed answers, once I get a teaching job, I don't pay much attention to the money. I don't want to think about it. I want to be able to spend each day focusing on lesson plans kids' questions and figuring out my Smart Board, not calculating how each activity I do during the week can translate into a few more dollars.