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CPRE Research on Teacher Compensation & Evaluation

CPRE Research on Teacher Compensation & Evaluation. National Conference on Teacher Compensation and Evaluation Chicago, IL; November 21, 2002 Herbert Heneman III Anthony Milanowski. Overview of CPRE Research. Focus School-based performance awards Knowledge & skill-based pay

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CPRE Research on Teacher Compensation & Evaluation

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  1. CPRE Research on Teacher Compensation & Evaluation National Conference on Teacher Compensation and Evaluation Chicago, IL; November 21, 2002 Herbert Heneman III Anthony Milanowski

  2. Overview of CPRE Research • Focus • School-based performance awards • Knowledge & skill-based pay • Teacher performance evaluation • Sites • Charlotte-Mecklenburg & Kentucky • Cincinnati, Ohio and Washoe County, Nevada • Vaughn Learning Center, CA and La Crescent, MN • Anoka-Hennepin, MN and Newport News, VA

  3. Overview of CPRE Research • Methodology • Data gathered: surveys, interviews, documents • Analysis: statistical, content • Output • Journal articles • Conference presentations • CPRE Policy Briefs and reports • Books

  4. A Dozen Lessons Learned: • Persistent appeal of the single salary schedule • Strategic choice: pay as lead or lag system • Teachers value many rewards • Important reward principals to use • Many teachers ill-prepared for performance standards & accountability • Teachers seek fairness

  5. A Dozen Lessons Learned: • Performance enablers are essential • Implementation trumps instrumentation • Teacher acceptance of new programs is critical • Performance ratings can be reliable & valid • Principals need job & HR system redesign • Human resource alignment may increase the chances of program success

  6. Persistent Appeal of the Single Salary Schedule • Historical Roots • Perceived Strengths • Objective measurement • Fair pay raise process • Career pay expectations defined • Equity • Resistance to Change • Tradition • Risk aversion • Lack of established alternative models

  7. Is Pay a Lead or Lag System? • Lead system – pay as major driver of change • Make pay system change • Subsequent changes made to accommodate or facilitate pay system • Advantages & disadvantages • Lag System – pay reinforces other drivers of change • Other systems (e.g. evaluation) changed first • Pay system changed subsequently to add incentive • Advantages & disadvantages

  8. Extrinsic Base pay Pay raises & bonuses Working conditions Safe environment Supportive administration Student behavior Intrinsic Student learning Teacher learning Achieving goals Professional community Feedback Coaching & development Teachers Value Many Rewards

  9. Important Reward Principles • Provide clear line of sight • Provide meaningful rewards • Ensure stable funding for the rewards • Provide the promised reward • Remember individual differences among teachers

  10. Many Teachers Are Ill-Prepared for Performance Standards & Accountability • When accountability knocks will anyone answer? • Barriers • Craft mentality • Teacher education • History of weak teacher evaluation systems • Weak leadership

  11. Teachers Seek Fairness • Procedural Justice • Understand process & standards or goals • Consistent use of process • Fairness of process components • Distributive Justice • Acceptance of outcome or decision • Outcome under teacher’s control • Opportunity to challenge decisions

  12. Performance Enablers Essential • What are enablers? • Why essential? • Enhance expectancy • Remove roadblocks • Provide needed knowledge & skill • Examples: • How to interpret data • Feedback and coaching • Equipment & materials

  13. Implementation Trumps Instrumentation • Though new instruments were needed, even best designs can be let down by poor implementation • Implementation is important to: • Perceptions of fairness of process & results • Perceptions of system credibility • Reduce stress & minimize workload

  14. User Acceptance of New Programs is Critical • Willingness to use the system • Willingness to follow procedures • Acceptance of results or decisions • Survival of the program over time • Survival of the program champions

  15. Ratings of Teacher Performance Can Be Reliable & Valid • Reliability evidence from two sites: • Vaughn: inter-rater reliability (domain level) =.76-.83 • Cincinnati (domain level) : 69-80% absolute inter-rater agreement; reliability of 5-6 observations = .85-.89 • Criterion-related validity evidence from two sites: • Vaughn: .55 reading, .24 math • Cincinnati: .27 reading, .38 math, .26-.27 science • Notes of caution

  16. Principals Need Job Redesign and HR System Redesign • Job Redesign • Focus on teacher performance • Time for performance management • HR System Redesign • Promotion systems & selection criteria • Skill-building opportunities & training • Incentives for doing performance management

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