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Insights from CPRE Research on Teacher Compensation and Evaluation Models

This overview discusses the findings from CPRE's research on teacher compensation and evaluation presented at the National Conference in Chicago. Key topics include school-based performance awards, knowledge and skill-based pay, and effective performance evaluation systems. The research outlines critical lessons learned, such as the enduring appeal of the single salary schedule, the importance of fairness in performance standards, and the necessity of robust implementation for successful teacher evaluation programs. Additionally, it highlights various models and methods used in sites like Charlotte-Mecklenburg and Cincinnati.

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Insights from CPRE Research on Teacher Compensation and Evaluation Models

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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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