Chatboards
Classifieds
Lessons
Jobs
MERIT PAY PROPOSAL – A Practical, Achievable Solution
By Robert Rose
At times it may be that the evaluator saw something that seemed a
poor decision and used that to give the teacher a lower score. When he
explains his reasons the teacher might then explain a valid reason for
her behavior that then proves it was a good educational choice. There
are many paths to effective teaching.
If this was in place the unions would not have a basis to object.
This a process of highlighting poor teachers for complete
documentation and dismissal, for average teachers to improve, and for
good teachers to be eligible for merit pay.
Here’s an example of a CSTP. I’m using Standard 5 – Assessing
Students for Learning – because this is what the standardized testing
supposedly does. You can see this is vastly more complete and useful
for teachers, evaluators, and students. The teacher is judged on these
criteria.
5.1 – Applying knowledge of the purposes, characteristics, and uses of different types of assessments.
5.2 – Collecting and analyzing assessment data from a variety of sources to inform instruction.
5.3 – Reviewing data, both individually and with colleagues, to monitor student learning.
5.4 – Using assessment data to establish learning goals and to plan, differentiate, and modify instruction.
5.5 – Involving all students in self-assessment, goal setting, and monitoring progress.
5.6 – Using available technologies to assist in assessment, analysis, and communication of student learning.
5.7 – Using assessment information to share timely and comprehensible feedback with students and their families. There are additional suggestions or objectives below each of the above seven objectives. Here’s what goes with 5.7.
(Provide all students with their progress as they engage in learning activities. Initiate regular and timely contact with families and resource providers about student progress. Communicate assessment results to families in ways that are respectful and understandable. Provide families with ways to use assessment information at home to
improve student learning.)
As an evaluator the student teacher and I have reasonably clear
objectives to discuss. Some things I have observed, some she can
provide evidence for, and if I think she needs to demonstrate one of
the above we can set a time line for me to see it. If she is weak in
one we can discuss ways to improve.
The scores I give for each standard (or sections) could result in a
total score that would be evidence of her overall ability and could be
the major basis for merit pay. Some teachers would rather this be used
for increased autonomy!
In this way she knows what she is being evaluated on, how to achieve
it, and that I am available to help her improve. I can’t spring
something on her that reflects some bias of mine. It has to fit into
the stated standards. She also doesn’t have to be a mind reader about
what objectives she is evaluated on.
In each of the six standards she should be aware of those she needs
to work on and if she doesn’t then she can’t blame me and should not
expect the union to come to her aide. This will weed out the
incompetents, give help to those willing to improve, and reward those
who deserve merit pay.
It is fair, complete, and is in place in some format in most good
districts. It is complex, not simplistic like the belief that the
standardized test accurately proves a teacher’s competency.
To be even better I would add the following. These forms are in my
book, THE COMPLETE TEACHER.
Dr.Rose’s Student Appraisal of Teacher. Of course this what I
consider the most important criteria of the kind of teacher students
have told me they want in a teacher. This could be another part of
each teacher’s year end evaluation.
Another form would be the Parent’s Self-Evaluation form. It shows
what I believe are the main things students have said they want from
their parents. Of course, this is very subjective, but I told parents
that they did not have to do this and if they did they didn’t have to
share it with me. I suggested they discussed it with their children.
A Student’s Self-Evaluation is also given. The same idea was to get
them thinking about their role and responsibility for their learning
and behavior in the classroom. Again, it was most effective when I sat
and discussed it with each student. It built my relationship. It made
everything in teaching him easier.
A Parent’s Evaluation of the Teacher could be added as feedback for
the teacher.
All these could be used by the teacher as proofs of her relationship
with students and parents – and of her competency.
One more very important facet of the evaluation would be a computer
profile and folder on each student. This would be a weekly and ongoing
record of what he has learned based on teacher observations and
discussions, teacher-made tests, publisher-made tests, and district
tests. This array of tests and data on what was taught and learned is
so much more meaningful than the standardized test. This demonstrates
what the teacher has taught and what each student has learned.
This is a comprehensive picture of each student and it could be used
to more fairly and completely compare student with other students in
his class, school, and district. This data also could compare
teachers with teachers.
All these factors make up a complete picture of a teacher and her
true abilities and competency rather than as it is based on one test.
It also demonstrates beyond a doubt just how COMPLEX the teaching
process is.
Using the above we can come up with algorithms that can more fairly
compare teachers, students, schools, and districts. Those who are
proven incompetent DESERVE to find another profession. Those who work
the hardest and produce the best total results DESERVE the Merit Pay!
Dr. Rose’s – STUDENT’S APPRAISAL of TEACHER
These are things that the teacher does or says that make you feel
important, worthwhile, special, happy – or unhappy. Place the number,
3, 2, 1, or 0 in front of each statement.
ALWAYS = 3: OFTEN = 2: SOMETIMES = 1: NEVER = 0
_ 1. Says “Good morning,” or greets me in a friendly way.
_ 2. Seems happy to see me.
_ 3. Correctly says my name.
_ 4. When I do something well, tells or shows me.
_ 5. If I’m sick or have been absent, asks how I’m feeling.
_ 6. Let’s me get water when I’m thirsty.
_ 7. Let’s me go to the washroom when I need to do so.
_ 8. When I complete my work, she gives me “earned time” to do “my” thing.
_ 9. Makes me feel “safe” from teasing, being hit.
_10. Places daily assignments on board or explains the day’s activities.
_11. Gives directions that are easy to understand.
_12. Makes the lessons interesting.
_13. Explains the “reason” we are doing each lesson.
_14. Explains what we have to do to get a certain grade.
_15. Answers my questions without making me feel dumb.
_16. Helps me whenever I ask for it – or as soon as possible.
_17. If I’ve been listening, but still don’t understand, will again explain.
_18. Expects me to do the right thing – sets high standards for me.
_19. She has clear, fair consequences for everything.
_20. Encourages the class to help set standards and consequences.
_21. If someone picks on me, protects me.
_22. If I’m accused of something, will listen respectfully to my side.
_23. Listens thoughtfully, fairly to all sides of a problem.
_24. No consequences given without a fair warning and hearing.
_25. Lets us work as a class, in small groups, and individually.
_26. She tries to fit lessons to our different abilities, skills.
_27. Finds ways for us to get “extra” credit through our interests.
_28. Finds ways to help us get along better with family, friends.
_29. Finds ways to “reward” our efforts.
_30. Uses a variety of materials, methods, and techniques.
_31. Seems to enjoy teaching – likes us.
_32. “Models” the behaviors he/she expects from us.
(Can be read with and discussed with class BEFORE they do it on their
own.) If a child gave me a low score on #21 it might be based on the
fact I didn’t notice this, was not responsive to it, or I felt he was
overreacting. I could discuss it and find a way to rectify it. I
didn’t wait until the end of the year to give this, but used it after
a few months. It’s not scientifically accurate, but improves the
teacher-student relationship and could be further proof in any
evaluation.
(Email me at icdrrose@gmail.com if you have anything to add or
subtract. I think we need to send it to all our local, state, and
national legislators. It is not the answer,{Marion Brady has one on
educational reform that should also be sent} but it could be a
beginning of a national debate that could end the unfair, unjust, and
educationally suspect use of standardized tests.)
