GoBigEd |
Reporting on key Nebraska K-12 education issues on a daily basis from Susan Darst Williams, a writer who lives at the base of Mount Laundry, Nebraska. To subscribe to this blog's mailing list, and see a variety of other education features and information, visit the main education website, www.GoBigEd.com |
Thursday, September 07, 2006
Posted
12:10 PM
by Susan Darst Williams
ON PERFORMANCE PAY PILOT PROJECTS; IGNORES NEED TO FOCUS ON INPUTS, NOT OUTPUTS According to Monday's Des Moines Register, state ed officials in Iowa are planning to spend millions of dollars on a "performance pay" system even though there is lots of controversy over how it's being done, and lots of doubt about whether it will do any good. The state will spend $1 million this year, $2.5 million next year, and $5 million the next, to stop paying teachers strictly by seniority, and work some performance pay into the mix with bonuses tied to student progress on standardized tests. Criticism has included: -- Spotty or even negative results from Iowa's last foray into merit pay and teacher retention several years ago. -- Too much bureaucracy. -- Too many committees. -- A plan that basically pits teachers against their colleagues. -- No way for specialty teachers, such as fine arts and special ed teachers, to participate because the value they add to a child's education isn't so easily measured on standardized tests. -- A lawsuit over payments to the Institute for Tomorrow's Workforce, the consulting firm set up to carry out the pilot projects and funded with $1 million in state tax dollars, and a controversy over whether those firms should be allowed to hold "closed-door meetings" that bar the media. -- Questions over whether a bonus of less than, say, $10,000, would be a significant incentive to a teacher, with flip-side worries over how on earth the state could afford to pay significant bonuses. You know, they can hubbub all they want about this. But here's the thing: IF THEY WOULD JUST REALIZE THAT IT IS THE METHODS TEACHERS ARE USING, ESPECIALLY IN THE EARLY GRADES, THAT ARE SCREWED UP, AND FIXED THEM -- PHONICS-ONLY READING INSTRUCTION AND TRADITIONAL MATH INSTRUCTION WOULD BE NOS. 1 AND 2 -- THEY WOULDN'T NEED TO BE DOING ANY OF THIS. Geez Louise. Wake up and smell the boondoggle!
Comments:
Post a Comment
|