This report will seriously unhinge teacher unions. In Canada debate has moved to discussing merit pay for teachers:
Education minister Jeff Johnson got the attention of the Alberta Teachersâ Association when he recently mused about introducing merit pay for Alberta teachers. Predictably, the ATA harshly condemned Johnsonâs proposal and vowed to fight any attempt to incorporate merit pay in teacher compensation.
Typical response from unions, more interested in patch protection than excellence.
One of the main arguments the ATA gave for opposing merit pay was that it does not boost student academic achievement. However, there is no evidence that the current salary grid promotes student achievement.
Under the current salary grid, only two factors matter in teacher compensationâyears of teaching experience and years of university education. John with six years of university and fifteen years of experience gets paid more than Doris with five years of university and six years of experience. End of story.
It doesnât matter whether Doris happens to grade more papers, teach better lessons, coach more sports teams, or serve on more committees than John. Even though most people would agree Doris is the better teacher, John is higher on the grid and consequently receives a higher salary. In the ATAâs view, that is exactly how it should be.Â
The same the world over. Unions protect time servers irrespective of their performance.
On its website, the ATA approvingly cites Harvard economist Roland Fryerâs critical review of New York Cityâs failed merit pay plan to buttress its case against merit pay. However, the ATA ignores Fryerâs more recent paper in which he identifies a successful experiment with merit pay in Chicago Heights, Illinois.
In his 2012 paper, âEnhancing the Efficacy of Teacher Incentives through Loss Aversion,â Fryer describes how he and his fellow researchers discovered that teachers who were given a $4000 bonus at the beginning of the year and told to pay it back if student achievement fell below expectations, got significantly better academic results from their students than teachers in the control group where no incentives were provided. Thus, the ATA is wrong in claiming that there is no research evidence for the effectiveness of merit pay.
Another argument often used against merit pay is that there is no agreement on what constitutes good teaching and such subjectivity makes it impossible for administrators to identify and reward good teachers. This argument is so specious as to be laughable. Any parent with kids in school knows full well that some teachers are better than others. In addition, a candid conversation with a group of high school students about their current teachers should disabuse anyone of the notion that all teachers are equally effective.
There is also abundant research evidence that some teachers are better than others. John Hattie is Professor and Director of the Melbourne Education Research Institute at the University of Melbourne. In his 2009 book,Â Visible Learning, Hattie synthesizes the results from thousands of research studies to identify which practices have the biggest impact on student achievement. Needless to say, some are considerably more effective than others.
Since when has it mattered to unions that they are wrong. They manipulate reports to suit their ends, and are willing to outright lie…like in this case about result.
[M]erit could be incorporated as an additional component of the salary grid. Teachers would still receive increases for education and experience, but would also receive extra compensation as they move through several merit levels. Just as universities distinguish between assistant, associate, and full professors, school administrators could establish different levels for teachers based on their performance.
Evaluation criteria for promotion to a higher merit level could include student academic performance, classroom observations by the principal, extra-curricular involvement, and professional development activities. The ATA could even take an active role in helping administrators design meaningful professional growth standards.
Merit pay for teachers is a reform worth considering. While developing an appropriate merit pay plan would undoubtedly be a lengthy and thorny process, it could provide an effective way to reward teachers for what really matters. Giving additional rewards to outstanding teachers is something the ATA should be able to support.
Teacher unions could be part of the solution, instead byÂ implacablyÂ opposing any and all changes they remain part of the problem.