Posted by: PPTAweb
on 11, Feb, 2013
Horror stories, especially those that bring ghouls back from the shadows of the underworld, are popular with some people. Others prefer to rob a grave or three and dig up the skeletons of bad ideas.
The 'Bulk funding' spectre is one bad idea recently dug up by Ministry of Education wonks - and hinted at by lurking Treasury boffins - as a solution to 'teachers'.
Some of ACTs shades have even suggested taking the spectre of Novopay that one step further to the full chaos of bulk funding.
Posted by: Tom Haig
on 22, May, 2012
One of the ways in which performance pay is going to solve the ‘long tail’ of underachievement is that it will encourage good teachers to stay in the classroom. The Minister says, “We need[…] to look at the structure of the career pathways so that excellent teachers aren't forced to become leaders or managers - in other words taken out of the classroom situation - because that would be the only way they could get a pay increase.”
On first blush this sounds a reasonable proposition, as of course teachers who are fantastic with students should not have to wave them goodbye and join the desk jockeys in order to pay off their mortgage before retiring.
Posted by: Rob
on 30, Mar, 2012
There's been considerable discussion in the office and among members about performance pay. I've put together some thoughts around this discussion. What do you think?
It is useful to first determine what is meant by 'performance' or 'merit' pay
Does it mean more pay for those who take on more work? Extra-duty payment.
It can mean pay for doing extra work over and above the teaching job you are employed for. We have such 'extra duty' pay for managing a department (units and MMAs) or being in charge of specific management functions (units, MMAs, SMAs).
Posted by: PPTAweb
on 10, Oct, 2011
Tagged in: teaching
, student achievement
, secondary schools
, Performance pay
, Ministry of Education
, education spending
, education politics
, Class size
, annual conference
Sitting on the train wondering where to begin with this week's blog. Class size seems a good place to start as Kate Gainsford, PPTA vice president, was on breakfast TV yesterday morning discussing class size - and in the twitterverse a couple of commentators suggested performance pay for teachers would be better value for money in improving student achievement.
Posted by: Cynic
on 17, Aug, 2010
Been following stories and tweets about the name and shame approach of the Los Angeles Times’ article, “Who’s teaching L.A.’s kids?” (August 14th).
It led me to some interesting and valuable research including the IES report Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains:
Our results are largely driven by findings from the literature and new analyses that more than 90 percent of the variation in student gain scores is due to the variation in student-level factors that are not under the control of the teacher. Thus, multiple years of performance data are required to reliably detect a teacher's true long-run performance signal from the student-level noise. In addition, our reported sample requirements likely understate those that would be required for an ongoing performance measurement system, because our analysis ignores other realistic sources of variability, such as the nonrandom sorting of students to classrooms and schools (Schochet & Chiang, 2010, p.35)