WCER-CPRE, 2000, Allan Odden CPRE Research on New Forms of Teacher Compensation.

WCER-CPRE, 2000, Allan Odden

CPRE Research on New Forms of Teacher Compensation


CPRE research on school-based performance awards Purpose– to examine the motivational

responses of teachers Research sites

– Charlotte-Mecklenburg Schools (CMS) & sample of Kentucky schools

– Interviews with teachers & principals– Surveys of teachers & principals


A Model of School Performance

S tudentA ch ievem ent

E xterna l C auses

S ta ff B ehavior(P erform ance)

S ta ffC om petencies

S ta ff M otiva tion

S ituation(C ontext)

M anagem entS ystem s


Expectancy theory framework - motivation & student achievement

Competencies

School

Teacher Effort AchievementTeacher

Goals/Targets Consequences

Intensity Positive

Persistence Negative

Focus Enablers


How to enhance achievement- General strategy.M easure Set D irect Instill P rovide Adm inister

Achievem ent School Teacher C om petencies Enablers R ewards G oals E fforts

Teacher Perform ance

Student Achievem ent

Teacher E fforts


Teacher Expectancy in Meeting School Goals

Perceived probability that working hard will result in achieving reward status:

CMS: 56% individual, 62% group KY: 39% individual, 53% group


Factors that influenced expectancy

Receiving reward in the past School level (lower in high schools) Feedback of assessment results Principal support/professional

community Lack of conflict between SBPA goals

and other goals Perception that SBPA program was

run fairly


Teacher expectancy perceptions matter!

One standard deviation increase in expectancy

.2-.3 standard deviation increase in measures of school performance (enough to move a school into the “award” category)


Teachers’ Instrumentality Perceptions.

CMS average = 73% Kentucky average = 54% Higher in reward schools


Most Desirable Outcomes

Goal Attainment Rewards–public recognition for meeting goals–personal satisfaction of meeting

goals–working toward clear school-wide

goals– receiving a bonus for meeting goals– receiving school improvement funds

for meeting goals


Most Desirable Outcomes II

Learning Outcomes– working cooperatively with other

teachers– having students learn new skills – additional opportunities for

professional development– personal satisfaction from improved

student performance


Least Desirable Outcomes

Sanctions– public criticism & embarrassment for not

meeting goals– risk to job security– loss of professional pride

– school intervention

Stress– more pressure & job stress– putting in more hours– less freedom to teach things unrelated to goals


Bonus Reactions

It is appropriate for teachers to receive bonuses

Small bonuses (e.g. $1,000 or less) are not likely to be highly motivating

Teachers do not favor being responsible for dividing up a school’s reward money


Bonus reactions of a Kentucky subsample

Average self-reported effect of bonus on motivation to achieve goals was not high.

Though bonuses were seen as desirable, the average desire to see bonus program continued was not high.

Teachers most favorable toward bonus program had low satisfaction with their base salary, felt receiving a bonus was fair, and felt that the bonus process was fair.


Rewards to teachers may have a “focusing” effect

Teachers in programs with pay rewards (and sanctions) had relatively higher levels of understanding of the goals,

and Teachers who valued the positive

outcomes associated with achieving the goals were more committed to the goals.


Conclusions SBPA programs have potential for

motivating teachers toward improving student achievement.

To realize that potential in practice requires:– providing bonuses of a meaningful size– making a long-term commitment– providing enablers to help teachers achieve


Conclusions

To realize that potential in practice requires:– continuous communication about the

program– that teachers perceive that the

program is administered fairly


CPRE Research on Knowledge & Skill-

Based Pay Programs


Research on NBPTS certificationCPRE research (Kelly & Kimball, 2000):

Financial incentives motivate teachers to begin the process.

Other motivators cited: desire to affirm they were accomplished teachers, personal challenge, and professional growth

Participation in process functions as professional development.

Impact limited to certified teachers; no effect yet on broader professional community


Conclusions from other research on NBPTS certification Highly trained raters can produce highly reliable ratings (see JPEE 12 (2), 1998)

Recent study of 65 teachers by UNC-Greensboro researchers showed:– NBPTS certified teachers had significantly

higher mean scores on 11 of 13 dimensions of teacher performance

– Work of students of certified teachers showed a higher level of comprehension of subject


CPRE Research: Douglas County, Colorado

Modifications of standard pay schedule

Group Incentive (about $400-$500) $25-$500 Site & District

Responsibility Pay 6 Skill Blocks: $250-$500 $1,000 Outstanding Educator Award


CPRE (and District) Research: Douglas County

High level of teacher acceptance Improved credibility with community Appears to be filling skill gaps Annual portfolios too burdensome Student performance has improved, but

difficult to tease out KSBP’s contribution Importance of union-management

cooperation


CPRE research on Cincinnati’s new teacher assessment system Teachers understood & accepted the

standards Newer teachers more favorable Wide variation in the capacity of

administrators to manage the process and provide useful feedback

Administrator capacity appeared to affect teachers’ attitudes toward the system


CPRE research on Cincinnati’s teacher assessment system (cont.) Most evaluators felt comfortable applying the rubrics

Many administrators had trouble finding the time

Many tended to “confirm” good teachers rather than coach to better performance


Implications from Cincinnati research

Important to have, or develop, a shared conception of good teaching and learning– Standards (e.g. Framework) good first step– develop consensus in process of defining

knowledge & skills– review alignment with other programs

May need a cadre of specialist evaluators to share evaluation tasks with site administrators


Implications from Cincinnati research (cont.)

Need assessor training– to ensure consistency & accuracy– to improve capacity for feedback &

coaching Need teacher orientation

– reassurance– communicate centrality of instruction &

role of program in supporting it


CPRE Research - Vaughn Learning Center Up to $6,000 in pay supplements based

on credentials or certifications (e.g. NBPTS, California Teaching Credential)

Up to $13,100 in knowledge and skill-based pay; example domains: literacy, technology, classroom management, math, science, English learners’ support

$1,500 school-based performance award


CPRE Research - Vaughn Learning Center’s 1st Year

Changing pay created some controversy, even though only new teachers had to participate

Most agreed that the plan got discussion going on defining good teaching

An initial major concern was the fairness of the skill assessment process (rubrics not yet fully developed, classroom observation process not worked out)


Vaughn Learning Center’s 2nd Year Fairness perceptions improved: e.g. 64%

agreed evaluation received was fair; 75% agreed the way the skills were measured was fair

78% agreed the amount of K & S pay received was fair

75% agreed that the K & S program should continue

Many veteran teachers chose to participate in the 2nd year of the plan (for extra $, recognition)


Vaughn Learning Center’s 2nd Year School-based Performance Award

Program:– Mean group expectancy probability: 79% – Mean instrumentality probability: 81%– 70% agreed goals were fair– 79% agreed program should continue

Total program appears to be influencing attraction & retention

WCER-CPRE, 2000, Allan Odden CPRE Research on New Forms of Teacher Compensation.

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