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

2. WCER-CPRE,  2000, Allan Odden CPRE research on school-based performance awards l Purpose –to examine the motivational responses of teachers l Research sites –Charlotte-Mecklenburg Schools (CMS) & sample of Kentucky schools –Interviews with teachers & principals –Surveys of teachers & principals

3. WCER-CPRE,  2000, Allan Odden A Model of School Performance

4. WCER-CPRE,  2000, Allan Odden Expectancy theory framework - motivation & student achievement Competencies School Teacher Effort AchievementTeacher Goals/Targets Consequences Intensity Positive Persistence Negative Focus Enablers

5. WCER-CPRE,  2000, Allan Odden How to enhance achievement- General strategy.

6. WCER-CPRE,  2000, Allan Odden Teacher Expectancy in Meeting School Goals Perceived probability that working hard will result in achieving reward status: l CMS : 56% individual, 62% group l KY : 39% individual, 53% group

7. WCER-CPRE,  2000, Allan Odden Factors that influenced expectancy l Receiving reward in the past l School level (lower in high schools) l Feedback of assessment results l Principal support/professional community l Lack of conflict between SBPA goals and other goals l Perception that SBPA program was run fairly

8. WCER-CPRE,  2000, Allan Odden 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)

9. WCER-CPRE,  2000, Allan Odden Teachers’ Instrumentality Perceptions. l CMS average = 73% l Kentucky average = 54% l Higher in reward schools

10. WCER-CPRE,  2000, Allan Odden 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

11. WCER-CPRE,  2000, Allan Odden 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

12. WCER-CPRE,  2000, Allan Odden 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

13. WCER-CPRE,  2000, Allan Odden Bonus Reactions l It is appropriate for teachers to receive bonuses l Small bonuses (e.g. $1,000 or less) are not likely to be highly motivating l Teachers do not favor being responsible for dividing up a school’s reward money

14. WCER-CPRE,  2000, Allan Odden Bonus reactions of a Kentucky subsample l Average self-reported effect of bonus on motivation to achieve goals was not high. l Though bonuses were seen as desirable, the average desire to see bonus program continued was not high. l 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.

15. WCER-CPRE,  2000, Allan Odden Rewards to teachers may have a “focusing” effect l Teachers in programs with pay rewards (and sanctions) had relatively higher levels of understanding of the goals, and l Teachers who valued the positive outcomes associated with achieving the goals were more committed to the goals.

16. WCER-CPRE,  2000, Allan Odden Conclusions l SBPA programs have potential for motivating teachers toward improving student achievement. l To realize that potential in practice requires: –providing bonuses of a meaningful size –making a long-term commitment –providing enablers to help teachers achieve

17. WCER-CPRE,  2000, Allan Odden Conclusions l To realize that potential in practice requires: –continuous communication about the program –that teachers perceive that the program is administered fairly

18. WCER-CPRE,  2000, Allan Odden CPRE Research on Knowledge & Skill-Based Pay Programs

19. WCER-CPRE,  2000, Allan Odden Research on NBPTS certification CPRE research (Kelly & Kimball, 2000): l Financial incentives motivate teachers to begin the process. l Other motivators cited: desire to affirm they were accomplished teachers, personal challenge, and professional growth l Participation in process functions as professional development. l Impact limited to certified teachers; no effect yet on broader professional community

20. WCER-CPRE,  2000, Allan Odden Conclusions from other research on NBPTS certification l Highly trained raters can produce highly reliable ratings (see JPEE 12 (2), 1998) l 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

21. WCER-CPRE,  2000, Allan Odden CPRE Research: Douglas County, Colorado l Modifications of standard pay schedule l Group Incentive (about $400-$500) l $25-$500 Site & District Responsibility Pay l 6 Skill Blocks: $250-$500 l $1,000 Outstanding Educator Award

22. WCER-CPRE,  2000, Allan Odden CPRE (and District) Research: Douglas County l High level of teacher acceptance l Improved credibility with community l Appears to be filling skill gaps l Annual portfolios too burdensome l Student performance has improved, but difficult to tease out KSBP’s contribution l Importance of union-management cooperation

23. WCER-CPRE,  2000, Allan Odden CPRE research on Cincinnati’s new teacher assessment system l Teachers understood & accepted the standards l Newer teachers more favorable l Wide variation in the capacity of administrators to manage the process and provide useful feedback l Administrator capacity appeared to affect teachers’ attitudes toward the system

24. WCER-CPRE,  2000, Allan Odden CPRE research on Cincinnati’s teacher assessment system (cont.) l Most evaluators felt comfortable applying the rubrics l Many administrators had trouble finding the time l Many tended to “confirm” good teachers rather than coach to better performance

25. WCER-CPRE,  2000, Allan Odden Implications from Cincinnati research l 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 l May need a cadre of specialist evaluators to share evaluation tasks with site administrators

26. WCER-CPRE,  2000, Allan Odden Implications from Cincinnati research (cont.) l Need assessor training –to ensure consistency & accuracy –to improve capacity for feedback & coaching l Need teacher orientation –reassurance –communicate centrality of instruction & role of program in supporting it

27. WCER-CPRE,  2000, Allan Odden CPRE Research - Vaughn Learning Center l Up to $6,000 in pay supplements based on credentials or certifications (e.g. NBPTS, California Teaching Credential) l Up to $13,100 in knowledge and skill-based pay; example domains: literacy, technology, classroom management, math, science, English learners’ support l $1,500 school-based performance award

28. WCER-CPRE,  2000, Allan Odden CPRE Research - Vaughn Learning Center’s 1st Year l Changing pay created some controversy, even though only new teachers had to participate l Most agreed that the plan got discussion going on defining good teaching l An initial major concern was the fairness of the skill assessment process (rubrics not yet fully developed, classroom observation process not worked out)

29. WCER-CPRE,  2000, Allan Odden Vaughn Learning Center’s 2nd Year l Fairness perceptions improved: e.g. 64% agreed evaluation received was fair; 75% agreed the way the skills were measured was fair l 78% agreed the amount of K & S pay received was fair l 75% agreed that the K & S program should continue l Many veteran teachers chose to participate in the 2nd year of the plan (for extra $, recognition)

30. WCER-CPRE,  2000, Allan Odden Vaughn Learning Center’s 2nd Year l School-based Performance Award Program: –Mean group expectancy probability: 79% –Mean instrumentality probability: 81% –70% agreed goals were fair –79% agreed program should continue l Total program appears to be influencing attraction & retention