1. PAY FOR PERFORMANCE: GETTING IT RIGHT

2. A Solution in Search of a Problem? zTeaching salaries too low overall zTeaching is a “flat” profession zSame compensation for excellent as for mediocre teachers zLittle incentive to improve own knowledge and skill zLittle incentive to improve student performance

3. Typical Characteristics of Pay-for-Performance Systems zDifferentiated Career Levels, with Enhanced Compensation for Upper Levels zBonuses for Teams or Schools Demonstrating Increased Student Learning

4. Underlying Assumptions of Pay-for-Performance Systems zGood teaching is essential to high levels of student learning zProfessional learning should continue throughout a teacher’s career zIndividuals are motivated to perform at higher levels by the promise of greater compensation.

5. More Underlying Assumptions zPeople beginning their careers are attracted towards professions that offer advancement and reward for higher performance. zStudent learning is a result of both individual and team effort. z“Carrots” are better than “sticks.”

6. Design Challenges of Pay-for- Performance Systems zDefensible Techniques for Determining the Quality of Teaching zAdequate Measures of Student Learning

7. Requirements to Determine Good Teaching zClear definition of teaching - (the “what”) zInstruments and procedures that provide evidence of teaching - (the “how”) zTrained evaluators who can make consistent judgments based on evidence zTeachers who have had the “opportunity to learn” the “what” and the “how”

8. The Domains zPlanning and Preparation zThe Classroom Environment zInstruction zProfessional Responsibilities

9. A Framework for Teaching: Components of Professional Practice Domain 4: Professional Responsibilities Reflecting on Teaching Maintaining Accurate Records Communicating with Families Contributing to the School and District Growing and Developing Professionally Showing Professionalism Domain 3: Instruction Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Providing Feedback to Students Demonstrating Flexibility and Responsiveness Domain 1: Planning and Preparation Demonstrating Knowledge of Content and Pedagogy Demonstrating Knowledge of Students Selecting Instruction Goals Demonstrating Knowledge of Resources Designing Coherent Instruction Assessing Student Learning Domain 2: The Classroom Environment Creating an Environment of Respect and Rapport Establishing a Culture for Learning Managing Classroom Procedures Managing Student Behavior Organizing Physical Space

10. Copyright ©1999 by Educational Testing Service. All rights reserved. The Classroom Environment

11. The Instruments and Procedures zTaken together, they document all the evaluative criteria zThey represent a “natural harvest” of a teacher’s work zThe timelines and workload are reasonable, for teachers and evaluators zThey promote professional learning

12. Evidence, Interpretation, Judgement INTERPRETATION EVIDENCE FOR A COMPONENT JUDGEMENT

13. Opportunity to Learn the “what” and the “how” zOrientation to the system zFamiliarity with the evaluative criteria, and how they apply to own setting zAdequate structure and guidance for preparing artifacts of teaching

14. Measures of Student Learning zAligned with state and/or district content standards zApplied to teacher teams, not individuals zDemonstrate patterns over time zUse multiple measures

15. Pitfalls and Dangers of Pay-for-Performance zRigid and formulaic design zInadequate communication zInsufficient training zPremature and too rapid implementation (bugs still there) zFear of misuse zUnintended negative consequences

16. Recommendations for Design of Pay-for-Performance zLink the design to purposes zKeep it simple (only a few levels) zEngage everyone in the design process zTake PLENTY OF TIME to design zCommunicate with everyone, often

17. More Recommendations for Pay-for-Performance zInvest in training, and more training zPilot first with volunteers; revise zImplement slowly with no stakes zBuild in a feedback and ongoing revision process zCommunicate with everyone, often

18. Promises and Benefits of Pay-for-Performance zA focus on good instruction zAttention to results with students zRecognition for superior performance zEnhanced professional culture