1. CPRE Research on Teacher Compensation & Evaluation National Conference on Teacher Compensation and Evaluation Chicago, IL; November 21, 2002 Herbert Heneman III Anthony Milanowski

2. Overview of CPRE Research u Focus –School-based performance awards –Knowledge & skill-based pay –Teacher performance evaluation u Sites –Charlotte-Mecklenburg & Kentucky –Cincinnati, Ohio and Washoe County, Nevada –Vaughn Learning Center, CA and La Crescent, MN –Anoka-Hennepin, MN and Newport News, VA

3. Overview of CPRE Research u Methodology –Data gathered: surveys, interviews, documents –Analysis: statistical, content u Output –Journal articles –Conference presentations –CPRE Policy Briefs and reports –Books

4. A Dozen Lessons Learned: 1. Persistent appeal of the single salary schedule 2. Strategic choice: pay as lead or lag system 3. Teachers value many rewards 4. Important reward principals to use 5. Many teachers ill-prepared for performance standards & accountability 6. Teachers seek fairness

5. A Dozen Lessons Learned: 7. Performance enablers are essential 8. Implementation trumps instrumentation 9. Teacher acceptance of new programs is critical 10. Performance ratings can be reliable & valid 11. Principals need job & HR system redesign 12. Human resource alignment may increase the chances of program success

6. Persistent Appeal of the Single Salary Schedule u Historical Roots u Perceived Strengths –Objective measurement –Fair pay raise process –Career pay expectations defined –Equity u Resistance to Change –Tradition –Risk aversion –Lack of established alternative models

7. Is Pay a Lead or Lag System? u Lead system – pay as major driver of change –Make pay system change –Subsequent changes made to accommodate or facilitate pay system –Advantages & disadvantages u Lag System – pay reinforces other drivers of change –Other systems (e.g. evaluation) changed first –Pay system changed subsequently to add incentive –Advantages & disadvantages

8. Teachers Value Many Rewards u Extrinsic –Base pay –Pay raises & bonuses –Working conditions –Safe environment –Supportive administration –Student behavior u Intrinsic –Student learning –Teacher learning –Achieving goals –Professional community –Feedback –Coaching & development

9. Important Reward Principles u Provide clear line of sight u Provide meaningful rewards u Ensure stable funding for the rewards u Provide the promised reward u Remember individual differences among teachers

10. Many Teachers Are Ill-Prepared for Performance Standards & Accountability u When accountability knocks will anyone answer? u Barriers –Craft mentality –Teacher education –History of weak teacher evaluation systems –Weak leadership

11. Teachers Seek Fairness u Procedural Justice –Understand process & standards or goals –Consistent use of process –Fairness of process components u Distributive Justice –Acceptance of outcome or decision –Outcome under teacher’s control –Opportunity to challenge decisions

12. Performance Enablers Essential u What are enablers? u Why essential? –Enhance expectancy –Remove roadblocks –Provide needed knowledge & skill u Examples: –How to interpret data –Feedback and coaching –Equipment & materials

13. Implementation Trumps Instrumentation u Though new instruments were needed, even best designs can be let down by poor implementation u Implementation is important to: –Perceptions of fairness of process & results –Perceptions of system credibility –Reduce stress & minimize workload

14. User Acceptance of New Programs is Critical u Willingness to use the system u Willingness to follow procedures u Acceptance of results or decisions u Survival of the program over time u Survival of the program champions

15. Ratings of Teacher Performance Can Be Reliable & Valid u Reliability evidence from two sites: –Vaughn: inter-rater reliability (domain level) =.76-.83 –Cincinnati (domain level) : 69-80% absolute inter-rater agreement; reliability of 5-6 observations =.85-.89 u Criterion-related validity evidence from two sites: –Vaughn:.55 reading,.24 math –Cincinnati:.27 reading,.38 math,.26-.27 science u Notes of caution

16. Principals Need Job Redesign and HR System Redesign u Job Redesign –Focus on teacher performance –Time for performance management u HR System Redesign –Promotion systems & selection criteria –Skill-building opportunities & training –Incentives for doing performance management