Oh, how this Government craves the chance to force teachers onto a performance pay regime. All of their machinations since coming into power, where education has been the focus, has been to this end. Parata, English and Key, through their most recent 'bigger classes are better for you" stuff-up, have ruined National's best chance to make the change they crave, and the teaching world has succeeded in squashing that bad idea, once and for all.
The police though, have still to engage in that battle, but it's coming for them. And they're vowing to fight.
"We aren't prepared to sell out our future members", police association president Greg O'Connor says, in response to Government demands to introduce performance-based pay. That's a no, National. You were deaf to it when the teachers said it, I wonder if your ears are better tuned to your police force?
I wonder if the right-wingers who bayed and bayed for performance pay for teachers will get as overheated in their attacks on the police over the very same issue?
Of course not. Hypocrisy reigns in that camp.
Saturday, June 9, 2012
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19 comments:
Not at all RG. Performance pay is the way to go. However with police (as with teaching) we have a system that is broken.
We have apolice force that has moved well away from what they should be in our democracy. The shameful behaviour of that spineless fool Howard Broad was a disgrace to both the uniform he wore and the democracy he purported to serve. The new commissioner seems a lot better but we have a generation of senior ‘managers’ (to use Nick K’s term) who see the answer to their prayers as more power and more control.
We really need a return to Peels original principles of policing if we want any improvement. If we measure an individuals performance against those principles we will get the best outcomes for society.
Paranormal
You make some good points, paranormal. The one you don't make is how performance-based pay will cure those ills. It may be that the police will put forward a similar argument to that of the teachers against performance pay - I accept and support the teachers argument - and if they do, I'll be supportive of the police over this issue. What I'm going to enjoy most, is reading the reactions, or non-reactions, from the right wing commentariat, over this. I expect they'll want to have it disappear. I don't expect them to rabidly attack the police, they way they did the teachers, hence my charge of hypocrisy.
Performance pay is a useful incentive for nonprofessional jobs like fruitpicking or shearing where performance expectations are clear and measurement is easy. Paying a worker for the amount of fruit picked or number of sheep shorn provides an incentive to work harder and the employer is able to pay more because there is a direct relationship between worker output and the money available to pay them.
When performance pay is applied to professionals it is hugely problematic when it is essentially a measure of output. Being a doctor or a teacher is not like shearing sheep, every student or patient requires an assessment of needs and providing treatment or teaching programmes that can meet those needs. Removing wool from a sheep is relatively straight forward as they are all a similar size and shape, an identical process can be used for each and the end result is easily quantified. Meeting the needs of people is far more complex and there are many factors that influence outcomes that are beyond the control of the professional. A student's learning is dependent on the support of their home and their own readiness to learn and if there are emotional stresses from dysfunctional family relationships their focus on learning will be impaired. For a doctor, successful treatment can be dependent on their patient's ability to take their medication as required or change negative elements in their lifestyle like alcohol consumption or smoking.
If a group of people were assembled to assess the performance of a single professional they would probably have different criteria, for some the ability to communicate and empathize would have the highest priority, for others it may be their knowledge and finesse in carrying out a particular procedure or activity. Both are valid but the weighting for each may differ. As a teacher I have taught in a number of schools, both in New Zealand and in the UK, and the way my performance has been assessed has varied hugely.
I have often taught classes full of children with high learning needs and challenging behaviours, some of those classes I have managed extremely well and received high praise from colleagues and parents, but in others I have struggled and my competence was questioned. If someone observed my teaching in the classes where I struggled they would have witnessed my lack of ability to manage negative behaviour and to maintain an atmosphere that supports learning and they would have naturally concluded that I wasn't up to the job. No matter how competent a teacher is they also rely on the support of colleagues, the parents and the culture and systems within the school. The often used phrase "it takes a village to raise a child" is very true, and when applied to teaching it means a high level of collaboration, respectful relationships and shared goals .
If performance pay was applied to teachers I have a number of questions that need to be answered:
How will the criteria be fair and address the fact that class size, children's learning needs and backgrounds and school communities vary greatly?
Who will make the judgments on performance and how will this be moderated to maintain consistency across all schools?
Will all teachers who meet the criteria be rewarded or will pay be capped in each school so that some will miss out?
If teachers have to compete for a limited pool of money will this not result in a breakdown of collegial behaviour?
What will be the impacts on good teachers who find themselves in situations where their performance is compromised by factors beyond their control?
When most systems of performance pay have failed in other countries, what are the successful models that will inform ours?
Now there's a thoughtful exploration of the issue, bsprout. It'll mean nothing to the rednecks who think teachers need to be whipped into submission because they are crap. It won't stop John Key from nudge-nudge-wink-winking the public to further cement that opinion. He's despicable in the way he'll smear those he wants to dominate, or rather, those who won't 'do as they are told'.
Bsprout, with all due respect your ideology and lack of experience leads you to make those comments. Performance pay works well in professional areas as well as nonprofessional. I have worked in the professional area for most of my career and see performance pay working well.
You take the one dimensional approach of output as the sole measure. As I commented on a previous post here performance needs to be measured over a range of factors, both empirical and subjective. Ultimately the criteria/factors need to be aligned with the organisations goals. That is where we have a disconnect with teachers and the organisations goals. That is why so many students leave school illiterate after ten years ground through the system.
Let's use your shearer as an example. He will be measured over a range of criteria, including ability to work within the team, condition of the sheep when shorn etc., as well as amount of wool. The environmental factors will also come into play such as just how much wool was on the sheep to start with and how toey the sheep are. And that is how it is done on the shearing gangs. It may not be a structured process but the gang leaders and farmers will follow it and be able to tell you exactly what sort of a day they’ve had and who the good team workers are.
Similarly parents, students, principals and teachers will be able to tell you the same thing about teachers in the local schools. Accordingly the only place where any notice is paid to the quality of teachers is in the private schools.
Paranormal
Para...I'm a bit dim (bloody teachers), but you haven't addressed any of Bsprout's questions?
"Similarly...will be able to tell you.." How?
Suz - see my earlier post where RG asked about how it would be done. The key thing I note is Bsprout is ideologically opposed to performance pay. His questions are misguided, especially the ones where he shows how ideologically blinkered he is by the framing of the question. All of these are addressed when you set up the mechanics of a system. At the risk of repeating myself, the key is to ensure the performance criteria are aligned with the organisations goals.
We're getting into the mechanics here, but just for you some really quick answers:
Bsprout has gone off the rails somewhat. We're talking about individual teacher’s performance. Part of performance reviews is identifying areas where the individual is doing well and where they need help. The fact that classes are different around the country is irrelevant when undertaking an individual’s performance and what they need in their current situation.
The individuals line manager - ie. team leader or principal will make the judgements. Again it doesn't need to be moderated across all schools. If there is an issue where an individual feels they have been harshly treated there are really simple escalation procedures that can be put in place. There is also the ERO that can have an overview into the operation of a school as individuals performance has a direct impact on the schools performance.
A more relevant question is "How is individual teachers performance monitored now and why can't that be extended to include performance pay?" I suspect the answer to that question would explain a lot - particularly in failing schools.
The two last questions show Bsprout doesn't have the wider experience of performance systems. The second to last question is purely focusing solely on outcomes rather than performance to criteria. Like a lawyer that has fought a losing case - their performance may have been exceptional and so justifies a good performance review. There just may be an element of success pay that is forfeited.
His last question is just wrong - performance pay is already alive and well throughout the NZ economy and works well. Take any corporate and look at their performance pay system. I would recommend Shell's that has been working well since I believe the 1960's.
Paranormal
Suz - as for your last question 'How?', I think you are being a little naive here. Simple - just ask them. Don't take my word for it, the principal of Auckland Grammar has said as much.
Or are you suggesting that all these people that interact with teachers are not qualified to make a judgement call of this nature?
Paranormal
Firstly, sincere thanks for your thoughtful response Para, yet at the risk of incurring your wrath, I simply don't agree that his questions are misguided.
To fully appreciate a child's back-ground i.e. starting-point, are we talking social-workers/psychologists/CYF's reports/home visits for every student? Kinda see the savings goin' down the tubes at that point?
On a personal level, my 15 yr old son currently has a crap teacher for one of his subjects...notorious at his school, students, parents, and colleagues all know it, so we pay for private tuition...will the teacher benefit from that?
This issue is so fraught, if only kids were as simple as sheep :-)
Suz, your son has a crap teacher so you pay for private tuition, good on you for caring.
But isnt that the point, your son has a crap teacher so therefore should that crap teacher get paid as much as the good ones they work with. Absolutely not.
B Sprout is a teacher, of course he will come up with fancy notions of why he should not have to perform for his pay. In fairness to him and his fellow teachers though, is it not cut and dried as there are many things that can alter a classrooms performance.
"The individuals line manager - ie. team leader or principal will make the judgements."
A 'syndicate leader' or principal, making judgements that affect a teachers salary, paranormal?
You've not taught in a school, ever, have you?
You've no idea what the teaching environment is like, have you.
It's very different from other sectors.
Performance pay doesn't fit the school model.
Yep Towack, my son's crap teacher shouldn't be paid or even employed...minor issue tho'...she's highly regarded in the science field...oft quoted in the media...COMPLETELY different beast to being a decent teacher.
Suz - you've lost me. Where did I say anything about evaluating the kids? This is about evaluating the teachers.
As Towack points out, your own situation is the justification for the gnats failed attempt for reform. Unless you are prepared to pay for alternative education, as you have done, you're stuffed pure and simple.
Good on you RG. You know I haven't been a teacher but I have the more inmportant responsibility - I am a parent. I have seen the good and the bad in the current system.
You are clearly part of the problem. How about addressing the issues raised. And quite frankly teaching is no different from other sectors, you just think it's special because you want special treatment and to avoid being held to account.
So answer my question. How is performance reviewed now? I've told you on a previous post how a performance review system can work. Lets have your say on why its so good now. It's clearly working for Suz's son - not!
Paranornmal
Paranormal - "Good on you RG. You know I haven't been a teacher but I have the more inmportant responsibility - I am a parent. I have seen the good and the bad in the current system."
Oddly enough, para, I too am a parent! Curiously, all three of my children have attended State schools. I've been delighted with how well they've done there and the quality of their education. It's just odd, ain't it! Not only that, I've been able to see very clearly just how effective each and every one of the teachers they've had, has been. Both my wife and I have taught at the schools our children attended and have seen up close and personal, how things went. To think that I haven't been able to assess the qualities of the teachers of my children throughout their school careers would be a stretch. Those teachers have varied in their approaches and knowledge, but that's a minor consideration, taken over the whole schooling experience. In fact, it's something of a blessing.
"You are clearly part of the problem."
Am I? I'm not in the teaching world now and have no vested interest in protecting them."
How about addressing the issues raised. And quite frankly teaching is no different from other sectors, you just think it's special because you want special treatment and to avoid being held to account."
Clearly, you're claims here are wrong. The teaching sector is different from other sectors. How can you think that it is the same as say, the Public Health sector? Are there examinations at the end of a patients hospital stay? Is there marking required? Do nurses have to take Saturday morning rugby for patients? What a load, your claim!
Why you believe I wouldn't want teachers to be 'held to account' I just don't know. perhaps you could explain why I would go out of my way to shield them from anything other than misinformation, I'd like to hear!
Part 2.
Paranormal - "So answer my question. How is performance reviewed now? I've told you on a previous post how a performance review system can work. Lets have your say on why its so good now."
Bossy fella, ain't ya!
If you've 'told me in a previous post how a performance review system might work', perhaps you need to get in touch with Parata. She didn't have a model, by her own admission. She might appreciate hearing yours. She claimed she would set up a panel to work with educaton professionals to forge one that would work, but you seem to have nailed it all by yourself. Mind if I remain suspicious of the value of yours? You sound very dictatorial on this issue - no talk from you of finding out what the industry thinks. Personal antagonism is what I hear from you. Not a sound basis for decision-making, I'd have thought.
How is teacher performance done now? As I said, I'm not in the industry now, so I can't really comment. When I was, there was more focus on teacher performance than I was comfortable with - too many requirements to monitor how you were performing your tasks than I thought necessary, but then, I was more a 'encourage and support your teacher to be brilliant', kind of teacher, rather than the 'direct your teacher and his/her programme to the 'nth degree for the best outcome' sort of guy.
I would suggest that there is a lot of subtle pressure that exists within every school to lift teacher performance constantly. You seize upon instances where teachers are not performing well in someone's eyes, and revel in those. My experience has been very different. Most of the teachers I've worked with have done an excellent job, in line with any reasonable expectations, and expectations from the industry.
Oh, para, I meant to ask, do you seriously think there are little or no systems in place at schools to assess teacher performance?
I am aware there are systems, but they are obviously not working and certainly not aligned with parents goals. I think Hoskings sums it up well:
But the very reason the Government wanted to improve teaching is because the unions have held the quality of teaching back. Held it back by accepting mediocrity, held it back with their wacky view that all teachers are the same and therefore need paying the same, held it back by deluding themselves into believing that what we have is as good as it can be.
I also note you haven't answered the question...
Paranormal
Haven't answered your question? You joke, para, surely?
Hoskings is wrong. Claiming that the unions
" held it back with their wacky view that all teachers are the same and therefore need paying the same" is complete bullsh*t. I've never, ever heard a unionist/representative/teacher/educator claim that 'all teachers are the same'. That you accept Hoskings' claim shows you're view is so distorted that you can't even sift fact from fiction.
@ Para: "Suz - you've lost me. Where did I say anything about evaluating the kids?"
In your ovine analogy, how much wool to start with, toeyness etc.
How can one judge a teacher/shearer without judging the raw materials they're dealing with? And that to me is where the problem lies.
And for the record, my son's tutor is a fabulous teacher from last year.
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