The Problem with Performance Pay

Autor/in	Gratz, Donald B.
Titel	The Problem with Performance Pay
Quelle	In: Educational Leadership, 67 (2009) 3, S.76-79 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Teaching (Occupation); Job Performance; Merit Pay; Incentives; Teacher Evaluation; Compensation (Remuneration); Relationship; Standardized Tests; Academic Achievement; Instructional Effectiveness; Research Methodology; Social Science Research; Knowledge Base for Teaching; Colorado + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Work performance; Arbeitsleistung; Leistungszulage; Anreiz; Teacher appraisal; Lehrerbeurteilung; Abfindung; Kompensation; Lohnausgleich; Wechselbeziehung; Standadised tests; Standardisierter Test; Schulleistung; Unterrichtserfolg; Research method; Forschungsmethode; Social scientific research; Sozialwissenschaftliche Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	Although today's performance pay plans take many forms, the most commonly proposed version--in which teachers are rewarded on the basis of their students' standardized test scores--flows from flawed logic and several troublesome assumptions: that teachers lack motivation and supposedly need financial awards to give students what they need; that U.S. schools are failing compared with school systems in other parts of the world; and that measuring academic achievement--through the use of standardized testing--is all that counts. Denver, Colorado's Pay for Performance pilot resulted in a new approach to looking at performance. The new plan replaces the traditional approach to compensation with its combined focus on student academic growth; teacher knowledge and skill; professional evaluation; and market incentives, which refer to bonuses awarded to teachers working in difficult-to-serve schools or in difficult-to-staff positions. The discussion of performance pay should lead states and districts to a new consideration of the true goals of education. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10