Education Week - August 27, 2014 - 14
Revamped Pay System
For Baltimore Teachers
Targets Performance
CONTINUED FROM PAGE 1
leadership transition, complete
with a new CEO and the departure
of interim CEO Tisha Edwards, who
helped the system leap from paper
contract into reality.
Still, for proponents, the system
offers one important benefit over
its predecessor: more options for the
ambitious teacher.
"It takes away the predictability
of when you're going to get this
or that [raise], but it really allows
the individual to take control and
lead where they want to go in their
professional growth," said Jennifer
Bell-Ellwanger, the 85,000-student
district's achievement and accountability
officer.
Articulating a Vision
The Professional Practices and Student
Learning Program, as the district's
pay system is known, all but
dispenses with increases for longevity
and for credentials held, the two
factors that determine teacher pay in
most U.S. school systems. Instead, the
predominant element is performance.
Baltimore teachers earn incremental
pay boosts each time they compile
12 "achievement units" or AUs. The
quickest way to do so is by getting top
teacher-evaluation scores.
Larger pay increases occur after
promotion to the "model" or "lead"
pathway, a competitive process
partly vetted by other teachers (see
chart, opposite).
District- and union-staffed panels
spent more than two years determining
which activities should
count towards pay, and creating the
rules for the promotions, a task all
parties agree proved stressful and
bewildering at times.
"At the time we negotiated this, it
was groundbreaking. We were pioneers.
I still think it's the future of
teacher compensation," said Marietta
English, the president of the
Baltimore Teachers Union, who sat
on the joint oversight committee implementing
the contract. "But there
was no one for us to turn to for help,
nobody who was doing it prior to us."
Indeed, a case study by Harvard
University scholars called the panels'
work "laborious, complicated,
and uncertain," especially as it
wrestled with the minutia of the
contract: How many senior teachers
should be grandfathered onto
the model pathway? (About 540.)
Should teachers be observed before
being promoted to model status?
(Yes, by videotape.) Would teachers
earning model status keep it indefinitely?
(No, they must re-earn it
every five years.)
Credit Options
In the end, the panels crafted a
menu of options for earning credits.
Rank-and-file teachers appear
to have different opinions of the
still-evolving menu. On the one
hand, the opportunities for earning
credits through professional development
are diverse. On the other
hand, some eligible activities fall
into problems of the square-peg,
round-hole variety.
For instance, under one option,
Rhea Espedido recently advanced to become a "lead" teacher at Liberty
Elementary School in Baltimore. The change was made possible by an
overhaul of the teacher-pay schedule developed jointly by the local
district and the Baltimore Teachers Union.
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teachers can submit some of their
after-hours duties for AU credit, but
they must document the connections
to student learning. That can
be a stretch for teachers who spend
hours managing the pep squad
rather than a more academically
oriented club, like the debate team.
"Clubs and after-school activities
get kids involved in schools; it keeps
them off the street," said Carla
McCoy, a 30-year veteran English
teacher. "You're thinking about giving
them something positive to do
after school and enriching their
skills strategically. You don't always
think about how it's helping their
achievement, because those activities
were never meant to measure
achievement."
Conversely, some wonder if the
rules are too lax. Some administrators
treat AUs as a kind of scrip currency
given in the place of monetary
stipends, rather than a reward for
improvement in teaching or learning,
worries Julie Oxenhandler, a
middle school math teacher.
Last year, she received achievement
units for participating in
coaching with a community group
that partners with the city, leading
a teacher-support group, and writing
curriculum.
"Most of the AUs are coming from
extra tasks I've done for the city
and have nothing to do with areas
for improvement in my evaluation,"
Ms. Oxenhandler said.
Those tensions are not unexpected,
say experts who have studied
alternative pay systems.
"There's no one best way to structure
these systems," said Matthew
G. Springer, an assistant professor
of public policy and education at
Vanderbilt University in Nashville,
Tenn. "And there's a tremendous
variety of teachers who have different
perspectives on what should be
important in them."
Teacher Responses
Baltimore teachers do appear to
agree on one point: Teachers now
must take more ownership over
their performance and their movement
on the scale.
District data back up the notion
Swikar Patel/Education Week
http://www.gemsworldacademy-chicago.com
http://www.gemsworldacademy-chicago.com
http://www.edweek.org
Education Week - August 27, 2014
Table of Contents for the Digital Edition of Education Week - August 27, 2014
Table of Contents
Education Week - August 27, 2014 - 1
Education Week - August 27, 2014 - 2
Education Week - August 27, 2014 - Table of Contents
Education Week - August 27, 2014 - 4
Education Week - August 27, 2014 - 5
Education Week - August 27, 2014 - 6
Education Week - August 27, 2014 - 7
Education Week - August 27, 2014 - 8
Education Week - August 27, 2014 - 9
Education Week - August 27, 2014 - 10
Education Week - August 27, 2014 - 11
Education Week - August 27, 2014 - 12
Education Week - August 27, 2014 - 13
Education Week - August 27, 2014 - 14
Education Week - August 27, 2014 - 15
Education Week - August 27, 2014 - 16
Education Week - August 27, 2014 - 17
Education Week - August 27, 2014 - 18
Education Week - August 27, 2014 - 19
Education Week - August 27, 2014 - 20
Education Week - August 27, 2014 - 21
Education Week - August 27, 2014 - 22
Education Week - August 27, 2014 - 23
Education Week - August 27, 2014 - 24
Education Week - August 27, 2014 - 25
Education Week - August 27, 2014 - 26
Education Week - August 27, 2014 - 27
Education Week - August 27, 2014 - 28
Education Week - August 27, 2014 - Cover1
Education Week - August 27, 2014 - Cover2
Education Week - August 27, 2014 - Cover3
Education Week - August 27, 2014 - Cover4
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