8. Outline
Types of Incentives
Use of rewards in different countries
Reasons for using performance-based pay
9. Outline
Types of Incentives
Use of rewards in different countries
Reasons for using performance-based pay
What research says about the use of performance-
based pay
10. Outline
Types of Incentives
Use of rewards in different countries
Reasons for using performance-based pay
What research says about the use of performance-
based pay
Methods used to evaluate teachers
11. Outline
Types of Incentives
Use of rewards in different countries
Reasons for using performance-based pay
What research says about the use of performance-
based pay
Methods used to evaluate teachers
Factors which lead to reduced teacher morale
12. Outline
Types of Incentives
Use of rewards in different countries
Reasons for using performance-based pay
What research says about the use of performance-
based pay
Methods used to evaluate teachers
Factors which lead to reduced teacher morale
Risks of using rewards in the workplace
13. Outline
Types of Incentives
Use of rewards in different countries
Reasons for using performance-based pay
What research says about the use of performance-
based pay
Methods used to evaluate teachers
Factors which lead to reduced teacher morale
Risks of using rewards in the workplace
Conclusion
16. Types of Incentives
Monetary Non-Monetary
Pay bonuses Professional development
opportunities
Improved job stability
Additional teaching
Pensions resources
Salary supplements Coupons or vouchers
Social recognition (e.g.
award ceremonies, etc)
17. Comparison of Use
Developed Countries
Monetary incentives
Hybrids
Monetary
&
Non-monetary
Majority of rewards = $
18. Comparison of Use
Developed Countries Developing Countries
Monetary incentives Non-monetary
Hybrids incentives
Monetary More economical
&
Non-monetary
Majority of rewards = $
19. Rationale
Improve student academic achievement.
Improve instructional abilities and quality
Increase education standards
Increased teacher work ethic
20. Capitalism & Education
Money is the only true form of motivation
Corporate routines and ethos have influenced
mainstream education
21. Capitalism & Education
Money is the only true form of motivation
Corporate routines and ethos have influenced
mainstream education
Competition for additional funding
Race to the Top
Competition will produce
Increased levels of instruction
New “types” of teachers who thrive in a competitive
environment
A means to identify and remove weak performers
24. Research says…
Performance-based pay ≠ Increased student
achievement
Frequency of work-related incentives is increasing
Performance-based pay ≠ Increased work quality
28. Benefits? However…
Some teachers sought out schools with performance-
based pay
Good teachers moved in order to qualify for higher earnings
Struggling schools could not hold onto good teachers
30. Research says…
Performance based-pay needs to be
Linked to instructional quality
Transparent to teachers that evaluation methods truly assess
high quality instruction
32. Teacher Evaluation
• All tasks are not created equal
o Nor should be evaluated equally
Algorithmic Tasks Heuristic Tasks
Assembly line Creative
Predicable outcome & method of Requires problem-solving
completion
33. Teacher Evaluation
All tasks are not created equal
Nor should be evaluated equally
Algorithmic Tasks Heuristic Tasks
Assembly line Creative
Predicable outcome & method of Requires problem-solving
completion
• Teaching profession is arguably heuristic
34. Teacher Evaluation
How evaluations are used:
Administrators
Utilized results to assess teacher’s involvement in school (outside
of regular teaching schedule)
35. Teacher Evaluation
How evaluations are used:
Administrators
Utilized results to assess teacher’s involvement in school (outside
of regular teaching schedule)
Teachers
Want results to reflect teaching strengths
Identify instructional areas that need improvement
36. Human Motivation Theories
Range of human needs
Basic Food, water, shelter
Complex Interests, potential activities that lead to success
38. Human Motivation & Autonomy
Autonomy is a common thread between many
human motivation theories
Autonomy is reduced:
With overuse use of worker monitoring
Increased frequency of worker evaluations
39. Human Motivation & Mainstream Ideals
Intrinsic motivation & autonomy are given little
consideration
Motivation ≠ Intrinsic + Extrinsic according to
economists
Money represents the only motivator for all workers
41. Quality of Work
Decreased motivation = decreased quality
Worker apathy is created with perceived loss of
autonomy and reduce intrinsic motivation
42. Low Teacher Morale
Factors leading to reduced morale:
Low fixed wages (more common in developing countries)
43. Low Teacher Morale
Factors leading to reduced morale:
Low fixed wages (more common in developing countries)
New policies
44. Low Teacher Morale
Factors leading to reduced morale:
Low fixed wages (more common in developing countries)
New policies
Reduced teacher bargaining rights
45. Risks of Using Incentives
Opportunistic behaviour
Teaching to test
Reduced teamwork
Increased teacher mobility
46. Risks of Using Incentives
Opportunistic behaviour
Teaching to test
Reduced teamwork
Increased teacher mobility
Narrowed focus
Focus on achieving rewards becomes teacher’s primary
concern
Aspects of job deemed irrelevant if they did not contribute to
attaining incentive(s)
47. Risks of Using Incentives
Opportunistic behaviour
Teaching to test
Reduced teamwork
Increased teacher mobility
Narrowed focus
Focus on achieving rewards becomes teacher’s primary
concern
Aspects of job deemed irrelevant if they did not contribute to
attaining incentive(s)
Increased resentment toward authority
48. Conclusion
Research fails to determine that performance-based
pays increases:
Student achievement
Instructional quality
Planning process:
Requires much consideration before implementation
Should be transparent
Should allow teacher input
49. Conclusion
Alternative Rewards
Greater consideration for non-monetary incentives
Alternative rewards may also create cost-saving incentives
Trust
Shift in focus from competition to collaboration
Trust (with accurate tools to measure accountability) should be
placed back into the teaching profession
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