This is the first of a series of comments on teacher evaluation and incentive compensation systems.
Many states are now searching for teacher performance management and evaluation systems that can be aligned with incentives to improve academic achievement. Many Teacher’s unions and teachers abhor the idea. Evidence from the public and private sector and schools indicates that when designed properly, these systems can produce improved results.
I have designed performance management and incentive compensation plans for superintendents, executives, managers and front line employees and performed extensive research on the hallmarks of successful systems. Designed properly, these systems can help the average individual achieve higher levels of performance. Before designing the systems, districts need a framework that moves them through the process of developing their system. Key steps in this process include defining their key issues and goals and values. They also need to know key performance issues that need to be addressed at the district, school, classroom and student level, and the behaviours and practices that will help them overcome these issues and realize their goals. From their they can define the measures or performance – some factual and data driven, others based on behaviour, skill and performance. Leaders will also need to decide on the mix of district wide, school, and individual performance goals in the plan design.
Next week’s blog on this issue will discuss the princples that underly effective performance management and compensation systems and how they relate to school districts.