Coming soon to the Chapel Hill/Carrboro school system:
The State Board of Education on Thursday approved a plan to provide up to $10.2 million over the next three years to six school systems to test their alternative models for paying teachers. The districts are planning to use different options, such as paying teachers more based on whether they take advanced leadership positions or have good student test results.
Lawmakers who ordered the state board to establish the pilot program are looking to see whether the district models can be applied statewide. “This is an opportunity for teachers to advance in their career while still working with students in the classroom,” said Bryan Hassel, co-director of Public Impact, a Chapel Hill-based education firm that is working with two of the districts in the pilot program.
As in any occupation, professional development should be rewarded. Advanced degrees, newly acquired skills, targeted certifications, these things represent efforts to improve one's capabilities and should not be overlooked or taken for granted. But this whole idea of imagining a subset of teachers who are a "cut above" the rest, and should be elevated to role models for the vast majority of their colleagues who are "substandard," is really nothing more than a backhand slap to the profession itself. And in an environment where nearly everybody can agree that testing as a tool for educating has gotten out of control, to throw extra money at teachers if their students score higher completely ignores all the new research that shows economic status is the main determining factor in student performance. A good analogy would be if you went to a grocery store parking lot and said, "These four rows of cars will race each other." And then be surprised when the Porsche wins. A few observations from Mark Jewell: