presentation - dr. kritsonis by rose alaniz - william allan kritsonis, phd - professor of...

7/26/2019 Presentation - Dr. Kritsonis by Rose Alaniz - William Allan Kritsonis, PhD - Professor of Educational Leadership, The University of Texas of the Permian Basin, College of Education

http://slidepdf.com/reader/full/presentation-dr-kritsonis-by-rose-alaniz-william-allan-kritsonis-phd 1/52

The World ofEducation

Presented by:Dr. Rose Alaniz, Guest Lecturer

The University of Houston –Victoria

Assistant Professor

Fall 2011



Make suggestions for recruiting, selecting, and terminatingpersonnel;

Presentation Objectives

Comprehend the significance of people for schooling’s success;

understand the profile of America’s education professionals;

Recognize contemporary educator personnel incentives andcompensation practices; identify educator compensation reform;

Construct strategies for ensuring productive professionaldevelopment;

Critique strategies for providing effective evaluation;motivate people to promote organizational effectiveness .

1

2

3

4

5

2



Themes

• No leader of a complex contemporary organization canperform effectively without the committed assistance ofothers

•

Time allocated to personnel matters is almost always timewell spent

Teacher expertise is likely the most significant schoolinfluence on student learning, and as such, investments inidentifying and enhancing teacher expertise should be a majorfocus of strategic education leaders.

• Leaders must empower subordinates

3



People and SchoolSuccess

4



You must have committed teachers who putinto motion the leaders’ vision. These teachersmust be skilled, highly motivated, fairlycompensated, knowledgeable, and prepared to

have success as a classroom teacher.

To Have School Success

5



People and School Success

Since the early part of the twenty-first century, education has beenlabor intensive. The United States has hired about 3 millionemployees in this field of which half million serve asadministrators and professional personnel.

While other industries are reducing their labor, work force andsubstituting it for technology, schools are doing both- addingteachers and computers.

Schools must rely heavily on people because not computergenerated system has been created that outperforms a teacher’scombined instructional and motivation in the classroom.

6




While education has been adding employees, other productionand service sectors such as banking, communication, agriculture,and manufacturing have been becoming more capital intensive.They have been shedding workers-substituting capital for labor.In addition to cutting costs, however, other sectors often replacelabor with capital (technology) in order to elevate quality. Studies

have shown that automation is more error free.

7




Education has remained unaffected by the onset of labor-reducing

technology because schools have functions in addition to instruction.

Technology has become an important component to instruction but cannever replace the teacher.

Things teachers can do that technology can not

Motivate

Explain

Discipline

Inspire

Appraise

Counsel

Guide

Exhibit compassion

8



Proling America’sEducators

9



Educators• If schooling is a people business, then what kind of people aredrawn to teaching?

• The education field doesn’t uniformly recruit from the firstrung of the ladder of human talent.

• There are between 3-4 million teachers , and unfortunately

there will be a few bad apples in the bunch.

• There is no uniform system set in place to hire teachers. Statecertification standards vary by states.

• The amount teachers are paid restrict districts fromcompeting with private-sector companies.

10



A Prole of America’s Educators !""#

11



$ompensatingAmerica’s Educators

12



$ompensating America’s Educators

• Some contend that teaching ,perhaps like being a religious

cleric, is a calling and that individuals do not enter educationexpecting to make a fortune.

• Some evidence suggests that teachers, as with otherindividuals, are motivated at least in part by financialrewards.

• Regardless of motives, for better or worse, most teachers arepaid the same salary. The single salary schedule dominatesAmerican public education.

13



%mpact of Emplo&ee'e(ards on Performance

14



Fort Bend ISD

10 Month Teacher Salary Scale (189 Days)

Pay Grade P7 Bachelor's Master's Doctorate

STEP EXP P7 P7 P7

1 0 $44,000 $45,100 $46,200

2 1 $44,500 $45,600 $46,700

3 2 $45,440 $46,540 $47,640

4 3 $46,003 $47,103 $48,203

5 4 $47,033 $48,133 $49,233

6 5 $47,548 $48,648 $49,748

7 6 $48,166 $49,266 $50.366

8 7 $48,681 $49,781 $50,881

9 8 $48,887 $49,987 $51,08710 9 $49,484 $50,584 $51,684

11 10$49,963 $51,063 $52,163

12 11$50,947 $52,047 $53,147

13 12$51,136 $52,236 $53,336

14 13$51,575 $52,675 $53,775

15 14$52,162 $53,262 $54,362

16 15$52,633 $53,733 $54,833

17 16$53,336 $54,436 $55,536

18 17$54,019 $55,119 $56,21919 18$54,966 $56,066 $57,166

20 19$55,911 $57,011 $58,111

21 20$56,606 $57,706 $58,806

22 21$57,339 $58,439 $59,539

23 22$58,071 $59,171 $60,271

24 23$58,822 $59,922 $61,022

25 24$59,578 $60,678 $61,778

15




Historic Pa& Practices

• Tenure

• Teachers were paid based on levels of

education and teaching experience

• Elementary teachers were paid less than

secondary teachers

• 96% of America’s present-day teachers are onthe single salary schedule

16



Educators

As sometimes occurs in history, past solutions can contribute topresent problems. The present-day challenge is that the incentivesystem for educators in America’s public school systems are at best inert(pay raises),and often perverse(promotions).

There are dysfunctional consequences for schools from the way inwhich teachers and administrators are now paid and from theway which they are now promoted to higher-paying positions.

17




Perverse Incentives (Promotions)

The message was very clear to educators from the start to get the better pay and prestige, you must leave the classroom.

With each step of the promotional pyramid, you are one step inless direct contact with students.

In professions such as medicine, law, architecture, andengineering - one can be paid more and still be engaged with theprincipal purpose of their organization as they move up theladder.

18




Inert Incentives (Pay Raises)

• Teachers earn raises based on years of experience anddegrees, and in some states, for earning additionalcollege.

- After the first 3 years, teacher experience has no effect onstudent learning according to research. Moreover, t

- There is nothing to prove that the more college hours ateacher receives, the greater effect they have on student learning

- Research further shows that a certified teacher is irrelevant on

promoting student learning; neither having post-bachelor hours.

19




Pension Pay (Retirement Plan)

• A teacher pays into TRE and becomes vested into astatewide plan after 5 years and will either get a % of last5 years of salary earned, based upon the # of years ofservice, and the age of the teacher at time of retirement.

• There are issues with pension plans:

- Not portable across state lines

- Favor the most experienced teachers at the expense of theyounger teachers

- States may not have sufficient funds for future teachers’retirements

20




Pension as a Part of Pay

Problems with teacher pension plans

1. Plans are normally specific to the state where the teacher

is employed2. Pension plans are back end loaded. Pension plans favor

the experienced teachers at the expense of the youthful

3. Public pensions are not secure

21



$ompensating America’s EducatorsFringe Benefits

Medical benefits packages which includes medical, dental, andvision.

Medical insurance can cost a school district 30% on top of theteachers’ salary.

Labor Market

There are shortages in math, science, special education, andinner-city and rural schools, and in some areas, bilingualeducation and foreign languages. The solution to this problem is

to offer teachers willing to accept these assignments extra money, but teacher unions constantly resist this solution.

22




Are Teachers Paid Fairly?

Depends of the viewpoint:

1. Critics- If teachers felt under paid then they would find a new job. Considering the job security (few layoffs), time off, workschedule, fringe benefits, pension, protection of salary byteacher unions = teachers are paid well.

2.Others – Teacher pay has not increased compared to otherprofessions since the turn of the 21st century, part of this being because educational leaders not changing to the new globaleconomic realities where pay for performance is the dominatecompensation in other professions.

23



$ompensation 'eform

24



$ompensation 'eform

Leaders must look at all components ofcompensating employees:

• Pay

• Working conditions

• Long/short term benefits

• Organizational culture

25



$omponents ofEmplo&ee $ompensation

26



Wor)ing $onditions *'eform

Schools, almost no matter how bad - are not coal mines, steelmills, or even repetitive product assembly lines. On the other had,schools don’t have the prestige and comfort of corporate offices.Schools are quite safe from personal violence and physical injury.

Unlike other professionals, teachers are often isolated from otheradults. This is referred to as “egg crate teaching.” This consists ofindividualized teaching where teachers are separated fromcolleagues so the reform should be to move to a more structuredteaching around teams by having same prep time and lunch time

to break the isolation.

27



Professional Per)s

1. Teacher of the Month recognition, even a parking spot

2. Teacher of the Year recognition and rewards

3. Senior teachers receive their pick of classrooms and teachingtimes

4. Offering clerical supports in communicating with parents

5. Recognition in school/district newsletter6. Offering VIPS for assistance

7. Administrators offering to cover a class

8. Giving time off during special times of the year

9. Business cards

10.Email address

11.Business phones

28



$ompensation 'eform PossibilitiesPerformance Incentives and Salary Premiums

This is a dimension on which most ofAmerica’s public school employeessalaries are notably deficient. There is

little ability for an individual educator ina public school system to earn more for being highly capable or for having

achieved higher student performance.

29



Pa&-

Student achievement is known to be influenced significantly byteachers and administrators.

Offering a financial incentive to educators means enhancingstudent performance. These rewards can be given individually;

as a team of teachers; whole school with a mix of conditionsincluding added student performance, instructing, oradministering to a hard to staff school, subjects or meetingschool/district goals for professional development.

30



Options

1.A way to change the incentive pay for promotionaway from teaching is to offer a career ladder withinteaching itself.

2. Another way for motivating teachers is to ensure thatthe opportunity to earn a high salary is present for

the most effective teachers, even if not all teachers canearn a high salary.

Possible Problems

3. Bonuses are often too low to be seen as real incentives4.Competition among teachers

5. Only certain certifications can earn the bonuses

Performance %ncentives +,erit Pa&-

31



Teacher Promotions

32



Optional Pa&*for*Performance Plan

33



.air ,easurementIs it fair to judge a teacher effectiveness and salary based on student

achievement when a student’s learning is not under the immediatecontrol of the teacher? There are other reasons for student achievementsuch as innate aptitude, parental involvement, early childhoodenvironments, household resources, community amenities, peer groupexpectations, and personal aspirations.

Merit pay has been attempted, whereby all teachers in a school arerewarded based on student performance. However, this may encourage “free riders.”

It may be possible to measure the performance of an individual teacher

by calculating the addition to a students’ achievement over that existingprior to the teachers’ efforts.

34

TEA$HE' P'ESE'/%$E



The foundation of teacher training has been focused on the

process rather than the outcome in: such as standardized pencil-paper tests, college courses, acquired academic units taken.

College-based institutions

School of Education preparation programs

Teacher licensure within states

TEA$HE' P'ESE'/%$ET'A%0%01

35



Selecting TeachersAdministrators and Others

36



• In selecting individuals who will work with and for you, astrategic education leader must establish qualifications in the

following dimensions:Intelligence

Attitude

Education

Experience

• One can select from a candidate pool that maximizes all fourattributions. If a sacrifice has to be made, do no forfeitintelligence; smart and committed employees can compensate

for other deficiencies including formal education andexperience.

SE2E$T%01 STA..

37



Education leaders must be to create accurate and useful vision of

the organization and its future. It is being able to select

individuals who can realize that vision. Leaders must establish

qualifications in the following key areas when hiring:

* Intelligence – Ask “what if” questions and look for the

nature and richness of the answer. The answer should explainit simply and in understandable terms

* Attitude – Flexible, upbeat, optimistic, and team player

* Education

* Experience

H%'%01 E34$ATO'S

38



NCLB requires teachers should possess the following:

• Fundamental knowledge and communication abilities

• Genuine expertise in one or more subjects matter areas

• Reading and mathematics skills

• The ability to tailor instruction to student needs

•

Classroom management know how• A capacity to relate to a wide spectrum of learner backgrounds, disabilities, and student skills levels

• Technical ability to construct and interpret tests and acapacity to communicate effectively with parents and citizens

These are performances that should be measured when preparingfor a teaching career.

PE'.O',A0$E O. AH%1H25 64A2%.%E3 TEA$HE'

39



Unsuccessful Hire

• Not every choice of an employee will be a success. One sign of an effectiveleader is the speed with which he orshe moves to correct an obvious badpersonnel decision.

•

Moving the unsatisfactory employeeto another position may be a resolve.

• If the above mentioned does notsolve the problem, them dismissalmay be in order.

Employee Termination

• Public employee havethreekinds of job

protection. Civil service regulations Collective bargaining contract Protection of the legal system

• Dismissal is relatively easy during theprobationary easy; doesn't mean theemployee can be casually terminated.

• Employment is viewed as a property right,and the political and legal system will notact arbitrarily to deprive an individual ofthat right.

E,P2O5EE TE',%0AT%O0

40



Professional3evelopment

41

P'O.ESS%O0A2 3E/E2OP,E0T



• Professional development means the sustained or continuededucation and in-service training of teachers, administrators,and other professionals connected with schooling.

• Billions of dollars are annually spent on PD’s, much of it ismisdirected and thus not effectively utilized.

• To ensure professional development is consistent with the corepurpose and mission of schooling, effective schools must have

leaders that create an environment that emphasizes professionallearning and development for the entire organization andteachers dedicated to developing their expertise.

• The U.S. Department of Education defined PD as “the rigorousand relevant content, strategies, and organizational supports

that ensure the preparation and career-long development ofteachers and others whose competence, expectations, andactions influence the teaching and learning environment.”

P'O.ESS%O0A2 3E/E2OP,E0T

42

P'O.ESS%O0A2 3E/EOP,E0T



• PD’s must enhance teacher quality and improve studentlearning.

•

Empirical studies have been conducted on the effectiveness ofPD opportunities for teachers. Educational researcher,Andrew Porter contends that effective professionaldevelopment experiences bear the following characteristics:The degree to which the activity is focused on enhancing teacher’scontent knowledge and how students learn the content;

The duration of the activity, including the total number of hours thatparticipants spend in the activity, and the span of time over which theactivity takes place;

The degree to which the activity includes the collective participation ofteacher from the same school, department, or grade level;

The extent to which the activity offers opportunities for active learning by the participants; and

The coherence of the activity (consistency between PD’s and alignmentwith standards and assessments)

P'O.ESS%O0A2 3E/EOP,E0T

43



44



Teacher Evaluation

45

Teacher Evaluation



• There have been many purposes for an approaches to evaluating educatorsover the past century. While comparative analysis of historical and currentevaluative criteria yields more similarities that differences, the field of faculty

evaluation has in fact undergone significant reform during the past century.These changes become more evident when one considers:

Who is involved in conducting faculty evaluations

What components make up the full suite of evaluative methods,

How the various purposes and benefits of quality evaluation arecoordinated within a particular school context.

Teacher Evaluation

46



Historical and Contemporary Criteria for Evaluating Teachers

National Society for the Study of

Education (1915)

National Boards Professional Teaching

Standards (1996)

Interest in lives of pupils

Adaptability and resourcefulness

Interest in the life of the school

Neatness of room

Discipline (governing skill)

Grasp of subject matter

Definiteness and clearness of aim

Stimulation of community

Organizing of subject matter

Professional interest and growth

Skill in questioning

Care of routine

Skill in motivating work

Accuracy

Use of English

Knowledge of students

Flexibility and responsiveness

Contributing to the school and district

Organizing physical space

Managing student behavior

Knowledge of content and pedagogy

Selecting instructional goals

Establishing a culture for learning

Designing coherent instruction

Growing and developing professionally

Using questioning and discussion techniques

Managing classroom procedures

Engaging students in learning

Maintaining accurate records

Communicating clearly and accurately

47

Standards*based .acult& Evaluation



• Historical approaches to evaluating faculty were undertakeninisolationfrom the aim of influencing student learning, currentapproaches discuss faculty evaluation as primary level in the

enhancement of both teacher quality and student learning.

• In 1988, The Joint Committee on Standards for Educational Evaluatiocrafted the Personnel Evaluation Standards to serve as a logicalframework for appropriate and useful teacher evaluation.

The standards provide guidelines for the development of teacherevaluation practices aimed at enhancing teacher quality andincreasing student learning.

The use of detailed rating scales and the collection of multiple sourof evaluative evidences enhance the reliability and validity of these

assessments over the perfunctory evaluation systems uses in manydistricts.

Standards based .acult& Evaluation

48

Approaches to .acult& Evaluation



• While teacher evaluation systems serve many purposes, they arecurrently used for three major functions:

Provide accountability,

Guide promotion decisions,

Inform staff development choices

• Faculty evaluation systems can harness the improvement of

instructional experiences in school; and can serve the followingpurposes:

Encouragecollaboration and teacherengagement

Supportpositive organizational change

Enhance programcoherence

Build strong professionalrelationshipsStrengthen individual and collectiveeffectiveness

Approaches to .acult& Evaluation

49



The use of the following along with summative evaluations by

leaders can be beneficial to the organizational climate:

• Teacher self-assessment

• Assessment of written planning documents

• Collaborative conversations about teaching and learning

• A multiyear cycle of formative and summative evaluations

• Extensive professional development for assessors

Emplo&ee Evaluation

50

E7ect of Emplo&ee



The relationship between the school leaders and faculty members

has an important influence on instructional effectiveness and themeaning of the value of the evaluation system.

School leaders should align professional development along withfaculty evaluation systems. When looking at faculty evaluations if

it shows weaknesses, there should be an objective to aid throughprofessional development. If both faculty evaluations are alignedwith professional development programs, they could continuallyassess and enhance how effective instructional practices occur.Evaluations could provide not only formative but summative data

to influence on instruction.

E7ect of Emplo&eeEvaluations

51

T&ing it all together88



GROUP A:If you were to rate your current faculty on a scale of 1 to 10,with 10 being the highest, how would you assess the facultyin terms of intelligence, attitude, education and experience?

GROUP B:Describe a professional development experience youparticipated in that had a high level of impact uponyour instructional practices.

T&ing it all together88

presentation - dr. kritsonis by rose alaniz - william allan kritsonis, phd - professor of...

Documents