Pay-for-Performance Reform Programs: It’s More Than the Money!

Abstract

This study evaluated five teachers from a middle school with a history of low-performances and high teacher turnover. This school participated in a reform program, Pay-For-Performance, where they received financial bonuses to increase performances on literacy and mathematics assessments. Additional requirements included participation in workshops, and planning and data discussions. Despite appreciation for incentives, teachers credited these professional development opportunities and district's growth model as the impetus for their changing practices. Participants' instructional practices became student-centered as they promoted engagement by building stronger relationships with students and by offering them choices with how they demonstrated their understanding of the curriculum.

“This School is Killing my Soul”: Threat Rigidity Responses to High-Stakes Accountability Policies

“…Research has suggested that school leadership can foster resilience, agency, and possibility by offering trust and support to novices through teacher support groups and responsive, non-judgmental coaching (Fisher-Ari et al, 2017). By creating induction processes and practices that focused on teachers’ self-identified learning needs and supporting them with professionalizing systems of accountability for growth according to those goals, school leaders can create a climate where new teachers learn from others and share their own knowledge and expertise (Howard & Miller, 2022; Engvik & Emstad, 2017). This requires school leaders to broker reciprocal and supportive relationships between new teachers and others within the school such as coaches, grade-level peers, and other mentors (Ingersoll & Strong, 2011).…”

“…Decisions about mandated, external assessments and scripted reform models, and opportunities and resources for professional development have significant influence on teachers’ development and commitment (Datnow & Castellano, 2000). Teacher autonomy and local decisions about instructional resources and pedagogies can disrupt the standardization narrative while opening spaces for responsive, differentiated curriculum and assessment (Howard & Miller, 2022). A flattened hierarchy honors educators’ expertise and knowledge creation.…”

“…A flattened hierarchy honors educators’ expertise and knowledge creation. These decisions shape the climate of the district and classrooms by diminishing impacts of testing culture and expanding the narrow definitions of student (and teacher) success (Howard & Miller, 2022). These constructs foster a climate for teacher expertise to be developed and shared, teacher communities to be cultivated, teacher wellness to be promoted, and vocational commitment to be strengthened.…”