Fair Merit Pay Schemes, Part III

I’ve been posting occasionally on the practicalities merit pay, outlining how it works in different jurisdictions, and therefore what sorts of things we might want to try here. Last time, I mentioned Denver’s “ProComp” scheme, but I didn’t give the dollar amounts. Today, I happened to stumble across them.

Knowledge and Skills

  • Professional Development Units - 2% of Index Salary Increase ($684)
  • Grad Degree Nat. License & Certificates – 9% of Index Salary Increase ($3,070
  • Tuition Reimburse – $1,000 Lifetime Account ($1,000)

Professional Evaluation

  • Probationary – 1% of Index Salary when rated satisfactory ($342)
  • Non-Probationary – 3% of Index Salary when rated satisfactory ($1,026)

Market Incentives

  • Hard to Staff Position – 3% of Index Bonus ($1,026)
  • Hard to Serve Schools – 3% of Index Bonus ($1,026)

Student Growth

  • Student Growth Objectives – 1% Index Salary if both objectives met 1% Index Bonus if 1  objective met ($342)
  • CSAP Expectations – 3% of Index sustainable increase for exceeding expectations / 3% Index sustainable decrease for falling below expectations ($1,026)
  • Distinguished Schools – 2% of Index Bonus ($684)

And here’s the pilot study that led Denver (with the support of its teacher unions) to adopt the plan. Some of my US economic colleagues take the view that the Denver scheme is too focused on professional development, and doesn’t pay enough for improving student outcomes. But I think the fact that it’s one of the first plans in the world to go through with the support of the local unions does make it interesting nonetheless. 

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2 Responses to Fair Merit Pay Schemes, Part III

  1. conrad says:

    I agree that its too focused on professional development — is there any really good evidence that all these extra certificates make a difference? I seem to remember that at least in HK, one of the evaluations that came out showed that teacher’s with a Masters degree were no better than those without (I wish I could remember how it was measured).

    It reminds me of the current situation that lots of us in the universities in Aus face right now, where everyone almost has to get some type of teaching certificate to make the administrators (and presumably therefore the government) happy, yet no-one actually admits that getting the certificate helps them teach in anyway, yet everyone can think of rather practical things that would.

  2. Patrick says:

    Where is the most obvious part – the one where they get sacked when they suck, as a student might put it?

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