Teacher Evaluation Systems and Multicultural Commonalities and Challenges: England, Mexico, Portugal, Finland, and Turkey

• In Event: International Perspectives on Implementation and Effectiveness of Teacher Evaluation Models

Abstract

Merit-based pay. Pay for performance. These terms are shaping national and state conversations on school reform, student achievement, and teacher competencies. Emerging policies aimed at rewarding teaching “effectiveness” and removing those less competent based on student achievement data are imposed on districts for implementation, often with little opportunity to examine “proven” systems for alignment with their vision and numerous mandated initiatives. Teacher unions, antiquated regulatory systems, and anxiety around testing impede a district’s ability to candidly discuss and compare. Bridgeport Public Schools recognizes these tensions. Teacher evaluation systems are clearly connected to improved student outcomes, and Bridgeport, currently in its eighth year of “Needs Improvement” under NCLB, is investigating national and international models to inform district-level policies. With a population of 21,000 children, speaking 123 languages, affected by significant poverty, dropout rates, and skill deficits, Bridgeport turned to merit-based models from multiple cultures to compare more critically with US performance-related pay structures. Using survey findings from 27 countries conducted by the Organization for Economic and Cooperative Development, Bridgeport identified incentive systems from six countries with tensions paralleling our own, including national labor agreements for teachers, basis for financial awards, professional staff making decisions, assessments performed by education administrators, and the measured student achievement. Superintendent Ramos and his Board of Education, a newly reconstituted board appointed by its State Commissioner, collaboratively reviewed literature, compared site-based documents, and conducted interviews with administrators from six international merit models: England, Mexico, Finland, Portugal, Turkey, and Canada. Our paper describes model components for each country reviewed, and highlights variations in scope, structure, and incentives. Finally, we evaluate the merit and worth of each model based on our findings in the context of guiding questions: Does merit-based pay improve education? Does incentivizing improve the quality of teaching? Does it help attract and retain quality teachers? Does it discourage teachers from going to low performing schools? Can teacher merit be successfully measured - or does varying student performance get in the way? Bridgeport has drawn conclusions from these global examples and is using findings to inform policy and strategic planning concerning student achievement.

Authors

• Jacqueline P. Kelleher, Sacred Heart University

• Cynthia Fernandes, Bridgeport Public Schools

• Bob Trefry, Bridgeport Board of Education

• Paul Vallas, Bridgeport Public Schools

• Sandy Kase, Bridgeport Public Schools