Evaluation, Pay for Performance, and Teacher Learning around Instruction: Inducements, Incentives, and Obligated Practices in the Organizational Life of Public Charter Schools

• In Event: 75.014 - Organizational Improvement, School Climate, and Educational Reform: Inspiring Hope, Massaging Tensions, and Encouraging Reflection

Abstract

The purpose of this paper is to explore the tension between logics of performance management and reflective practice in a unique context that poses as a conducive environment for synergy and productive hybridization of the two models. The study took place in three public charter schools involved in the federal Teacher Incentive Fund initiative, which requires the implementation of a performance management evaluation system to promote teacher improvement. Preliminary analysis showed that the implementation of the system unfolded in three phases over three years: (passive) adoption; questioning; and hybridization. In the last stage we observed the elements of the performance management logic penetrating into the professional activities of teachers, although the logics of reflective practice prevailed.

Authors

• Rick Mintrop, University of California - Berkeley

• Miguel Ordenes, University of California - Berkeley

• Erin Coghlan, University of California - Berkeley

• Laura Pryor, University of California - Berkeley

• Cristóbal Madero, Universidad Alberto Hurtado