The Problem with Performance Pay

Special Topic: The Problem with Performance Pay

Performance pay requires districts to develop a new definition of performance based on our true goals for students and teachers, argues Donald Gratz in "The Problem with Performance Pay."

Teacher performance pay based primarily on student standardized test scores sets a low ceiling on what we expect from students and teachers, says Gratz, who headed research during the first phase of Denver's performance pay pilot (ProComp).

Denver successfully expanded its definition of teacher performance in part by looking at student academic achievement in terms of teacher-set objectives, not just standardized scores. Engaging teachers in the process and valuing their contributions, as well as considering multiple components beyond academics, led Denver to a system that benefits both teachers and students.

If the problem with performance pay is an overreliance on standardized test scores to determine teacher merit, what measures would you include in a true definition of teacher performance?