In all honesty, there's a lot here I could probably get behind.One company I worked for did "360 degree evaluations" and that would be similar to what you're suggesting. Co-workers had an input on evals as well as supervisors.I would like to see peer reviews and even peer coaching. This, then, becomes an issue of logistics. How do I evaluate you without leaving my own classroom? The obvious answer is during prep period (for middle/high school teachers). What if your prep period is the same as mine? Then I have to get a sub to teach my class while I'm evaluating you. Not impossible, of course, but adds complexity.What if. . . .What if a teacher has very innovative lessons, the students love him/her, s/he communicates well with parents, but their test scores remain the same? How is that evaluated? A proposal: say that 25% of the population will be high performers,70% successful performers and 5% low performers. The 70% the COLA, plus or minus a small percent. the 25% get COLA plus x%. the 5% low get 0%. Yes 0%. Not exactly a bell curve, but you're giving the majority the benefit of the doubt, which is good. I just don't know if money is a motivating factor for people who go into teaching.Example: at an office job I had in a company with less than 20 people, I was given an opportunity to earn bonuses by getting sales leads. If a lead I gave a sales person turned into an ad or other purchase, I'd get a bonus.Very quickly, it became apparent that only about 1% of the leads I gave people turned into jobs. I got a couple of bonuses, but really, insignificant.But I stopped turning in bonus requests at a certain point. Partly because the lead/sales percentage was so bad, but partly because my primary motivation was to help people. I continued to give literally hundreds of leads a week for the sales team, though. Because my motivation was to help people.I actually realized this in that job. As long as I got my expected paycheck, I didn't care about a bonus. I got a thrill when I could do something that helped someone. Leads for the sales team, taking a task away from my boss so she could concentrate on something else. . .As long as I knew it was helping someone, I put my best effort into it.If a task made me feel like a cog in a machine, I didn't do my best. But if I could connect my task to the idea of, "This will help out person X" I did a fantastic job.However, the sales team were motivated by money. They would do/say almost anything to get a few more bucks for a contest or whatever. And seriously, we're talking $5 here, and $10 there.It was a clear difference in personality.My feeling is that the majority of people who go into teaching are not motivated by money.Not that we don't need money, and we sometimes take on extra work for the money, but are we going to totally change how we teach for money? I doubt it, seriously.I have work to do now, but I'll look into the rest later.Ishtar
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