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Increase teacher pay in manageable way: Scrap unsustainable salary hikes for better reward system
Ohanian Comment: The title gives a clue to the fallacy of this argument, regarding salary as a "reward system." Teaching is difficult enough, without subjecting it to pay-by-test scores. Who will want to teach the difficult kids in such a system? The kids who hate school, don't cooperate, and are generally all-around miserable. The author of this piece insists that "A fiscally responsible system would distribute available money in the form of pay increases -- even bonuses -- based on meaningful elements, rather than the number of years of service alone." Ah, "meaningful elements." There's the rub. I'd rather participate in the old step system than have my salary depend on "measurable metrics" and a principal who likes me.
People who advocate such systems don't give a fig about teacher salaries. What they're into is teacher control and further entrenching their testing system.
Mike Reno
Teachers' pay has followed a single salary schedule -- or "step system" -- in which years of teaching experience and college credits alone determine pay raises. Yet shifting expectations, limited funding and increased accountability in education are challenging the viability of this outdated pay system in Michigan.
Under the current system, teaching professionals -- many of whom deserve higher compensation -- are held hostage in a bizarre pay structure that ignores their skills or effectiveness. It artificially rockets up salary early in their career, only to see it stall once they're seasoned.
The step system isn't good for schools either. It can cause district payrolls to grow faster than annual funding increases, leaving districts little choice but to lay off teachers, increase class size or make other instructional cuts.
While the history of teacher salaries might explain why this pay system was established decades ago, it's time to scrap the steps now.
Each year, teachers take one step up the pay scale until reaching the top, typically in 10 years.
The only opportunity for salary increases comes from post-graduate college work. Teachers move to new pay scales -- and new steps -- by earning more college credits or degrees. Most obtain a master's degree within their first 10 years of teaching.
In Rochester, the starting pay for a teacher is $37,697. Top-of-scale is reached after 10 years, and this year it's $83,470 for those with a master's degree.
During the past 10 years, the average contract increase in Rochester has been a meager 2.5 percent (inflation during that period averaged 2.6 percent). However, that average contract increase doesn't actually reflect the pay increases for all teachers or the payroll increase for the district.
A newly minted teacher hired in 1997 was paid $29,771. His or her 2007-08 salary (with a master's degree) would be $83,470. Over 10 years, the average compounded salary increase was an impressive 10.9 percent.
Meanwhile, the seasoned and experienced teacher -- a 10-year veteran already making the top-of-scale $65,918 in 1997 -- would be earning the same $83,470 (plus a few other stipends). The average salary increase for this teacher was just 2.5 percent -- not quite on par with inflation.
This one-size-fits-all system is fundamentally unfair. It's also unsustainable as a business model. Maintaining this system is irresponsible.
A revamped system should be based on measurable metrics such as student achievement and mentoring, as well as principal and peer review.
Subject matter and teaching environment also deserve consideration, all in an effort to reward teachers who are truly making a difference in areas where they're most needed.
A fiscally responsible system would distribute available money in the form of pay increases -- even bonuses -- based on meaningful elements, rather than the number of years of service alone.
Florida's schools are trying a new plan, as well as schools in Houston and Denver. As with all new concepts, the startups have been challenging and subject to criticism -- primarily from teacher unions. But the concept is sound, and Michigan needs similar forward thinking.
Local boards in Michigan are ill-suited to the task and are no match for powerful teacher unions that are resistant to change.
Ideally, the Michigan Education Association -- the state's largest teachers union -- would be part of the solution. It could help to secure voluntary implementation at the local level. If the MEA refuses to participate in a new compensation system, then perhaps the state should unilaterally intervene.
Changing the compensation system in Michigan's public education is necessary, not only for financial reasons, but also to reward those teachers that make a difference.
Mike Reno is a board trustee of the Rochester Community Schools. Please fax comments to (313) 222-6417 or e-mail them to letters@detnews.com.
— Mike Reno
Detroit News
2008-07-10
http://www.detnews.com/apps/pbcs.dll/article?AID=/20080710/OPINION01/807100321&imw=Y
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