Media Release: Bonus Scheme No Bonus for Students
The Federal Government's proposed "Rewards for Great Teachers" scheme is based on electoral appeal rather than educational merit according to the Joint Council of Queensland Teacher Associations (JCQTA).
President of JCQTA, Caroline Brooks says the scheme may seem like a reasonable idea but it is thoroughly misguided and highly likely to do more harm than good.
"The initiative is based on the simplistic grounds that such competitive schemes work for salesmen and professional footballers but we believe that schools have a collegial atmosphere in which teachers co-operate and support one another by sharing planning and resources", said Ms Brooks.
"A bonus scheme in which only 10% of staff can expect to be rewarded and teachers are pitted against one another as competitors for financial reward must be expected to undermine such productive cooperation."
One rationale for the proposed scheme seems to be that the bonuses on offer will provide a financial incentive for teachers to improve their performance. But since the bonuses are a one-off arrangement, the "incentivised" recipients would presumably revert to their usual level of performance once they have received their payment and the incentive no longer applied. This is very short-term thinking.
"We don't believe any thought has been given to the administrative nightmare this scheme would cause in schools. It is highly inefficient, cumbersome for schools to administer and will have no real outcome. A more logical outcome would be to "incentivise" all teachers to raise their level of professional expertise", said Ms Brooks
In a statement on the 2nd of May Education Minister Garrett claimed that the method of assessing teacher performance will be "fair and equitable" and stated that the evidence used will include "student performance data -including NAPLAN and school based information that can show the valued added by particular teachers.
JCQTA's member associations consider that this poses a fundamental dilemma and prompts a series of questions such as,, in the case of NAPLAN scores, which teachers are to be considered to be responsible for apparent improvements? Teachers of classes in Years 3, 5, 7 and 9 or teachers who had these students in preceding years?
If NAPLAN scores are to be used, how can high school teachers of Years 10-12 or of subjects that cannot easily be seen to have a direct connection to literacy and numeracy be treated fairly and equitably?
The use of NAPLAN scores would appear to be based on the assumption that increases in score averages reflect genuine improvement in learning. In reality, such short term "improvement" might be indicative of a narrowing of the curriculum or time wasted on coaching for tests which will ultimately lead to long term damage to real education.
"We believe that the money involved could be more profitably spent on professional development forteachers, and support their ability to meet professional standards" said Ms Brooks.
JCQTA are writing to both the Prime Minister and Federal Education Minister outlining these concerns.
"A notable feature of educational reforms undertaken by the current federal government has been a consistent refusal to genuinely listen to the voices of those who work in and research the nation's schools.
Our member associations are concerned that this initiative will result in a decline in student outcomes rather than enhancing their education", stated Ms Brooks.
The Joint Council of Queensland Teachers Association represents over 30 teacher associations who support curriculum areas including English, mathematics, science, physical education, history, geography, economics, studies of society and environment, agriculture, art, music, dance, gifted education, literacy, languages, ICT, industrial design and technology, learning support, home economics, librarians and phases of learning including early childhood and middle years of schooling.
For further comment or media interviews contact:
Ms Caroline Brooks
041 331 6256
e-mail: caroline.brooks@bigpond.com