Pay for Performance

You may be rightly questioning what Pay for Performance has to do with Problem Based Learning...

Charlotte-Mecklenburg Schools, the school system where I am currently employed, has initiated the implementation of a Pay for Performance compensation plan to begin in 2014.  To say that there are kinks and/or ideas to flesh out would be an understatement!

They have solicited the feedback, suggestions, and collaboration of current faculty to create the structure, framework, and specifics of the program and how exactly salaries will be attached or distributed based on teacher performance.  Truthfully, I had a pretty negative initial reaction to the proposal.  I decided that rather than complain, I should step up and be part of the solution.  So, with plenty of spare time (she says sarcastically), I volunteered to participate on a Design Team.

As I read the information this week and listened to the lecture highlighting the key components of Problem Based Learning, I realized that my involvement in the P4P Design Team is closely linked to this model.  

There are about 8 groups that have been tasked with very specific objectives as identified by the school district.  My group, consisting of a team of 10 teachers, was selected from a pool of interested parties to discuss "other options" beyond the basics outlined in groups 1-8.  We were given the open-ended task of creating innovative measures that hadn't yet been considered by the school system.  It has been challenging and yet exciting work!

As in the PBL model, we started with what we knew (and/or researched what was currently "known" or being put into place in other districts). From there, we began to brainstorm ideas and categorize measures that correlate directly with teacher effectiveness.  Our team has gathered a lot of resources, looking not only at current measures implemented in the United States, but seeking defining characteristics of education programs in countries that outrank the U.S.  We have done research individually and then discuss the findings when we come together for our weekly meetings.  A wiki has been set up to store, share, and organize our ideas.  We have established roles within the group to stay on track and manage our work (chairperson, time-keeper, my role of managing the wiki, etc.).  In addition, we also have a team member who is employed by the school system in the P4P department who serves as a liaison.  We've had some great discussion and debate regarding all of the ideas that have been brought to the table so far.  In keeping with the PBL model structure, the group will be compiling data and making a proposal which we will present to the Executive Committee & School Board, making recommendations for the 2014 plan.

While our group has expected guidelines from CMS to meet in person, this work could certainly be done via the web.  The wiki could continue to be utilized and updated by team members for collaboration purposes and our meetings could consist of online interactions through Elluminate, Skype, DimDim, etc.  When we come to the place of solidifying our proposal, we will also need to explore tools that will be effective in presenting our plan.

Speaking firsthand, the PBL model certainly provides a rich experience for the participant!



On a side note...
Reading and hearing the "PB" in PBL this week triggered a memory of the commercials for PB Max candy bars that were a hit in the late 80s/early 90s.
Random? Yes!
A welcomed memory? Yes!