It is possible that promoting individual superstars will continue to create division - especially the concept of professionalism seems strangely foreign to some teachers. In my schools we use flexible instrucitonal groups as part of our instruction model. Students are assessed and several times throughout the year and grouped according to need for Reading and/or Math. This greatly narrows the range of needs in an individual classroom and allows the classroom teacher to focus on the specific needs of the students. A single student may work with all 3 grade level teachers by then end of the school year. This is particularly the case with ELL students during Reading, but also occurs with many students that come to us with weaknesses in math.
Since this model already has teachers looking at data and working with all students in a grade level we can easily implement a system of merit pay based on the growth of a grade level cohort of students.Flexible grouping and the movement of a student through different classrooms makes it nearly impossible to attribute their year end growth to one particular teacher, we should be rewarding the team for the growth. Rewarding the group efforts promotes meaningful conversation among grade level teams as opposed to creating situations where resentment or bitterness can arise. It creates a team that is in it together, that draws on the strengths of every member and seeks to support the weaknesses of each individual. We still need to look at data, we need to set high expectations and richly reward those that meet and exceed our expectations, we just need to structure this so that it is a team working together toward these goals and not separate superstar individuals.
Since this model already has teachers looking at data and working with all students in a grade level we can easily implement a system of merit pay based on the growth of a grade level cohort of students.Flexible grouping and the movement of a student through different classrooms makes it nearly impossible to attribute their year end growth to one particular teacher, we should be rewarding the team for the growth. Rewarding the group efforts promotes meaningful conversation among grade level teams as opposed to creating situations where resentment or bitterness can arise. It creates a team that is in it together, that draws on the strengths of every member and seeks to support the weaknesses of each individual. We still need to look at data, we need to set high expectations and richly reward those that meet and exceed our expectations, we just need to structure this so that it is a team working together toward these goals and not separate superstar individuals.
Given the traditional teacher turnover the focus on collaborative rewards also makes sense. It is difficult to replace an individual superstar. A void will be left behind. The knowledge, charisma, and expertise will have left the school and be replaced by whatever the new teacher can bring. A strong team can more easily take on a new team member and continue to move forward with strength. The group will retain much of the knowledge and expertise that was absorbed during their time with a superstar making each individual stronger, and giving the new team member support and guidance. The grade level culture endures and does not hinge on the presence of the superstar. It may be slightly diminished but it does not vanish.
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