Data from PISA 2015 and other studies show that Australia has a very high quality teaching force by international standards. There is no evidence of any decline in teaching quality that could have contributed to Australia’s declining PISA results.
A policy brief from a US education policy think tank says that competition and choice policies in education are leading to the de-professionalization of teaching.
Teaching is a craft. A teacher needs to have many techniques because every teaching situation is different and a good teacher constantly thinks about which ones to use in different situations.
Retired principals’ leader outlines ways that principals can meet their responsibility to make teacher training effective.
An American teacher teaching in Finland explores the reasons for Finland’s success in education.
A new international survey shows that Australian teachers work longer hours and in more challenging circumstances than teachers in many other countries.
Teach for Australia is not cost-effective. It incurs very high costs to the taxpayer, but there is no substantive evidence that it improves outcomes in disadvantaged schools and a very high proportion of TFA teachers leave teaching within four or five years.
A school principal blasts the Victorian Government’s new teacher appraisal scheme as hare-brained and insulting to teachers and principals.
The Business Council of Australia’s support for teacher performance pay ignores the evidence. Research shows it does not increase school or student results. There is also no relationship between performance pay for executives and corporate performance.
Professor Stephen Dinham, Chair of Teacher Education at the University of Melbourne, says that the quality teaching movement is in danger of being hijacked by naive, ill-informed, half-baked solutions and that education has become the ‘battered profession’ subjected to ‘blanket stigmatisation’.
A study of three teacher performance pay schemes in the United States has found that they did not change teaching motivation and practices. <
The latest issue of the RAND Corporation’s Congressional Newsletter informs members of the US Congress that teacher performance pay is not improving student achievement. The latest trial which gave pay bonuses to teams of teachers rather than individual teachers also had no effect on student achievement or teaching practice.
The OECD has delivered yet another blow to the Federal Government’s teacher bonus scheme. Its analysis of the PISA data shows no overall relationship between average student performance in a country and the use of performance-based pay schemes.
Leading international business academics say that performance-related pay does not work and encourages the wrong sort of behaviour. Education policy makers should heed this advice and scrap performance pay for teachers.
Yet another study shows that bonus pay programs for teachers fail to increase student achievement. A new study of the high profile Chicago Teacher Advancement Program shows no improvement in reading, mathematics and science.
A report finds that performance pay fails to increase student achievement because it ignores the things that teachers care about most such as working conditions, access to resources, supportive teaching and learning environment and good leadership.
Nearly half of participants in the fast-track Teach for Australia program are no longer teaching after two years. This very high attrition rate could be compounding the problems of teacher turnover in disadvantaged schools.
The Productivity Commission has published a wide-ranging and valuable draft report on the schools workforce. However, it is over-optimistic about the potential to design an effective bonus pay system for teachers and its support for school autonomy is more based on faith than evidence.
New research shows that the majority of teachers in Teach for America leave teaching after 3 years. The attrition rate is much higher than for traditionally trained new teachers. <
A business writer makes the case for teacher unions.
Yet another study has shown that paying performance bonuses to teachers does not improve student achievement or change teaching practices. There is now overwhelming evidence that the Gillard Government’s teacher bonus scheme is doomed to failure and will be a waste of money.
Countries in which more students are forced to repeat grades or are expelled tend to have lower overall results and more socially inequitable education systems according to a new analysis of international test results.
A new study from the United States shows that teacher turnover in schools lowers student achievement, especially for low performing and black students.
Nothing more clearly demonstrates that education policy under the Gillard Government is an evidence-free zone than its teacher bonus scheme. Three new academic studies show that teacher bonuses do not increase student achievement and may actually cause it to decline.
Maralyn Parker is right on the money about teacher bonuses. She says that competition between teachers for test results is not the way we should be heading.
The overwhelming evidence from both England and the United States is that the Prime Minister’s performance pay initiative is a really bad idea.
A new OECD report says that the most successful countries in school education make teaching an attractive, high status profession, and provide training for teachers to become educational innovators and researchers who have responsibility for reform.
Another study shows that teacher incentive pay fails to improve student achievement.
The most rigorous study of performance-based teacher pay ever conducted in the United States shows that it does not improve student results. This and other recent studies indicate that the Gillard Government’s plan to pay cash bonuses to the best performing teachers in Australia is likely to be a complete waste of money.
Value-added ratings of teachers have been slammed in a new report by education measurement experts in the United States. The report says that the ratings are highly error-prone, will lead to unreliable and unfair assessments and will have significant harmful consequences.
The broad consensus amongst researchers is that value-added measurement of teacher performance should not be used for high stakes decisions on pay, evaluation and tenure.
A controversy has erupted in the United States over the publication of performance ratings of individual teachers.
The measurement of value added by teachers for the award of bonuses for increasing students’ test scores is likely to be confounded by curriculum effects. Some curriculum programs have a greater effect on student achievement than others according to a new study.
High performing teachers and schools could miss out on proposed bonus payments while average teachers and schools are wrongly rated as highly effective because of large errors in measures of value added to student test results by teachers.
Both a Labor and a Coalition Government will implement teacher bonus schemes without regard to the evidence that cash bonuses for teachers have little impact on student achievement. Once again, faith rules over evidence in formulating education policy.
Far from improving student achievement as Julia Gillard asserts, linking cash bonuses and teacher evaluation to student test scores is likely to narrow teaching and produce misleading and unreliable assessments of teachers.
Evaluation reports on the major teacher performance pay programs trialled in the United States in recent years generally show that performance pay does not increase student results.
The likely success of Teach for Australia has been brought into question by a new report on Teach for America. The report found that research evidence shows that credentialed beginning teachers have better student results than Teach for America teachers.