American culture expected that the No Child Left Behind Act of 2001 would resolve the developing issue of student's test scores all through the country. There was a developing worry about American student’s capacity to be aggressive in the worldwide marketplace powered by the apparent low levels of students accomplishments both on national and international evaluations. The No Child Left Behind Act of 2001 looked to address these worries, and it obliged states to build up elevated requirements for students, test student authority of those principles in third to eighth grade and secondary school, and set up agreements for schools and districts that neglect to meet yearly objectives for students and specific collections of students. In any case,
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The program’s rewards must be sufficiently motivating if a merit pay plan is going to encourage teachers to move out of their comfort zone and try innovative strategies or put forth even more effort. Past merit pay programs (mostly failures) have been criticized for asking much of the teachers and offering, in return, the potential to earn $750 after a year’s worth of extra effort. If a merit pay bonus is going to motivate teachers, then teachers must perceive the bonus to be attainable. However, some local districts don’t always heed this advice. For example, one local administrator, where the research was done, suggested teachers receive a bonus if 100% of the student body scored proficient or advanced on the end-of-year assessment. While this is a worthy goal, the likelihood of all students reaching this benchmark in a given year is slim. As a result, this type of program wouldn’t be likely to motivate teachers in any positive way. If merit pay programs are going to be successful, a teacher’s reward should be based on realistic goals. The merit pay program needs to be sustainable. If merit pay bonuses are available for only one year and may well disappear in subsequent years, teachers aren’t likely to be motivated to alter their approach to teaching in any serious …show more content…
One of these reasons include those who believe providing teachers with bonuses with bonuses won’t make a difference because teachers don’t teach for money. As Susan Harman, coordinator at CalCARE, states, “Do our business and political leaders think people go into teaching for money? Perhaps they haven’t looked at teacher salaries lately. Don’t they know that people go into teaching for the love of the craft and the kids — in other words, because they feel a ‘calling’?”(Harman). Although money may not be the dividing factor for reasons teachers get into education, but like many other professions, teachers would like their hard work to be recognized and would definitely choose more money to less if they were given the choice. If we show them that we are willing to reward their good work, they would feel encouraged to keep what their doing and continue to succeed in the classroom. Furthermore, opposers believe that merit pay programs are based on a secret formula that makes it impossible to show how a teacher can receive a bonus. Ed Lawler, professor at University of Southern California, believes that “It’s so unclear how a person got a higher or lower raise that it takes an enormous leap of faith, or stupidity, for an employee to decide
The program’s rewards must be sufficiently motivating if a merit pay plan is going to encourage teachers to move out of their comfort zone and try innovative strategies or put forth even more effort. Past merit pay programs (mostly failures) have been criticized for asking much of the teachers and offering, in return, the potential to earn $750 after a year’s worth of extra effort. If a merit pay bonus is going to motivate teachers, then teachers must perceive the bonus to be attainable. However, some local districts don’t always heed this advice. For example, one local administrator, where the research was done, suggested teachers receive a bonus if 100% of the student body scored proficient or advanced on the end-of-year assessment. While this is a worthy goal, the likelihood of all students reaching this benchmark in a given year is slim. As a result, this type of program wouldn’t be likely to motivate teachers in any positive way. If merit pay programs are going to be successful, a teacher’s reward should be based on realistic goals. The merit pay program needs to be sustainable. If merit pay bonuses are available for only one year and may well disappear in subsequent years, teachers aren’t likely to be motivated to alter their approach to teaching in any serious …show more content…
One of these reasons include those who believe providing teachers with bonuses with bonuses won’t make a difference because teachers don’t teach for money. As Susan Harman, coordinator at CalCARE, states, “Do our business and political leaders think people go into teaching for money? Perhaps they haven’t looked at teacher salaries lately. Don’t they know that people go into teaching for the love of the craft and the kids — in other words, because they feel a ‘calling’?”(Harman). Although money may not be the dividing factor for reasons teachers get into education, but like many other professions, teachers would like their hard work to be recognized and would definitely choose more money to less if they were given the choice. If we show them that we are willing to reward their good work, they would feel encouraged to keep what their doing and continue to succeed in the classroom. Furthermore, opposers believe that merit pay programs are based on a secret formula that makes it impossible to show how a teacher can receive a bonus. Ed Lawler, professor at University of Southern California, believes that “It’s so unclear how a person got a higher or lower raise that it takes an enormous leap of faith, or stupidity, for an employee to decide