Think tank claims teachers could accept performance related pay

On the eve of this week’s regional strikes, a think tank claimed that teachers would be prepared to accept performance related pay if it would lead to less paperwork.

The report from Policy Exchange, once described as David Cameron’s favourite think tank, was based on a YouGov poll of more than 1,000 teachers, the BBC reports.

Teachers responded negatively to the main question on performance related pay, with only 16% saying they would like to work in a school where pay was ‘more explicitly linked’ to their overall performance, 40% saying they would not, and 44% that it would make no difference.

However, the think tank claimed that other answers in the survey indicated that teachers could change their mind if performance pay would lead to jess paperwork, with 55% saying they would be more likely to work in a school with performance pay  ‘if it also resulted in a  reduction in your administrative, reporting and bureaucratic workload.’ Jonathan Simons from Policy Exchange claimed the poll suggested “that teachers could easily be won round to the idea of performance related pay but more needs to be done to explain how the system would work”.

The NUT’s Christine Blower said the survey demonstrated that “a clear majority of teachers are far more concerned about workload than any apparent benefits of performance related pay”.

According to Policy Exchange, the poll also suggested that 60% of teachers were against pay depending on length of experience in the profession, with 66% preferring students’ progress and 89% preferring teaching quality. A third said they were dissatisfied with having to work with lower-performing colleagues and 52% said that performance related pay would make it easier to dismiss poor teachers.

Would you be prepared to accept performance related pay if it meant less paperwork?

7 thoughts on “Think tank claims teachers could accept performance related pay

  1. This is a load of bullsh*t. When pay is related to pupils’ grades, how can a teacher in a lower socio-economic area ever progress? Some pupils have already decided their life path by the age of 10 and getting them to shift is nigh on impossible. In a former class I had the following: 2 x ASD, 1 x schizophrenic, 2 x EBD, 1 x (later diagnosed) sociopath, 1 x drug dealer, 2 x precocious puberty females (1 whom was actually trying to get pregnant) – and this was a year 5 class of 32 whom nobody in the school wanted to teach, they couldn’t recruit teachers for this class and most supply would only last until lunch as it was a BNP area and the supply staff were not GB born and bred. I took on this class because I needed my QTS done as I moved to the UK from Australia. I managed to get all but my two part-timers to make their 2 sub-levels, most made more. But very, very, very few teachers can cope (and none should be made to cope) with a class like this. Put teachers on performance pay and where would that leave classes like this all over the country?!?! PS I passed my QTS with flying colours and am now an advisor for a council on inclusion.

  2. Teaching is rife with management bullies. I came into teaching as a second career and thus I can compare industry with education. I am shocked at how managment harrasses teachers into working long hours, demoralizing them after observations and generally having an atmosphere of cliques! If your face fits then you are fine but if not then you are one of the ones that are sought out and made a scape goat especially when ousted is due and management have to be seen to be observing and criticising.
    Can you imagine if these same people were in charge of your salary increase? Also what about art time teachers who mainly cover PPA? If salary increase is based on performance how are those people assessed?
    I went part time as I needed a life and after being admitted to hospital I knew I had to change my life of suffer the consequences. I think I will now be looking to retire at 57 and yet I believe I am a good teacher who has been victimised. Judged as a failing teacher in my last observation because I said speech marks instead if inverted commas.
    I am on long term sick due to an operation but dread going back in January. School not contacted me to see how I am or anything. So much for it being a caring profession.

  3. where do they get these polls from and who are these ‘teachers’ claiming performance pay is a good thing?
    I have worked in very difficult inner city schools for 24 years and no matter how much graft you put in you just do not get the results you’d like, largely due to poor pupil behaviour, poor parenting and poor prospects that are clear to the pupils from day one that they walk into school.
    I now work in a much ‘nicer’ school where the pupils are well behaved, respectful and well parented and therefore my ‘performance’ – based on pupil progress is more than double that than my previous post – I am not doing anything different teaching- wise than my at my last school so obviously it isn’t me! How can performance pay based on pupil progress (which it is) be considered ‘fair’ when there are so many pupils/schools in poorer areas where however much the teachers give, results will still be low?

  4. If the government is prepared to accept that teachers have an excessive workload, i.e. offering a reduction in admin etc. Then it should be introduced, irrespective of pay levels. When teachers are “teachers” and not administrators, everyone’s performance level should improve.

  5. Performance related pay works when
    1. The performance objectives are fair and achievable
    2. The resources to enable the teacher to meet these objectives are available and given to the teacher.
    3. There is a level playing field.
    4. Both parties agree on the objectives.
    After working in both the private sector and as a secondary school teacher I can testify that schools are far to political to meet these conditions. There is a massive imbalance of power in schools making it to easy for school leaders to impose objectives without agreement, if the weaker party disagrees they are defined as behaving unprofessional by the head. To often the decision of success or failure are objective not subjective with no right of appeal as the manager is part of a team who collectively have the ear of the head. The rules of the game are changed after the objectives after given, good students are moved between classes, more “admin work” is given to an already time poor teacher. Students go through puberty and change what they are aiming for.
    Schools are a long way behind private Companies in their industrial relations. Its a pity, I would like to be paid for my results but I think schools do not have the tools even to judge what is a sucessful teacher.

  6. no way. some pupils make very little or any progress despite breaking the tasks into interesting discoveries etc., relating ideas to real life situations the pupils meet and so forth. it would be shameful if teachers that try to help such pupils are expected to show the normal expected progress.

  7. My job involves assessing and giving advise to schools on pupils needs in sen in addition to training and giving senco support. When I assess and give recommendations, I have to give predicted outcomes relating to the advise I have given and then go back at a later date to review if the outcomes have been achieved. With the new guidelines , 50% of my pay progression will depend on the outcomes being achieved! I cannot control what schools chose to do or monitor 24/7 that they are doing things as advised! All I can do is hope that I have motivated them enough to do it and they have the resources/ capacity to follow the guidance too!

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