Academic Qualifications of Educators and Their Compensation

Summary
Educators’ compensation is based on their academic qualifications and their experience in training. As the times change and the demand for high educational performance grows, a confusion arises on how to implement the necessary changes. Educational administrators are mandated with the responsibility to affect change in their areas of specialization. The public is equally interested in better performance from the educational institutions although they are barely informed in the assessment strategies employed to gauge performance. The old system in the USA where the teachers were remunerated based on their experience and performance orientation has been recommended as a more appropriate strategy.
Plunkett (2002) suggests a change in the mindset and cultural orientation is necessary to foresee bring forth the improvement required. However, he cautions that all the stakeholders must be committed to instigating the reliance on performance measures.
The routine of remunerating teachers based on education and experience has over time proven to be ineffective for this reason; Teachers are motivated more towards acquiring higher education and more experience at teaching not for the good of the students and pupils but for the sake of getting higher compensation. If remuneration was fashioned in such a way as to encourage performance teachers would be more inclined towards influencing good performance among students. If the center of motivation is shifted from experience and education and inclined more on performance, then there is every likelihood that students would become better at school and the society would benefit from an enhanced system of education.
Education and experience are good but not if they do not generate an outcome that is beneficial to the students. It is not logical enough to pay a teacher simply because they are better educated and more experienced is such education and experience do not reflect on students’ performance.
Issue 9, Articles 9.1-9.4
Accountability and regulation of performance in education is only the beginning, the essence of the transition process lies in the implementation phase after establishing the schools that require improvement. Strategies such as the Next Generation Models of accountability have been put in place to foresee the implementation of change in educational institutions. The model employs a legal centered approach to foresee students and schools’ success.
However, in an effort to structure an educational program that suits all children, there has been negligence to highly specialized students. As a result, there is a mix up in the goals and the expectations from the educational system. The system put forward as an effort to even out the gap between privileged and disenfranchised kids differ in objectives and thus the most appropriate action should be applied to the diverse needs of every academic institution.
The management of performance in public schools necessitates for accountability measures to ensure to foresee the administration of education according to the set standards. However, establishing a system that suits the diverse needs of students in terms of their academic abilities and their social economic backgrounds will always present a challenge to the goals and expectation of the education system.
The management of the education system in line with the national expectations of the outcomes may be left out due in an effort to design a system that suits all the students. The global completion in the international markets has heightened the requirements and the expectations from the academic institutions. Therefore, the educational system must focus not only to educate their children but the global competition in innovation. Thus, a multilateral approach must be employed to ensure that the diverse needs of their population are addressed accordingly. a broadcast system is evident to disenfranchise a particular population, preempting the efforts put forward.
Razik and Swanson
Chapter 8
Chapter 8 reviews the history of performance measurement in education and evaluation of the different models and functions recommended and applied to students learning, administrators and teachers performance effectiveness and the overall efficacy of the educational system. It also reviews the standards that are applied for assessment of evaluation. The No Child Left Behind model implemented by Bush administration has been examined to identify if it meets the role it was implemented for which include boosting the performance in elementary and secondary schools.
The modern development has provoked the evaluation of the reforms, testing, and efficiency in the educational systems. The Tylerian age which encompasses the professionalism, innocence and expansion are examined for the basic constituents for success in the educational system. The core concerns of evaluation are similarity within diversity, evaluation of the objectives, modes, and process of assessment, and perspectives of the evaluation.
Educational evaluation processes have become an area of intense interest due to the increasing costs and the expectations from the taxpayer. There is a dire need for competence in the education system regardless of ethnicity or economic status enjoyed. The complex evaluation system is aimed at improving the education system (Candoli, Cullen & Stufflebeam, 1997). The outcome of an evaluation process is used at judging the quality of schools nationally as observed in the widespread growth of regional accreditation of colleges and secondary schools and in NCLB as well. The evaluation of schools and teachers is aimed at making everyone participating in the educational system accountable. Administrators are also evaluated with an objective of attaining institutional goals. Programs are also evaluated so as to maximize program outcomes, efficiency, and quality. Overall evaluation keeps every stakeholder in the education system accountable for the performance of the entire institution. Consequently, effective evaluation produces the result of performance (Milkovich & Wigdor, 1991).

Van Brummelen
Chapter 5
The fifth chapter examines the different ways which educators evaluate the temperaments, deposition, achievement, and behaviors of students. The teachers heavily rely on the societal definitions and expectations of an academic institution. Therefore, the assessments criteria are a reflection of the teacher and the society at large deem important. An educator who assesses their students on critical thinking differs from those who offer short answers question in their determination of what is important.
The results of an assessment are also evaluated differently by educators. A good score may mean that the student’s understood the content examined or reflect that the student only memorized the content. The results may also illustrate a mastery of the content and its application in different scenarios. The chapter asserts that positive reinforcements are essential to assists students whose performance is not impressive.
The system of assessment used by any teacher must be designed to meet an intended learning outcome. The system must make it possible for students to demonstrate, at an optimal level, the things they have learned. The evaluation system must also be fair and unbiased. The learning process must as well be worthwhile. In certain circumstances that are not uncommon, the evaluation system often favors students with better capabilities at memorizing but no practical ability to apply the lessons learned. Any evaluation system should be inclined towards testing understanding but not memorizing (McDonald, 2002). Where evaluation systems focus more on memorizing students tend to focus more of cramming of concepts rather than an understanding of concepts. At the end of the evaluation, the memorization inclined evaluation system favors crammers better.
Coming up with a proper system of evaluation will encourage students to understand concepts and apply them. Teachers must be focused on addressing the expected learning outcomes in their evaluation (Earl, 2004). This entails having a reasoned way of framing examination questions with an objective of testing understanding as opposed to memory.
References
Candoli, I. C., Cullen, K., & Stufflebeam, D. L. (1997). Superintendent Performance Evaluation: Current Practice and Directions for Improvement. Dordrecht: Springer Netherlands.
Earl, L. M. (2004). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, Calif: Corwin Press.
McDonald, M. (2002). Systematic assessment of learning outcomes: Developing multiple-choice exams. Boston: Jones and Bartlett Publishers.
Milkovich, G. T., & Wigdor, A. K. (1991). Pay for performance: Evaluating performance appraisal and merit pay. Washington, D.C: National Academy Press.
Publishing, E. (2012). Performance Based Management. Brisbane: Emereo Publishing.