A quote from a student in response to a question regarding how to improve a laptop program. It seemed eerily relevant to my post from yesterday. The authors of this site are a husband and wife team from Rye, NY who have implemented this web site for schools with 1:1 laptop programs. One of the resources included are "Guidelines for a Successful SLP(Student Laptop Program." You will probably have to choose the aforementioned title from the menu on the right as there are two different scroll menus here.
The guidelines are built on the premise that students and teachers will be resistant to change without perceiving a clear benefit for them to make that change. They conclude that it is "unrealistic to design a system that assumes that the majority of students and teachers will rise above self-interest." The recommendation is the creation of "an incentive system that rewards teachers for assigning tasks that require students to make use of their computer." Bonuses. This is countered with a suggestion that disincentives be employed for those who fail.
Specifically, the author suggests these guidelines for bonuses:
• Obtain or set aside funds for the bonuses.
• Provide differentiated paths to assist teachers in meeting their goals.
• Require (and pay) all faculty to attend week-long training sessions during the summer.
•Evaluate student skills-(now, to me it sounds like "computer skills" here, but I could be wrong. Obviously we would want to measure content area skills enhanced through the use of the technology :) )
• Offer follow-up training to reevaluate, recalculate goals, reflect, etc.
While this argument is not without its flaws, I have always been intrigued by the notion of putting money behind the term "teaching professional." Now, I'm not saying I want teacher bonuses to be tied to high stakes test scores, but I am convinced that for a 1:1 program to succeed, there is going to be a substantial time committment involved on the part of the teachers and time is a valuable commodity that should be compensated for. Does anyone teach in a system where any kind of "bonuses" are offered for professional development? What are your thoughts on the idea?
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4 comments:
Hi Ann,
I am going to respond to your latest post soon, but I wanted to refer you to the website of Jeff Utecht (subject of my recent blogs). He is working on a 1:4 laptop initiative so he might have some useful advice or information for you! http://www.thethinkingstick.com/
"The recommendation is the creation of "an incentive system that rewards teachers for assigning tasks that require students to make use of their computer."
Interesting idea. Right now there is a general impulse to spend money on pieces of technology, but not for training and people to back up those pieces of technology. Do you have any ideas for how you might convince administrators to spend money appropriately?
Interestingly enough, you state, "Now, I'm not saying I want teacher bonuses to be tied to high stakes test scores...". Oddly though, in Georgia, they are.
Actually, it is an AYP bonus, but what that boils down to is test scores. Scroll down this list to find Randolph County Elementary (p. 12). You will see the huge amount that was given to my school to be split amongst teachers as bonuses. Yep, that nine dollars sure went a long way.
As for bonuses for professional development of any sort, we are not given any. If we attend professional development courses on non-school days, we are given our contract pay for that day.
Ann,
Our district just approved the STAR program, which rewards teachers for student performance and improvement related primarily to FCAT testing. While it passed, most teachers selected an option that said they approve but believe it is harmful to teachers and students. It was difficult for many to disapprove because there had to be some sort of teacher reward program established and if this program missed the mark the county would have to find the funds.
There is no link to professional development or use of technology. In fact, as a writing teacher, I am lumped in with curriculum resource teachers and reading coaches, which means our $$ will be assessed according to school-wide FCAT reading and math performance. Do I teach either subject?
In any case, you say "Obviously we would want to measure content area skills enhanced through the use of the technology." I hope this is true and I hope those who create such a program will know the difference between just using the technology and making it meaningful.
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