The recommended PBC system design has yet another purpose: It provides principals a way to direct individual teachers’ attention to their individual weaknesses, potentially creating an individualized PBC for every teacher.
PBC System Components Most PBC systems for teachers have two components: (a) a qualitative measure of teacher effectiveness and (b) a quantitative measure of student achievement. This PBC system recommendation follows this model. Let us first examine these two components then move to demonstrate ways the evaluation administrators and the principals can combine these components to reinforce individual action plans for teachers to address their individual teaching weaknesses and reward individual growth with PBC.
Qualitative Measure: Teacher Effectiveness It bears repeating that educators agree that the single most important factor affecting student learning is the teacher. If Mississippi is to increase student learning, then it follows that teaching competencies are crucial. The new appraisal program includes specific, clearly described teaching competencies and performance expectations. Teachers will understand both the competencies and the level of mastery required and be evaluated on both. The evaluation process extends into specific, individual action planning and professional development for each teacher to address individual competency weaknesses. The new teacher assessment instrument and administration designs transfer naturally to a PBC system design. Mississippi’s new assessment process resembles those used by Tennessee and Georgia to build their teacher effectiveness. Like many Race to the Top states, Tennessee and Georgia based their PBC systems’ qualitative measures primarily on their teacher evaluation processes. The Georgia classroom observation process is more elaborate, involving videotaping teachers and assigning coaches. Appraisal results are transferred directly to their PBC systems for reward calculations. PBC is thereby incorporated into the appraisal process itself; it is not treated as a separate process. The teacher-appraisal instrument and administration designs will make this linkage seamless. Furthermore, this process linkage will sharpen teacher focus on one process with one objective (Danielson, 2011). Mississippi’s appraisal instrument is organized in five performance categories. Each category is subdivided into specific competency requirements. Excellence in each performance is the goal. Principals conduct the appraisals through
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