Pay for Performance-Denver School System

The Denver Public Schools pay for performance program has met opposition of union leaders who represent teachers in Denver schools.  The program is designed to reward teachers for high performance; those teaching in disadvantaged school districts, and those teaching challenging subjects like Math.  Union representatives claim the program is unfair because it holds down the salaries for teachers with seniority and experience and only rewards newly entering and inexperienced teachers who may be willing to work in at risk districts, in difficult subject areas, or using new teaching methodology.  In addition, they object to the Superintendent’s new proposal to only allow the bonuses of those teachers with 13 or less years of experience to be incorporated the salary. Teachers with seniority would only get the annual bonus, but their salary would not increase as a result of the bonus.

Process theories of motivation are those that are cognitive in nature and are influenced by individual’s thoughts, perceptions, beliefs, attitudes, and behaviors. One example of a process theory is Adam’s Equity Theory, which states that individuals compare their job inputs and outcomes with those of others and then respond in order to eliminate any inequities. The theory recognizes that employees are not concerned only with the absolute amount of rewards for their efforts, but also with the relationship of this amount to what others receive.

The Denver Public School’s pay plan is limited in the extent that it considers Adam’s Equity theory of Motivation. The pay plan builds on the equity theory only when dealing with motivating teachers in the early and middle stages of their careers. The program provided an incentive bonus for teachers who received good evaluations, met student-achievement goals, and took on undesirable assignments. In this case, teachers were given the opportunity to achieve an increased outcome for a change in their input. Thus, the teachers who felt...