Future Concerns: Substantiating A Stance
It is assumed that more money will
motivate and inspire workers to grow and develop into more productive or effective employees. However, the nuances of ef- fective teaching and human interactions within the field of education are not like the market-based environments of other professions. A majority of the responses to my survey were rich in qualitative data and provided an abundance of anecdotal evidence refuting merit pay initiatives in music education. Additionally, several stud- ies have also concluded that pay for perfor- mance in the field of education contributes to the demise of collegiality with increased competition (Chamberlin, Wragg, Haynes, & Wragg, 2002) and the narrowing of the curriculum or “teaching to the test” (Kelley, 1998; Noddings, 2007). Such findings sup- port the New Jersey Education Association’s opposition to performance pay for educa- tors and should undermine the efforts of politicians and business leaders to advocate for merit pay programs in education. Yet the debate continues as stakeholders imple- ment and attach funding to such programs as an attempt to improve student achieve-
ment and assess teacher effectiveness. While some may assume that merit pay will never be awarded to music educators, we should at least consider the ramifications of such initiatives in our field and be prepared to ar- gue for or against performance for pay with an informed opinion based upon empirical research and sound policies.
References
Chamberlin, R., Wragg, T., Haynes, G., & Wragg, C. (2002). Performance- related pay and the teaching profession: A review of the literature. Research Papers in Education, 17(1), 31-49. doi: 10.1080/02671520110102534
Cowden, R. L. (1988). Merit pay and k-12 arts teachers. Arts Education Policy Review , 90 (1),28-33. doi: 10.1080/07320973.1988.9935540
Elpus, K. (2011). Merit pay and the music teacher. Arts Education Policy Review, 112, 180-190. doi: 10.1080/10632913.2011.592466
Greene, J. P., & Forster, G. (2008). Teacher incentives and merit pay. Retrieved from
http://www.centerii.org/ techassist/solutionfinding/resources/ teachincentmeritpay.pdf
Kelley, C. (1998). The Kentucky school-based performance award program: School-level effects. Educational Policy,12(3), 305-324. doi: 10.1177/0895904898012003005
Noddings, N. (2007). When School Reform Goes Wrong. New York: Teachers College Press, Columbia University.
Perrine, W. M. (2013). Music teacher assessment and Race to the Top: An initiative in Florida. Music Educators Journal, 100(1), 39-44. doi: 10.1177/0027432113490738
Santoro, J. (2014). Embracing teacher evaluation: Why music educators should learn to love The Danielson Framework. TEMPO!, 68(4), 20.
Townsend, A. S. (2011). Introduction to effective music teaching. Lanham, MD: Rowman & Littlefield Publishers, Inc.
United States Department of Education. (2009, November 18). Federal Register, Vol. 74, No. 221, Race to the Top Fund, Retrieved from
http://www2.ed.gov/ legislation/FedRegister/finrule/2009- 4/111809a.pdf
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