Dr Garth A. Rattray
TEACHERS ARE some of our unsung heroes. My mother is a retired teacher. Although she retired over 20 years ago her academic and disciplinary legacy remain to this day. Once in a while I see some of her past students and they tell me of her positive influence on their lives and by extension the lives of their children. This makes for better families, better communities and a better country.
In spite of this, one cannot assume that the successes or failures of students depend almost entirely on the performance of teachers; the school environment, home environment and parent(s) also play important roles.
The basic rationale for the government plan and repeated calls by the public (Gleaner Letter to the Editor October 22, 2004 'Pay teachers according to their work' for instance) to establish a performance-based pay system for teachers is, therefore, flawed. In any event, there is a pre-existing teacher assessment system in place, but it is currently inefficient because of staff shortages and heavy schedules placed on those expected to monitor less experienced teachers.
Most teachers are dedicated individuals who sincerely have the interest of their students at heart. Many work selflessly under stressful, adverse conditions and in dangerous surroundings. Sometimes threatened by violent students, parents and even communities, they press on for the sake of their 'children'. Nevertheless, it seems that the Ministry of Education has heaped its troubles on the heads of the teachers. Not only does it intend to implement a performance-based pay system but some have even called for teachers to become licensed contract workers.
A RUSH-TO-JUDGEMENT
Naturally, the Jamaica Teacher's Association (JTA) opposes the implementation of the performance-based system because appraisal instruments already exist within that organisation through the Profes-sional Development Unit (PDU). In fact, the JTA is in the process of developing an objective standardisation of teacher assessment. The proposed performance-based pay system constitutes a rush-to-judgement and will not be easy to implement.
Before appraising individual teacher performance, it must be ascertained whether the problem is an isolated or regional one. The teacher(s) in question must be allowed to ask for and receive help in correcting problems and he/she must be given time to do so.
There needs to be more PDU-managed continuing educational seminars. If the system is to be effective, then the mammoth task of appraising over 20,000 teachers must be annual and ongoing. Someone even opined that if, after being given every chance to improve, a teacher still cannot perform satisfactorily, given the national importance of a proper education for our children, he/she should not merely be penalised but dismissed.
Even now, the Ministry of Education is incapable of making the current system work efficiently. Case in point: Education officers are supposed to go over lesson plans, observe teachers in the classroom and assess them on content, information and class control.
But, because of their heavy workload, they usually end up being glorified data collectors that simply speak with principals. What's more, the post of 'Senior Teacher' was introduced in 1973 and it was intended that these teachers would be assigned 3/4 to 2/3rds the regular workload to allow them time to observe and assess other teachers. But given staff shortages, senior teachers end up with full teaching schedules.
Even some vice-principals and principals are forced to do a variable amount of teaching. It appears to me that teachers make easy targets and perfect scapegoats. It is convenient to blame them for the failures of our schools.
This is unfair, unethical and sets our children up for even more failure since withholding pay advancements for teachers will never address the plethora of real problems plaguing our education system.
Concisely put, we need to improve the equipment, social and physical environment of our schools. We also need mandatory parental involvement in education. Teacher assessment is nothing new nor is it that big a deal; it all boils down to the need for more manpower to properly implement systems already put in place by the JTA years ago. Bureaucrats consistently fail to appreciate the multi-dimensional nature of our problems. If we don't seek a wholistic solution to our education woes, we will only be wasting time.
Dr Garth A. Rattray is a medical doctor with a family practice.
