Harvard Case - Career Pathways, Performance Pay, and Peer-review Promotion in Baltimore City Public Schools
"Career Pathways, Performance Pay, and Peer-review Promotion in Baltimore City Public Schools" Harvard business case study is written by Susan Moore Johnson, John Jong-Hyun Kim, Geoff Marietta, S. Elisabeth Faller, James Noonan. It deals with the challenges in the field of Organizational Behavior. The case study is 28 page(s) long and it was first published on : Mar 18, 2013
At Fern Fort University, we recommend a multi-pronged approach to address the challenges faced by Baltimore City Public Schools (BCPS) in attracting and retaining high-quality teachers. This approach focuses on creating a more robust and transparent career pathway system, implementing a performance-based pay structure, and leveraging peer-review for promotion decisions. The goal is to foster a culture of professional development, recognize and reward excellence, and create a more equitable and motivating environment for teachers.
2. Background
Baltimore City Public Schools (BCPS) is grappling with a significant teacher shortage and high turnover rates. This is largely attributed to a lack of clear career progression, limited opportunities for professional development, and a perceived lack of recognition for exceptional performance. The current system relies heavily on seniority for promotion, leading to frustration among high-performing teachers who feel undervalued and stagnant.
The case study focuses on the perspectives of two main protagonists:
- Dr. Sonja Santelises, the CEO of BCPS, who is committed to improving teacher retention and creating a more equitable and effective school system.
- Ms. Jacqueline Johnson, a highly motivated and dedicated teacher who feels undervalued and frustrated with the current system.
3. Analysis of the Case Study
This case study highlights several critical issues within BCPS, which can be analyzed through the lens of organizational behavior and human resource management:
- Organizational Culture: The current system fosters a culture of seniority-based advancement, potentially leading to a lack of motivation and a perception of unfairness among high-performing teachers.
- Leadership Styles: The case study suggests a top-down approach to decision-making, which may not be conducive to fostering a culture of collaboration and innovation.
- Employee Motivation: The lack of clear career pathways and performance-based recognition negatively impacts employee motivation and engagement, leading to higher turnover rates.
- Performance Management: The current system lacks a robust performance management framework, making it difficult to accurately assess and reward individual contributions.
- Team Dynamics: The case study suggests a lack of collaboration and communication between teachers and administrators, further exacerbating the existing challenges.
4. Recommendations
To address these challenges, BCPS should implement the following recommendations:
Develop a Clear and Transparent Career Pathway System:
- Establish multiple career pathways: Create distinct career paths for teachers beyond the traditional 'teacher-to-principal' track, including specialized roles like curriculum development, instructional coaching, or leadership in specific subject areas.
- Define specific criteria and qualifications: Clearly outline the requirements for each career path, including performance metrics, professional development expectations, and leadership skills.
- Provide mentorship and support: Offer structured mentorship programs for teachers seeking to advance within their chosen career path.
Implement a Performance-Based Pay Structure:
- Develop a comprehensive performance evaluation system: Implement a robust evaluation system that considers multiple factors beyond student test scores, such as classroom observations, student feedback, and professional development activities.
- Create a tiered pay structure: Link salary increases to performance levels, providing higher compensation for teachers who consistently demonstrate excellence.
- Ensure transparency and fairness: Communicate the performance evaluation criteria and pay structure clearly to all teachers, ensuring transparency and fairness in the system.
Leverage Peer-Review for Promotion Decisions:
- Establish a peer-review committee: Create a committee composed of experienced teachers and administrators to review applications for promotion.
- Develop clear selection criteria: Define the criteria for promotion based on performance, leadership qualities, and contributions to the school community.
- Provide training for reviewers: Ensure that peer-review committee members are adequately trained on the evaluation process and selection criteria.
5. Basis of Recommendations
These recommendations are based on the following considerations:
- Core competencies and consistency with mission: The proposed changes align with BCPS's mission to provide a high-quality education for all students. By attracting and retaining talented teachers, the school system can improve student outcomes and create a more equitable learning environment.
- External customers and internal clients: The recommendations address the needs of both students and teachers. By creating a more motivating and rewarding work environment, BCPS can attract and retain high-quality teachers, ultimately benefiting students.
- Competitors: The proposed changes help BCPS stay competitive with other school districts by offering a more attractive and rewarding work environment for teachers.
- Attractiveness ' quantitative measures if applicable: While quantifying the impact of these changes is challenging, the potential benefits include higher teacher retention rates, improved student performance, and a more positive school culture.
6. Conclusion
Implementing these recommendations can create a more robust and equitable system for teacher development and recognition within BCPS. By fostering a culture of professional growth, recognizing and rewarding excellence, and providing clear career pathways, the school system can attract and retain high-quality teachers, ultimately improving student outcomes and creating a more positive learning environment.
7. Discussion
- Alternatives: Other alternatives include increasing base salaries for all teachers, offering more generous benefits packages, or providing more opportunities for professional development. However, these alternatives may not be feasible due to budget constraints or may not address the underlying issues of career stagnation and lack of recognition.
- Risks: The implementation of these recommendations may face resistance from teachers who are comfortable with the current system. Additionally, ensuring fairness and transparency in the performance evaluation and promotion processes will be crucial to avoid accusations of bias.
- Key assumptions: The success of these recommendations relies on the assumption that teachers value career progression and recognition, and that the school system can effectively implement the proposed changes.
8. Next Steps
To implement these recommendations, BCPS should take the following steps:
- Phase 1 (Year 1): Develop and implement a comprehensive performance evaluation system.
- Phase 2 (Year 2): Establish a clear career pathway system with defined criteria and qualifications.
- Phase 3 (Year 3): Implement a tiered pay structure based on performance levels.
- Phase 4 (Year 4): Establish a peer-review committee for promotion decisions.
By implementing these recommendations in a phased approach, BCPS can ensure a smooth transition and minimize resistance to change.
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Case Description
In the fall of 2012, Dr. Andres Alonso had much to celebrate about in his five-year tenure as CEO of Baltimore City Public Schools, including the approval and implementation of an innovative teachers' contract with a jointly-governed four-tier career pathway that tied teacher pay and promotion to performance and peer review. Nonetheless, Alonso was concerned about the future of the contract and the reforms it introduced. It took two votes before the teachers ratified the contract in November 2010. Since then, implementation had been laborious, complicated, and uncertain. many questions would have to be answered in the coming months. Was the district making the transition to a contract that rewarded "engagement" in a career pathway rather than passive reliance on steps and lanes? Were the processes for earning Achievement Units and progressing through the pathways rigorous enough so that the contract wouldn't default to the past practice where everyone moves up and earns more money? Were the joint governance structures established to direct and manage the career pathways, pay system, and peer-review process working effectively? How did the new system support the district's underlying theory of change?
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