Columbia teachers battle back-door merit-pay scheme

During the first week of school, Laurie Spate-Smith learned that she was one of the “chosen” teachers for a new program in the district. Her principal asked if she would be interested in opening her classroom to new teachers who would observe her teaching practices and later meet with her to discuss her strategies. Then he mentioned that she would receive a stipend of $3,000 for her participation.

After doing a “happy dance” and feeling somewhat flattered by the compliment, reality set in. The new program was a merit-pay scheme in disguise. She knew she had to turn it down.

The next week, the superintendent visited the faculty meeting and shared the news that 11 educators were among the district’s “Professional Development Teachers.” After the meeting, Spate-Smith, Columbia MNEA president, shared with her principal her concerns that the proposal resembled merit pay and declined the offer to participate in such a program.

School administrators told Spate-Smith and Kathy Steinhoff, Columbia MNEA vice president, that the selection of teachers was based on student test scores and student achievement. However, when Spate-Smith asked to see the data used to select her, administrators refused to honor her request.

“We tried to convince the superintendent that this program would be divisive and anger teachers who did not know the criteria or have the opportunity to apply for the program,” Spate-Smith says. “It seemed particularly unfair as teachers received an average pay increase of 1.9 percent this year.”

Following the discussions between MNEA leaders and administrators, the expectations for the Professional Development Teachers grew, as did the time commitment. Although the leaders were not able to keep the merit-pay-like program out of their schools, they brought the issue to the forefront and conducted a successful media campaign to educate the public about the issue.

by Debra Angstead
MNEA communications director