These two approaches to teacher compensation are experimental, but we are pleased to see Minneapolis, Marshall and other school districts take these important actions which are essential first steps toward innovative systems which are necessary if we are to arrive at a sustainable system of teacher compensation which allows us to attract and retain quality teachers. We do not advocate replacing the collective bargaining process. It's important that teachers have professional representation in labor negotiations. But the Legislature should encourage and support local collaborations between teachers and school districts which are willing to try new methods to compensate staff that are more closely linked to student performance and public expectations. We shouldn't be afraid of acknowledging and rewarding excellence.
Good teachers matter in student achievement.
While our state's colleges of education are beginning to respond to the teacher training needs of our K-12 schools, ongoing staff development is often haphazard, especially for beginning teachers. As the subcommittee learned, staff development and mentoring are critical if new teachers are to succeed. Too often, however, new teachers can be set up to fail. It's important to identify the skills teachers need in their particular school and focus professional development on those skills. Such ongoing staff development should include ongoing assessments for content and teaching skills as well as evaluations by peers, parents and students.