Reply to FCPS retroactively denying pay raises

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Well it looks like FCPS backtracked.

The HR Team is continuing to investigate whether the ISU-College of Education’s Professional Development Academic Transcript is recognized as an official transcript by the ISU Provost and the ISU Office of the Registrar, which are requirements of our regulation and aligns with guidance previously provided to staff.

Because you enrolled in these courses with the belief you would receive full credit, Dr. Brabrand has directed the HR Team to honor those credits in full for all employees enrolled in the ISU- College of Education’s Professional Development programs as of May 13. As a result, your previously submitted additional salary request remains apporved and there will be no change to your current salary.

We are not accepting any new requests from ISU until we complete our investigation. An update will be provided once we complete our review and investigation.[/quote]

Wow, our tax money is going to pay teachers for taking this crap. We need a new school board.[/quote]

Why do you think your tax money is paying?  Teachers pay for their own courses.  We can get reimbursement for a portion of it, but it's pretty minimal.  The whole reason teachers choose ISU is because it's cheap.  [/quote]

NP, but of course the school board is involved! The tax money pays for not just the "minimal reimbursement", but also the salary bump that teachers get after taking these courses. And this salary bump is nearly always the only reason that teachers take the courses; it's widely acknowledged (and confirmed by research) that master's level education has close to a nil result on teacher effectiveness, with some studies showing significant *negative* impact.  [/quote]

What research would that be?  [/quote]

Here are a few of the many:

"How and Why Do Teacher Credentials Matter for Student Achievement? " which looks at a massive dataset of North Carolina students and teachers from third to eighth grade.

https://www.nber.org/system/files/working_papers/w12828/w12828.pdf

See section starting page 32

"Graduate degrees
 One of the most counterintuitive findings to emerge from the basic models is the
small or negative effects of having a graduate degree. Most of those degrees are master’s
degrees that generate higher salaries for teachers. A negative coefficient would suggest
that having such a degree is not associated with higher achievement. Thus, if the goal of
the salary structure were to provide incentives for teachers to improve their teaching, the
higher pay for master’s degrees would appear to be money that is not well spent, except
to the extent that the option of getting a master’s degree keeps effective experienced
teachers in the profession..."

The paper goes on to say that they think that master's degrees have no effect, and that the negative trend is either due to selection effects or small sample sizes.

Here's another one:

"It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness"

https://www.sciencedirect.com/science/article/abs/pii/S0272775710001755

"Neither holding a college major in education nor acquiring a master's degree is correlated with elementary and middle school teaching effectiveness, regardless of the university at which the degree was earned. Teachers generally do become more effective with a few years of teaching experience, but we also find evidence that teachers may become less effective with experience, particularly later in their careers. These and other findings with respect to the correlates of teacher effectiveness are obtained from estimations using value-added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects in order to measure teacher effectiveness in reading and math for Florida students in fourth through eighth grades for eight school years, 2001–2002 through 2008–2009."

[/quote]

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