Remember this from this past February?
Sen. Phil Berger’s words in reference to the teacher merit bonuses based on 2017 scores reflect the growing willful ignorance that is being bred in secret chambers in Raleigh amongst GOP stalwarts.
In fact, his statement is so preposterous and outlandish that the only thing keeping this teacher from laughing out loud is the fact that Berger’s reasoning is more the norm than the exception for the state’s most powerful lawmaker.
There are a couple of places in the statement that immediately seem incongruous. North Korea strikes me as more of a communistic totalitarian state. The government controls everything. Actually, the government owns everything. When I think of a socialist country, I tend to think of countries whose economies provide large “welfare” and social services to all citizens like Norway, Finland, Denmark, Belgium, or even Ireland. Many talk about the “socialized” medicine in Canada and England. Putting North Korea in that context seems a little extreme. Besides, many socialized countries have education systems in which the teaching profession is much more highly revered than here.
Oh, and Sen. Berger also seemed to forget that North Carolina is a “right-to-work” state. That means there are no unions. NCAE is not a union. It’s an association of education professionals. If Berger really wants to see how teacher unions work, then he should go to Chicago and New York City. Now those are unions.
But it’s the word “bonus” that seems to be most spun by Sen. Berger.
I got a bonus. Got one last year. This year’s bonus was larger as the cap was higher. When any of my students from my multiple sections of Advanced Placement English Language and Composition scores a passing grade of “3” or higher, I receive a bonus of $50 per student. If lots of my students pass, that bonus gets bigger.
And the bigger the bonuses get, the more I feel that it just exacerbates the real problem: continued lack of respect for all public school teachers. In fact, I do not even consider the “bonus” a bonus. To me it’s just academic “blood money.”
One thing about bonuses is that they are highly taxed. Ironically, almost 40% of my bonus was taken out by three different taxes.
25% of it went to the federal government. Some of what the feds will get may be paying for Medicaid in other states, which is ironic because we didn’t expand it here in NC. Sen. Berger was a champion in not expanding Medicaid in NC.
Almost 8% went to Social Security, which at my age may not be around when I am old enough to receive it.
Almost 6% went to the state. That’s actually kind of funny to think about because the state gave me money to give back to them. And the same day I received the bonus, I got in the mail a tax statement about how much money I “made” from a tax refund last year will be taxed.
Last year, I did not keep the bonus. I wrote a check to my school because the school needed it more.
I did the same thing this year along with helping some kids with special needs. And don’t think I do not need the money. I do – still have two kids, car payment, mortgage, therapy for a special needs child, etc.
It is hard for me to consider taking this money, especially when I know why the bonus is given and the fact that it doesn’t really belong to me because so many more people at my school helped my students pass my particular AP test.
I know that there are other teachers I know well who will receive bonuses for their students passing AP tests. If they keep that money, that’s their business. They need the money. They have families and needs. I will not in any way ask them what they will do with it.
There are many reasons for my opinion, and all are rooted in principles and respect, but if I had a chance to tell Sen. Berger why I feel that his statement is rooted in political “newspeak,” I would talk about the following:
- I do not need a carrot stick. If getting a bonus to get students to perform better really works, then this should have been done a long time ago. It’s funny to think of rewarding me for my students working harder and not other teachers who do absolute wonders in the classroom that do not get measured.
- This creates an atmosphere of competition. I did not get into teaching so that I could compete with my fellow teachers and see who makes more money, but rather collaborate with them.
- I did not take those tests. The students took the tests. Students need to be able to harness their own motivation and hopefully I can couple it with my motivation. Yet many of these students are taking eight classes, participating in extracurricular activities, and helping families. Plus, with all of the testing that we put on students that takes away from actual instructional time is staggering. Sometimes, I am amazed at what our students actually accomplish in light of the gravity they are placed under.
- I was not the only person who taught them. To say that the success of my students on the AP English Language and Composition Test solely rested on my performance is ludicrous. While the cliché’ “It takes a village” might be overused, I do believe that the entire school’s faculty and staff has something to do with not only my students’ success, but my own.
- Bonus pay does not work. It’s like merit pay. There is really no evidence that it helps public schools. Remember the ABC’s from the late 1990’s and the early 2000’s? Yep, I do too. So should Sen. Berger.
- The state does not have a reputation of fully funding their initiatives. Again, remember the ABC’s? I still do. Those bonuses dried up because they were not fully funded. And after the bonuses are taken away in the future (which they probably will), will the expectations of student performance be lessened? History says that it will not.
- My class is not more important as others. They all matter.
- This sets a dangerous precedent in measuring students and teachers. Effective public schools are collaborative communities, not buildings full of contractors who are determined to outperform others for the sake of money. And when teachers are forced to focus on the results of test scores, teaching ceases from being a dynamic relationship between student and teacher, but becomes a transaction driven by a carrot on an extended stick.
- This is a reward, but far from showing respect. Many teachers got a raise in the past four years, but again that is an “average” raise. Bonuses in this case seem more like “hush money” and a means to brag that lawmakers seem to care about teacher compensation. But if Berger really respected teachers, he would do more for them than give “bonuses” to a few of them. He would reward them with salaries comparable with the rest of the nation. He would restore due-process rights for new teachers, he would give back graduate degree pay, he would stop measuring schools with a defeatist model, and he would restore longevity pay.
- It’s pure grandstanding. There is uncontrolled charter school growth. There are loosened sanctions on for-profit virtual schools. There are massive amount of money going to Opportunity Grants which will no doubt fill the coffers of schools that do not even teach the same curriculum as those teachers you want to “reward” with these bonuses. There is a lawsuit between our puppet state superintendent and the state school board Berger helped appoint, and an ISD district still out there. There is the lowered per pupil expenditure. All of this affects the very schools that Berger thinks a bonus will help to hide.
Sen. Berger thinks that bonuses are part of the solution. Rather, it’s a symptom of a bigger problem.
But if he wants to make comparisons with North Korea, then he might want to look at his own actions in promoting unconstitutional mandates that gerrymander districts to ensure certain people remain in power, that suppress minority voters so they do not have a voice, and that attempt to rig a judicial election cycle so that two of the three branches of the state government are under one thumb.
And there are so many excellent teachers who will never receive a bonus because the work they do in advancing kids can never be measured by the eyes of the narrow-minded who have no idea of what happens inside of a classroom.
Like Phil Berger.