Gov. Pat McCrory’s most recently proposed initiatives within the North Carolina education system are designed to incentivize students and potential teachers to pursue education specifically in science and math. The plan reflects the increasing demand for educators and professionals in math and science fields in the state. Legislators and education officials throughout the state have agreed that the propositions will have negative consequences that outweigh the benefits of increased participation.
McCrory’s proposed initiative would pay science and math teachers more to encourage college graduates in these fields to become K-12 teachers rather than taking higher-paid jobs in other fields.
The propositions may reflect President Barack Obama’s remarks concerning the future of the technology and energy sectors at N.C. State University this past week. Regardless of the future of these industries in North Carolina, skewing the incentives of future education professionals will only hurt the state. Education experts and officials agree that merit-based pay systems, such as this one proposed by McCrory, have proven unsuccessful many times.
Incorrect incentives detract from the collaborative nature of work between colleagues as unequal pay inherently establishes a hierarchical system. This different culture would only make it more difficult for teachers to work together.
Moreover, the decrease in relative pay and the possible lack of upward mobility in pay scale for teachers that do not focus in science or math could cause many to look toward administrative roles — jobs that often come with larger salaries.
The supply of teachers is already a relatively contested matter in the state, and the possibility of losing any more would make a bad situation worse.
While the goals of McCrory’s plan are understandable considering the need for science and math professionals in the future, the backlash that will be felt by fellow colleagues in the education system will ultimately prove too costly and the plan will likely be deemed a mistake.
It makes much more sense to install a non-merit and/or non-seniority based system instead that will protect the interests of all educators.
Possible alternatives have been raised by Chapel Hill-Carrboro City Schools officials that would reward teacher pay according to additional education classes taken. Professional development has been proven to increase teachers’ effectiveness. Adding wage incentives to further professional development would be one of the most direct ways to tie salaries to ability.
