The Editor, Sir:

I am puzzled by the discussion about performance-based pay that is being proposed. Several persons have shared their views on it but they have not cleared up any of the unanswered questions that I have.

I would really like to know how this performance is going to be measured. Take these scenarios, for example: A trained teacher in mathematics has evening classes for students, classes on Saturdays and during the holidays just to prepare them to sit their external exams. Yet, when the results are out she only gets 50 per cent passes.

No extra lessons

Scenario 2: Another teacher of social studies only goes to classes during her assigned time; there are no extra lessons yet she gets 80-100 per cent passes in external exams.

How would these teachers be paid? Would they be paid on actual results or performance? Isn't it a fact that mathematics is much harder for many students than social studies, and carries a much longer syllabus?

What would be the criteria for paying those who teach the more difficult subjects? Couldn't this greatly have a negative impact on our students, where teachers only send students who they are sure will pass these exams to do them, in order to get a good salary?

Some subjects carry school-based assessments (SBAs) that value between 35 and 50 per cent of the total exams grade. Teachers sometimes have to write and rewrite SBAS for students. In the end they pass the exam, hence teachers do a part of the exam for students. What about some of the more difficult exams that don't carry an SBA?

Different criteria?

I would love to know if there will be different criteria for paying teachers in the upgraded high schools from those in the traditional high schools. In some of the traditional high schools, students have to get a 90 per cent average on their GSAT to earn a place in these schools. Yet, for some to 'earn' a place in some of these upgraded high schools, all they have to do is to maintain an average of below 30 per cent.

What the Government needs to do is make management in schools more accountable. Force them to motivate their staff to work to their full potential.

I don't think teachers are afraid of performance-based pay. They want to see equality in the system and a standard that will take into consideration all the factors that affect students' learning. Teachers do not want to be charged or penalised for things over which they have no control.

I am, etc.,

E. COLEMAN

daintyangel21@yahoo.com

Port Maria

St Mary