Michigan teachers' performance would play a bigger role in the amount they get in their paychecks under a proposal being debated in Lansing.
House Bill 4625 was recently debated in the House Education Committee. It would make teacher job performance the primary factor in determining pay, making years on the job and advanced degrees less significant.Under current law, job performance only has to be one factor in teacher pay, along with the number of years in the classroom and achievement of advanced degrees.
Supporters argue that moving away from a system that rewards seniority will improve teachers and benefit students. But opponents worry the policy could cause competition among teachers.
Do you think a teachers performance in the classroom should be directly linked to their salary?
UpNorthLive's Facebook fans are weighing in on the issue.left this comment: " NO, you have some students that want to do well, and than you have other students that just want to mess around and not pay attention. Why is it the teachers fault for that. The teachers hands are tied when it comes to discipline and the children know it. So a lot of the students don't give the teachers the respect that they deserve. If it was the way it was back in the day when teachers could have control of the students and not worry about their actions than I would say YES." wrote: " Yes. Just like any other job. You get evaluated yearly and, based on your performance, either you get a raise or not." left this comment: " I teach a group of gifted students, so they always outscore other peer groups on things like MEAP and district tests. Is that fair to the other teachers for me to be paid more??? Of course NOT. They came to me already very able learners. Maybe if "teacher performance" was based on student growth rather than setting a bar and expecting all students to get there, it might make more sense."
Tell us what you think by voting in the poll below and leaving your comments. You can also get in on the debate by heading to UpNorthLive's Facebook fan page.