Should all teachers be paid the same regardless of the level of knowledge of their students? Or should the teachers involved be rewarded? How can a fair assessment of teaching quality be made? They are questions often raised in the public space. Now, Iuliana Antoci, the prime minister’s advisor on education issues, comes up with a proposal: “I would match teacher evaluation and maybe even their pay with performance bonuses based on the learning progress of all students.”she declared. We discussed the subject with education specialist Gabi Bartic, who believes that such a measure would come with numerous benefits, but that it is important that teachers do not perceive it as a punishment.
The changes such an approach would bring to the system
Beyond Luciana Antoci’s statements, Gabi Bartic points to educational systems that have been using such approaches for a long time.
“In high-performing systems, we are not talking about rewarding high grades, but about the real progress of each student. Models such as those in Great Britain, the Netherlands or some American states use “value-added” indicators precisely to see how much the school and the teacher contribute to the growth of the student, not just what level the student had at the entrance. says Gabi Bartic.
The specialist also shows what would be the great advantages that the change of paradigm could bring to our educational system: “Such an approach could bring three important changes in Romania: it would shift the focus from the selection of good students to the growth of all students, it would reduce the pressure on meditations and “hunting for marks”, it would create a professional culture based on real and auditable data about learning, not on perceptions”.
However, she points out, the approach can work “only if the indicators are multiple and psychometrically correct, not if everything is reduced to a simplistic score and a collection of sheets in formal performance files”.
What a fair assessment might look like
The discussions in this sphere are extensive, but, Gabi Bartic believes, the answers are already provided by the international bodies that have analyzed the practices of several educational systems and observed what really works:
“OECD analyzes (including TALIS and teacher policy studies) show that functional models are multi-source.
They combine: standardized measured student progress; professionally conducted classroom observations; anonymous feedback from students and parents; contribution to the school community; continuous professional development (with supervision of the quality of training programs).
The result is not a punitive verdict, but a profile of professional development, the main aim remaining the improvement of teaching, not the sanction”.
Equal or performance-based pay?
International experience rejects extremes, says Gabi Bartic and explains why:
“Completely equal pay ignores real differences in impact. Pay strictly on narrowly measured performance produces toxic competition and curricular distortions.”
According to her, a correct approach, also recommended by the OECD, could look like this:
– a sufficiently attractive base salary for the profession;
– moderate financial recognition for demonstrated contributions;
– differentiated professional roles (mentor, curriculum expert, trainer).
Is Romania ready for such a change in approach?
At the moment, in Romania, salaries are set according to the teaching degree, seniority and the type of post and teaching norm. Various increments are added to the basic salary.
Could Romania switch to a model like the one proposed by the OECD?
“From a technical point of view, yes, it is possible. Romania already has: local psychometric expertise; comparable standardized assessment initiatives; digital infrastructure in development.
The challenge is not technology, but system coherence: clear standards, nationally comparable assessments and a culture of fearless data use. The OECD consistently emphasizes that assessment reforms only work when they are perceived as professional support tools, not punitive mechanisms,” answers Gabi Bartic.
What Daniel David proposed
The former Minister of Education, Daniel David, included in the QX report on the state of education in Romania the idea of reorganizing employment methods. In the same document, he discussed the evaluation of teachers every five years:
“Those employed for an indefinite period (tenure holders) are evaluated based on minimum standards every 5 years. An unsatisfactory qualification for the teaching staff will lead to free mandatory training, completed with a rigorous evaluation – if this evaluation is not passed within two years, the contract will no longer be for an indefinite period”.
The former minister also referred to salary, which he said should start from the average salary level, but that further minimum standards should be established for obtaining the salary from the grid.
“Quality indicators for differentiated income must include both educational indicators of performance/progress (e.g. national exams, Olympiads) and educational indicators of inclusion (e.g. school dropout, remedial remedials, progress)”. wrote Daniel David in the report.
