Gov. Kenny Guinn took a big step toward improving accountability in public education when he proposed merit pay increases for teachers who improve student performance at low-achieving schools.

But a look at the fine print reveals a plan that does not stray from the collectivist approach to teacher compensation. Instead of giving the biggest pay raises to the teachers who get the best results, Gov. Guinn's proposal would base merit increases on a school's overall performance or the achievement of students in a specific grade.

"We need to use it in a team approach," Gov. Guinn said. "If just certain people are successful, a school will still end up on the failure list."

Ah, the team approach. Anyone who has participated in a group project at any level of education knows how those turn out. One person carries the load, a few slackers enjoy the ride and everyone receives the same grade. The weak links get better than they deserved, and the brightest star is punished for shortcomings beyond his or her control.

So the teacher who braves the challenging environment of a low-performing school and turns around test scores will be rewarded only if every peer does the same.

Gov. Guinn's "pay for performance" plan serves as a disincentive for teachers to remain at low-performing schools and furthers the notion that public education, a field that employs millions of people across the nation, is the lone domain where supervisors cannot be trusted to reward individual ability and performance.

If Gov. Guinn is serious about improving accountability and retaining outstanding educators, he will devise a plan that covers all teachers and allows principals the discretion to recognize their best and brightest with fatter paychecks --- and let poor producers know they will take it in the wallet if they don't do better.