Download Free Market And Performance Based Reforms Of Teacher Compensation Book in PDF and EPUB Free Download. You can read online Market And Performance Based Reforms Of Teacher Compensation and write the review.

This paper provides a review of recent policy initiatives to reform teacher compensation systems and evidence regarding the effect of these policies. The first section examines the current structure of teacher compensation in the U.S. K-12 public education system. The compensation "system" for teachers is fragmented and uncoordinated. Teacher compensation is largely set by salary schedules that are neither market-oriented nor performance-driven. The second section reviews pay reforms being implemented in U.S. public school districts. The third section of the paper examines the small but growing evaluation literature on compensation reform, paying particular attention to evidence from studies using experimental and quasi-experimental designs to assess the impact of the program on student achievement and teacher outcomes. A final section provides observations on prospects for future reform, and suggestions for policy research. (Contains 6 tables and 10 footnotes.).
The concept of pay for performance for public school teachers is growing in popularity and use, and it has resurged to once again occupy a central role in education policy. Performance Incentives: Their Growing Impact on American K-12 Education offers the most up-to-date and complete analysis of this promising—yet still controversial—policy innovation. Performance Incentives brings together an interdisciplinary team of experts, providing an unprecedented discussion and analysis of the pay-for-performance debate by • Identifying the potential strengths and weaknesses of tying pay to student outcomes; • Comparing different strategies for measuring teacher accomplishments; • Addressing key conceptual and implemen - tation issues; • Describing what teachers themselves think of merit pay; • Examining recent examples in Arkansas, Florida, North Carolina, and Texas; • Studying the overall impact on student achievement.
This book discusses various pay and compensation initiatives in use nationwide, highlighting: (1) How Are Teachers Compensated?" (current status of teacher compensation and the changing context of teaching); (2) "What Have We Learned from Attempts at Change?" (three approaches to compensating teachers, recent short-lived reform efforts, and other factors supporting compensation reform); (3) "The Elements of Pay and Compensation" (traditional pay, new approaches to pay, pay for behaviors or outcomes, and benefits as part of compensation); (4) "What Is the Relationship between Pay and Motivation?" (theories of motivation, implications of motivation theories for compensation, applications to education, and compensation factors motivating teachers); (5) "Rewarding Individual Teachers for Developing and Deploying Needed Knowledge and Skills" (knowledge- and skill-based pay and examples of such pay structures); (6) "School Bonuses for Improved Student Performance" (group-based performance awards, examples of performance awards, and gain-sharing programs); (7) "Designing and Implementing Alternative Teacher Compensation Systems" (compensation and school improvement, three design strategies, and stakeholder roles); and (8) "Compensation To Enhance Teacher Quality and Supply" (staffing and compensation challenges, issues, and innovations). Two resources present generic models of knowledge- and skill-based pay and principles for implementing change in compensation. (Contains approximately 335 references.) (SM)
This book provides an in-depth analysis of a performance-based pay initiative and crystalizes the design issues and implementation challenges that confounded efforts to translate this promising policy into practice. This story has much to say to academics and policymakers who are trying to figure out the combinations of incentives and the full range of resources required to establish incentive programs that promote an adequate supply and equitable distribution of capable and committed educators for our public schools. The book uncovers the conditions that appear to be necessary, if not fully sufficient, for performance-based initiatives to have a chance to realize their ambitious aims and the research that is required to guide policy development. In so doing, the authors consider the thorny question of whether performance-based pay systems for educators are worth the investment. Book Features: Examines the use of educator compensation reform as a tool to improve human capital in chronically low-performing schools. Analyzes how a theoretically promising incentive program actually plays out in schools. Documents policy implementation and its impacts through the experiences and voices of teachers and school administrators. Concludes with clear and actionable recommendations for policy and research.
This book asks whether higher salaries have improved the quality of newly recruited teachers. It reviews data on the characteristics of beginning teachers and shows how important features of the labor market for teachers systematically undermine efforts to improve teacher quality. The text also offers a comparison of personnel policies and staffing patterns in public and private schools, focusing on national trends in teacher recruitment. It discusses ways to measure teacher quality, examines several indicators of quality, such as student achievement and principals' ratings of their staffs, and then uses these findings to assess the evidence on salary growth and teacher recruitment. It looks at what has gone wrong with teacher recruitment and offers an analysis of the operation of the teacher labor market so as to interpret findings. These results are used to review the implications for teacher recruitment of various other reforms of current interest. The text also describes the prospects for reform by examining salary differentiation and rising standards and assesses personnel policies in the private sector to see whether private schools offer a model for reforming public education. This section details teacher quality, working conditions, and compensation policies. The book concludes with a summation of its major points. (Contains an index, approximately 315 references, 12 data tables and 17 figures.) (RJM)
In a time period where performance based compensation is hotly contested in the arena of educational reform, this dissertation seeks to help improve our understanding of pay for education employees. This is accomplished by examining the existing relationship between the salaries and performance of education employees via three studies.The first study: "The Efficiency of Negotiated Labor Markets as Compared to Empirical Labor Markets within the Public School Setting" seeks to provide guidance as to the efficiency of four relevant teacher salary labor markets defined by various criteria. Although a similar study has been conducted in the past, the present study is conducted in a different time period (during an economic downturn) and state (California). In addition this study incorporates the examination of the negotiated labor markets that districts actually used for the purpose of setting teacher salary rates and uses a randomized block design with a sample of California school districts (5 target districts used for comparative purposes and 200 object districts selected to fit with the criteria of the various labor markets for the target districts).The second study: "Does District Performance and the Regional Labor Market Influence how Districts Pay Principals in California" uses regression analyses to examine whether a) principals' salaries in California are influenced by past performance - as defined by their districts' test scores from the previous year, and b) whether that relationship changes after accounting for wages of the principals' regional labor market. The third study: "The Relationship between High School Principals' Pay Satisfaction, Turnover Intentions and School Achievement" examines the relationship between principals' degree of pay satisfaction and a proxy for principal performance -California's defined school achievement score known as schools' Academic Performance Index (API). The model was complicated by the additional examination of whether the relationship between principals' pay satisfaction and school achievement might be mediated by the turnover intention of principals, after appropriate controls are accounted for. The importance of potential referent sources (i.e., teachers within the school districts, other high school principals within the school district, and other high school principals in different school districts) for pay satisfaction was also tested. This study uses a two-stage structural equation modeling approach by first examining the measurement model related to facets of pay satisfaction and then testing the overall structural models. Taken together, these studies help improve our understanding of employee salaries in education.
Reward your best teachers for the great work they do! Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today’s most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find An overview of existing merit pay programs and their strengths and weaknesses A review of the 12 most common myths about merit pay, and how school leaders can respond Six guiding principles for designing a merit pay program, along with how-to’s and timelines for every phase Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, and developed in collaboration with teachers Ensure that your district’s merit pay program supports teachers’ professional growth, schoolwide progress, and student achievement. "Ritter and Barnett bring much-needed researched clarity to this complex issue. For school administrators, education policy makers, legislators, and others interested in school reform, this book is a must-read." —Rod Paige, Former U.S. Secretary of Education "This guide is a useful resource for undertaking merit pay, preventing pitfalls, and most importantly, offering solid recommendations for creating well-designed implementations." —Gary Stark, President and CEO National Institute for Excellence in Teaching
Reviewing the research literature on performance pay (or teacher pay incentive) systems in the United States, the author explores some of the most prominent proposed and practiced systems. He explores positive and negative outcomes for the various systems and provides recommendations on how to implement performance pay systems. Annotation (c)2003 Book News, Inc., Portland, OR (booknews.com).