Redesigning Teacher Pay PDF Download

Author: Susan Moore Johnson
Publisher:
ISBN: 9781932066401
Category : Education
Languages : en
Pages : 0

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Author: Karen Hawley Miles
Publisher:
ISBN:
Category :
Languages : en
Pages : 31

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William Taylor, 29, a third generation Washington, D.C. resident stands out for a number of reasons. For one, he is an African American man who taught math at an elementary school for many years. Taylor excelled in the role, so much so that he now coaches his fellow math teachers at Aiton Elementary School, which is located in a high-poverty Washington D.C. neighborhood. He has also been profiled in the national news--specifically in "The Atlantic"--where it was noted that, in a typical school year, 60 percent of Taylor's students start their first day in his class doing math below grade level, but by the end of the year, 90 percent of his students are performing above grade level. For his exemplary work Taylor earned $131,000 in 2013--another factor that makes him stand out as a public school teacher. In 2013, after seven straight years of extraordinary performance reviews Taylor received a base salary of $96,000, a $25,000 bonus for being a highly effective teacher in a high-poverty school, and a $10,000 award for outstanding teaching and dedication to his work. With the money he's saved since he started teaching, Taylor recently bought a house in Washington, a city that annually ranks as one of the most-expensive cities in America. He also purchased his dream car: a black Chevrolet Camaro. Taylor's financial success was made possible by the District of Columbia Public Schools', or DCPS, revamped teacher compensation system known as IMPACTplus. Introduced in 2009, IMPACTplus redesigned the step-and-lane pay scale--which rewarded teachers solely for years of experience and degree attainment--to include measures of performance and school leadership. Before the implementation of IMPACTplus, Taylor earned $42,000 a year as a teacher and gave serious consideration to changing to a more lucrative profession. "The [increased] compensation has made me more inclined to stay in education," Taylor says now. "It also makes me more inclined to be a teacher in DCPS because if I go to other districts, I'm not making that type of money." Through IMPACTplus, teachers like Taylor who earn highly effective ratings on IMPACT--the DCPS teacher evaluation system that evaluates teacher performance through multiple measures, including student performance and observation of practice--receive substantial raises to their base salaries in addition to annual bonuses. Early data from DCPS show this strategy of financially rewarding high-performing teachers more may be starting to pay dividends. A recent study found that DCPS has retained 92 percent of its highly effective teachers and 86 percent of its effective teachers between the 2010 and 2012 school years. By contrast, only 59 percent of the district's minimally effective teachers are still in DCPS during the same time period. In addition, another recent report found that while compensation was one of the top three reasons cited by high-performing teachers for leaving the classroom in other districts, in DCPS, high-performing teachers who left the district ranked compensation at the bottom of the list--20th out of 20 reasons--for ceasing to teach. Furthermore, over the last several years, the number of DCPS applicants for teaching positions rose by 45 percent. "We have effectively eliminated compensation as a reason our top teachers leave--and we're increasingly seeing great teachers coming to DCPS because they want to teach in a district where they can be paid what they deserve," said Scott Thompson, DCPS's deputy chief of human capital for teacher effectiveness. DCPS is not the only district that has overhauled its compensation system with the aim of paying effective educators substantially more than they earned in years prior, yet it is still an unusual practice. In nearly 90 percent of districts across the nation, teachers are not recognized for their effectiveness through increased compensation. This report reveals the key policy decisions undertaken by 10 districts that have made it possible to revamp their compensation systems and, at the same time, both keep their systems solvent and achieve district goals. While the specific goals of each district vary, all 10 districts used compensation to attract, retain, and leverage high-performing teachers. The 10 districts presented in this report have been among the first in the nation to redesign their teacher compensation systems. These so-called first-mover districts include: Baltimore City, Maryland; Denver, Colorado; Douglas County, Colorado; Harrison School District 2, Colorado; Hillsborough County, Florida; Lawrence, Massachusetts; New Haven, Connecticut; Pittsburgh, Pennsylvania; Putnam County, Tennessee; and Washington, D.C. First-mover districts vary in location, size, governance structure, and student academic performance, proving that diverse districts throughout the country can find ways to reform teacher compensation systems regardless of context. The first-mover districts considered the following key components during the teacher compensation redesign process. Not all districts altered each.

Author: Michael M. DeArmond
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 9

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Author: Jill Vialet
Publisher: John Wiley & Sons
ISBN: 1119663652
Category : Education
Languages : en
Pages : 226

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Transform Your School’s Substitute Teaching Experience Just like everything else, substitute teaching is about to undergo a big change. In Substantial Classrooms: Redesigning the Substitute Teaching Experience, authors Jill Vialet and Amanda von Moos usher in a new era of innovation in substitute teaching. Threaded with concrete and actionable ways to improve the experience of substitute teaching for administrators, students, and the teachers themselves, Substantial Classrooms is a leading voice for innovation and renewal in substitute teaching. Instead of viewing substitute teachers as a placeholder in an educator’s absence, this book encourages readers to view substitute teachers as vital resources that diversify the typical classroom learning experience. While other books look only at making a bad situation bearable, this book re-examines substitute teaching with an eye towards reinventing it as a unique and valuable part of students’ educational experience. Key themes of Substantial Classrooms include: How substitute teaching works today Applying human-centered design to create change in legacy systems like substitute teaching Concrete and inspiring examples of different models for substitute teaching, for example, reimagining it as paid fieldwork for aspiring teachers. In addition to these key themes, every chapter includes stories and techniques from dynamic and innovative educational practitioners. This must-have guide to substitute teaching can improve schools everywhere and revolutionize the way educators, school and district leaders, colleges, and community partners view the experience of substitute teaching as a lever to positively impact schools.

Author: William A. Firestone
Publisher: SUNY Press
ISBN: 9780791411230
Category : Education
Languages : en
Pages : 288

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Redesigning Teaching provides concrete case studies of school districts implementing teacher reforms. The cases describe the changes, give the history and dynamics of each project, examine how teachers respond to new policies and procedures, and tell how state policy affects local efforts to change teaching. The book also suggests that while short-term improvements can be accomplished through bureaucracy, serious reform requires professionalization. The authors identify challenges that state governments, school administrators, and teachers' associations must face if they really want to professionalize teaching.

Author: Jennifer L. Goeke
Publisher: Routledge
ISBN: 1315518430
Category : Education
Languages : en
Pages : 262

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Redesigning Special Education Teacher Preparation describes both challenges and possible solutions to redesigning and restructuring high-incidence teacher preparation programs so graduates will meet the Highly Qualified Teacher requirements and be prepared to teach students with high-incidence disabilities. This powerful new text discusses many possible reforms, including field-based teacher preparation, a focus on evidence-based core practices and teacher moves, collaboration with K–12 school-based partners as teacher educators, interdisciplinary collaboration across university faculty, and a grounding in current expectations for high-stakes accountability and program evaluation.

Author:
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ISBN:
Category :
Languages : en
Pages :

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Author:
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Languages : en
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"Reinventing Teacher Compensation Systems" is an article written by Carolyn Kelley and Allan Odden. The article was originally published in September 1995 as a Consortium for Policy Research in Education (CPRE) Finance Brief. The authors discuss the history of teacher pay changes and state that several elements should be considered in redesigning teacher compensation, such as competency-based pay and group-based performance awards. The U.S. Department of Education provides the article online.

Author: Matthew Hendricks
Publisher:
ISBN:
Category :
Languages : en
Pages : 60

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This study presents the literature's first estimates of the effect of teacher pay on the distribution of experience among teachers hired by public school districts. Overall, a 1% increase in base salary for teachers of a particular experience level increases the proportion of the targeted teachers hired by 0.04-0.08 percentage points. Pay increases have the largest effect on hire rates among teachers with 2-3 years of experience and the effect diminishes with experience. I show that higher teacher salaries provide a dual benefit of retaining and attracting a more effective distribution of teachers. Districts may also improve student achievement growth at no cost by reshaping their salary schedules so that they are increasing and concave in teacher experience.

Author: Thomas Kane
Publisher: John Wiley & Sons
ISBN: 1118837185
Category : Education
Languages : en
Pages : 604

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WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University