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Teacher Alternate Compensation Models
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Book Synopsis Teacher Alternate Compensation Models by : Heidi Taylor-Eliopoulos
Download or read book Teacher Alternate Compensation Models written by Heidi Taylor-Eliopoulos and published by . This book was released on 2015 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study was conducted in two phases. The first phase, the qualitative phase, involved structured interviews of ten Wisconsin teachers and ten Wisconsin principals. The second phase, the quantitative phase, involved a survey of 720 Wisconsin teachers and 402 Wisconsin principals.
Book Synopsis Valuing Teaching by : Jane Christine Holmberg
Download or read book Valuing Teaching written by Jane Christine Holmberg and published by . This book was released on 2006 with total page 786 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Alternative Teacher Compensation Systems by : Emilio Landolfi
Download or read book Alternative Teacher Compensation Systems written by Emilio Landolfi and published by SAEE. This book was released on 2003-09 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: A look at existing emerging alternative approaches to the single-salary teacher compensation structure found in most school districts in Canada
Book Synopsis Paying Teachers for What They Know and Do by : Allan Odden
Download or read book Paying Teachers for What They Know and Do written by Allan Odden and published by Corwin Press. This book was released on 2002 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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)
Book Synopsis Redesigning Teacher Pay by : Susan Moore Johnson
Download or read book Redesigning Teacher Pay written by Susan Moore Johnson and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Pay and Teacher Quality by : James H. Stronge
Download or read book Teacher Pay and Teacher Quality written by James H. Stronge and published by Corwin Press. This book was released on 2006-04-05 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This is a good and needed book. I would buy it, and recommend it to a wide range of educators." -Kenneth D. Peterson, Author Professor, Portland State University "The authors have amassed a tremendous amount of information and assembled it into a very readable book that is an excellent resource." -Randel Beaver, Superintendent, Archer City School District, TX Attract and retain the highest-quality teachers through competitive compensation programs! While many working in the teaching profession cite intangible rewards as reasons for staying in the profession, concrete rewards such as salary, benefits, and working conditions are inextricably linked to attracting, developing, and retaining highly-qualified teachers. This timely text examines the fundamental link between teacher pay and teacher quality as well as the extent to which compensation can be aligned with student achievement. A range of existing compensation models are reviewed in order to provide a balanced, practical, research-based approach for developing a comprehensive, best-practice teacher compensation system. School administrators can use these synthesized, innovative findings to Determine the most practical compensation model for achieving their school′s objectives Examine different pay options used across the country Connect their school′s compensation program to organizational goals Discover how to attract and retain high-quality teachers Advance student achievement and improve teacher retention by developing a deeper understanding of the connection between teacher pay and teacher quality.
Book Synopsis Alternative Compensation Terminology by : Cortney Rowland
Download or read book Alternative Compensation Terminology written by Cortney Rowland and published by . This book was released on 2009 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools, districts, and states across the nation are changing the way educators are paid. Through the Teacher Incentive Fund (TIF) and other publicly and independently funded programs, educators at every level are designing and implementing modified pay and reward structures for teachers and principals. Sometimes these initiatives are called "merit pay" and sometimes they are referred to as "pay for performance." In other situations, one might hear a program referred to as "differentiated compensation." Currently, the field uses dozens of expressions to describe these different reform efforts, including the following: (1) Merit pay; (2) Performance pay, pay for performance, or performance-based compensation; (3) Alternative compensation; (4) Differential pay (including "knowledge- and skills-based pay"); (5) Teacher incentives or incentive pay; and (6) Teacher bonuses. The discussion about what this all means and the terms that are used to describe these efforts have taken on a life of their own. The vocabulary can be confusing and imprecise, and it potentially gets in the way of a productive discussion about the substantive issues of reforming teacher pay. The misuse of these terms by education stakeholders, policymakers, and the media as well as the frequent misrepresentation of programs based on incorrect terminology have created two unfortunate situations: (1) the terms themselves are losing meaning, and (2) reform efforts are faltering before they even begin, in part because they are incorrectly described. Although all of the terms in the list above are important for a discussion about the terminology of educator pay reform, this paper focuses primarily on the first two terms, "merit pay" and "performance pay" because they are the most commonly used when discussing programs and initiatives related to alternative compensation. Furthermore, these terms are used interchangeably, and little effort is made to distinguish their meaning. When it comes to alternative compensation terminology, particularly the use of the terms "merit pay" and "performance pay," this Emerging Issues paper puts forth the following three points for policymakers, education stakeholders, and the media to consider: (1) the Center for Educator Compensation Reform (CECR) argues for the "discontinuation of the term 'merit pay.'" "Merit pay" is an outdated term that typically refers to teacher pay based on principal evaluations, which have traditionally been rife with problems; (2) CECR suggests that when stakeholders, policymakers, and the media describe an alternative compensation system, they "use terms consistently." Those individuals working on the development and/or implementation of a program should develop a communication plan that uses clear and consistent language to describe the title, goals, and design features of the program. A well-constructed plan can ensure the consistent use of terminology and must be widely shared with the public and media. The public and the media should consider such plans when communicating about alternative compensation programs to further ensure the consistent use of terminology; and (3) CECR recommends that stakeholders, policymakers, and the media "include a description of the specific measure of performance" to be rewarded when they describe alternative compensation programs. For example, will teachers receive performance awards based on student test scores, principal evaluations, or a combination of both? Including language about specific performance measures will allow those who communicate about alternative compensation to share a clear message of program design with audiences, instead of allowing audiences to speculate about what a program entails based on general or misleading terms. Quick-Reference Glossary of Terms Related to Alternative Compensation is appended. (Contains 2 tables.
Book Synopsis Teachers' Perceptions about how an Alternative Method of Compensation Affected Their Teaching Practice by : Juan Pablo Barrio
Download or read book Teachers' Perceptions about how an Alternative Method of Compensation Affected Their Teaching Practice written by Juan Pablo Barrio and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers have historically been paid using a single salary schedule. However, since the publication of A Nation at Risk (1983), calls for implementing reforms have led to alternative pay for teachers becoming increasingly common among districts across the nation. Such implementations have seldom been accompanied by input from teachers about how such methods affect their profession. Since teacher's voice seems to remain almost absent in research about these implementations, with a few exceptions noted in the literature review, their input about how such methods of alternative compensation impact their work as educators emerge as a necessity. Research-based knowledge must fill this need. The purpose of the study was to measure teachers' perceptions about how an alternative method of compensation has affected their teaching practice, motivation, and collaboration. The study sought to describe patterns of relationships between the perceptions of teachers about the impact on teaching practice, motivation, and collaboration of the incentive pay plan implemented under the Districts Awards for Teacher Excellence (DATE) and an array of independent variables related to the exercise of their profession in their campus. These variables include money awarded by the program, subject and grade taught, and teacher characteristics (experience, certification, demographic data, etc.). A survey research design was used in the study. The instrument was administered to teachers in elementary and middle schools campuses in the Fort Bend Independent School District, in the metro area of Houston, Texas, where alternative compensation funded by the District Awards for Teacher Excellence (DATE) was implemented. Data collection occurred during May 2010, and the online survey was accessed by 241 teachers. One potential participant did not accept to take part in the study and 22 participants did not answer any instrument's item, thus leaving the total number of actual respondents to 219. Factorization techniques were used to confirm the validity and reliability of the instrument. Data analysis was conducted using simultaneous multiple linear regression statistical techniques. The results of the study showed that the scales developed to measure the perceived impact of compensation on teaching practice, motivation, and collaboration are adequate scientific measurement tools. The results also indicated that the findings concluded from the scales developed should be analyzed with caution. The regression models processed to find the degree of association between predictor variables and the perceived effect of alternative compensation did not show statistical significance in two of the three perception scales measured: teaching practice and collaboration. The regression model processed to find the degree of association between predictor variables and the perceived effect of alternative compensation on motivation showed overall statistical significance. Two independent variables in the model showed a statistically significant degree of relationship with the dependable variable: one positive (Asian teachers compare to White teachers) and one negative (Age). Therefore, it seems reasonable to suggest that the DATE incentive program did not affect in any significant way teachers' teaching practice, motivation, and collaboration in the exercise of their profession, as perceived by the teachers themselves.
Book Synopsis A Study of Teachers' Opinions of Alternative Compensation Plans by : Donna Kay Wilkin
Download or read book A Study of Teachers' Opinions of Alternative Compensation Plans written by Donna Kay Wilkin and published by . This book was released on 1988 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Minnesota Teachers' Perceptions of Alternative Compensation Plans by : Jon Patrick Ellerbusch
Download or read book Minnesota Teachers' Perceptions of Alternative Compensation Plans written by Jon Patrick Ellerbusch and published by . This book was released on 2007 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Patterns of Teacher Compensation by : Jay G. Chambers
Download or read book The Patterns of Teacher Compensation written by Jay G. Chambers and published by . This book was released on 1996 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents information regarding the patterns of variation in the salaries paid to public and private school teachers in relation to various personal and job characteristics. Specifically, the analysis examines the relationship between compensation and variables such as public/private schools, gender, race/ethnic background, school level and type, teacher qualifications, and different work environments. The economic conceptual framework of hedonic wage theory, which illuminates the trade-offs between monetary rewards and the various sets of characteristics of employees and jobs, was used to analyze The Schools and Staffing Survey (SASS) database. The national survey was administered by the National Center for Education Statistics during the 1987-88, 1990-91, and 1993-94 school years. Findings indicate that on average, public school teachers earned between about 25 to 119 percent higher salaries than did private school teachers, depending on the private subsector. Between about 2 and 50 percent of the public-private difference could be accounted for by differences in teacher characteristics, depending on the private subsector. White and Hispanic male public school teachers earned higher salaries than their female counterparts. Hedonic wage theory would predict that teacher salaries would be higher in schools with more challenging, more difficult, and less desirable work environments. Schools with higher levels of student violence, lower levels of administrative support, and large class sizes paid higher salaries to compensate teachers for the additional burdens. However, some of the findings contradict the hypothesis. For example, public school teachers working in schools characterized by fewer family problems, higher levels of teacher influence on policy, and higher job satisfaction also received higher salaries. In conclusion, the results are consistent with the hypothesis that a complex array of factors underlie the processes of teacher supply and demand and hence the determination of salaries. Teachers are not all the same, but are differentiated by their attributes. At the same time, districts and schools are differentiated by virtue of the work environment they offer. Seventeen tables and two figures are included. Appendices contain technical notes, descriptive statistics and parameter estimates for variables, and standard errors for selected tables. (Contains 84 references.) (LMI)
Book Synopsis Projections of Educational Statistics to ... by :
Download or read book Projections of Educational Statistics to ... written by and published by . This book was released on 2006 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides 10-year projections of statistics for elementary and secondary schools and institutions of higher education; includes enrollments, graduates, teachers, and expenditures.
Book Synopsis Projections of Education Statistics to 2006 by : William J. Hussar
Download or read book Projections of Education Statistics to 2006 written by William J. Hussar and published by DIANE Publishing. This book was released on 1997-05 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes statistics on elementary and secondary schools and institutions of higher education at the national level. Included are projections for enrollment, graduates, classroom teachers, and expenditures to the year 2006. Includes projections of elementary and secondary enrollment and high school graduates to the year 2006 for public elementary and secondary schools at the state level. Also contains a methodology section describing models and assumptions used to develop the national projections. Over 200 charts, tables, graphs and maps. Glossary. Data sources.
Book Synopsis Encyclopedia of Educational Leadership and Administration by : Fenwick W. English
Download or read book Encyclopedia of Educational Leadership and Administration written by Fenwick W. English and published by SAGE Publications. This book was released on 2006-02-16 with total page 1265 pages. Available in PDF, EPUB and Kindle. Book excerpt: To read some sample entries, or to view the Readers Guide click on "Sample Chapters/Additional Materials" in the left column under "About This Book" The Encyclopedia of Educational Leadership and Administration presents the most recent theories, research, terms, concepts, ideas, and histories on educational leadership and school administration as taught in preparation programs and practiced in schools and colleges today. With more than 600 entries, written by more than 200 professors, graduate students, practitioners, and association officials, the two volumes of this encyclopedia represent the most comprehensive knowledge base of educational leadership and school administration that has, as yet, been compiled. Key Features Represents a "knowledge dynamic" of the field by presenting ideas and perspectives that are in the minds, hearts, and aspirations of those practicing in the profession Includes a wide range of topics covering teaching and learning, curriculum, psychology and motivation, budgeting and finance, law, statistics, research, personnel management, planning, supervision, and much more Contains more than 75 biographical sketches of people whose ideas, aspirations, and lives have contributed much to the profession Animates the reader′s thinking and defines possibilities by presenting terms, ideas, concepts, research, and theories that are circulating in the field The Encyclopedia of Educational Leadership and Administration is a must-have reference for all academic libraries as well as a welcome addition to any leadership in education collection.
Book Synopsis Reclaiming the Teaching Profession by : J. Amos Hatch
Download or read book Reclaiming the Teaching Profession written by J. Amos Hatch and published by Rowman & Littlefield. This book was released on 2015-02-24 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reclaiming the Teaching Profession gives educators (especially teachers and future teachers) and their allies a clear overview of the massive effort to dismantle public education in the United States, which includes a direct attack on teachers. The book details, and provides a systematic critique of, the shaky assumptions at the foundation of the market-based reform initiatives that dominate the contemporary education scene. It names and exposes the motives and methods of the powerful philanthropists, politicians, business moguls, and education entrepreneurs who are behind the reform movement. It provides counter narratives that public school advocates can use to talk back to those who would destroy the teaching profession and public education. It includes examples of successful acts of resistance and identifies resources for challenging reformers’ taken for granted primacy in the education debate. It concludes with strategies educators can use to “speak truth to power,” reclaim their professional status, and reshape the education landscape in ways that serve all of America’s children and preserve our democracy.
Book Synopsis Improving Teacher Quality by : Sabrina W. Laine
Download or read book Improving Teacher Quality written by Sabrina W. Laine and published by John Wiley & Sons. This book was released on 2010-12-07 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Techniques for the difficult task of improving teacher quality No one stakeholder group can realize lasting change on their own; nor can any reform initiative focusing on just one type of strategy create the workplace conditions needed to truly build capacity within the education profession. Rather, stakeholders must focus on collaborating, reaching common understanding, and prioritizing for ultimate impact on the quality of teachers and teaching. This book discusses research and concrete examples of practice tied to teacher quality intended to improve eight key interrelated factors: Preparation; Recruitment; Hiring; Induction; Professional Development; Compensation and Incentives; Working Conditions; and Performance Management. Offers a framework and strategies for understanding the issues that make up the teacher quality question Written for educational leaders, superintendents, district administrators, teacher leaders, and principals, as well as policy-makers and other stakeholders Filled with illustrative examples teacher quality The author addresses the most important factor that affects student achievement-the quality of the teacher.
Book Synopsis The Board and Superintendent Handbook by : Amy E. Van Deuren
Download or read book The Board and Superintendent Handbook written by Amy E. Van Deuren and published by Rowman & Littlefield. This book was released on 2015-09-10 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Board and Superintendent Handbook: Current Issues and Resources is a practical guide for both board members and superintendents. The book includes contributions from experienced and new superintendents and board members on a wide range of topics that boards and superintendents must navigate together successfully in order to move districts in a positive direction for students, staff, parents, and communities.
