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Paying for Improvement: Teacher Compensation Reform. re:VISION No. 04, Part 3

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Bibliographic Details
Title: Paying for Improvement: Teacher Compensation Reform. re:VISION No. 04, Part 3
Language: English
Authors: Jackson, Stephen, Remer, Casey, Hunt Institute
Source: Hunt Institute. 2014.
Availability: Hunt Institute. 1000 Park Forty Plaza Suite 280, Durham, NC 27713. Tel: 919-425-4160; Fax: 919-425-4175; e-mail: info@hunt-institute.org; Web site: http://hunt-institute.org
Peer Reviewed: N
Page Count: 12
Publication Date: 2014
Intended Audience: Policymakers
Document Type: Reports - Descriptive
Descriptors: Teacher Salaries, Compensation (Remuneration), Teacher Effectiveness, Teacher Qualifications, Teacher Certification, Context Effect, Incentive Grants, Merit Pay, Staff Utilization, Personnel Policy, Change Strategies, Case Studies, Administrative Policy, Teacher Employment Benefits, Teacher Motivation
Geographic Terms: California, Colorado, District of Columbia, Florida, Hawaii, Indiana, Iowa, Louisiana, Michigan, Minnesota, Nevada, New Mexico, New York, Ohio, Rhode Island, Tennessee, Texas, Utah
Abstract: Policymakers know that improving teaching in our schools requires a systemic look at many policies related to educator effectiveness. For example, teacher preparation programs need to be dramatically improved and strengthened, but without accompanying reform in compensation, even highly effective and innovative schools of education are unlikely to continue attracting top students who have more lucrative post-degree options. Likewise, to carry out compensation reform successfully, states need thoughtful, fair systems for measuring teacher performance. This issue of re:VISION, part of a special series on teacher effectiveness, examines the role of educator compensation through this lens and offers considerations for policymakers who are examining teacher compensation in their states. [For Part 1 of this series, see ED559385; for Part 2, see ED559387; for Part 4, see ED559388; and for Part 5, see ED559391.]
Abstractor: ERIC
Number of References: 33
Entry Date: 2015
Accession Number: ED559381
Database: ERIC
Description
Abstract:Policymakers know that improving teaching in our schools requires a systemic look at many policies related to educator effectiveness. For example, teacher preparation programs need to be dramatically improved and strengthened, but without accompanying reform in compensation, even highly effective and innovative schools of education are unlikely to continue attracting top students who have more lucrative post-degree options. Likewise, to carry out compensation reform successfully, states need thoughtful, fair systems for measuring teacher performance. This issue of re:VISION, part of a special series on teacher effectiveness, examines the role of educator compensation through this lens and offers considerations for policymakers who are examining teacher compensation in their states. [For Part 1 of this series, see ED559385; for Part 2, see ED559387; for Part 4, see ED559388; and for Part 5, see ED559391.]