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Alternative Compensation Systems for Teachers

2. What Research Says. Evaluation literature on performance-based pay for teachers:is slendergenerally finds positive achievement effectsis not sufficiently robust to prescribe how systems should be designed, e.g., optimal size of bonus, individual vs. group incentives. Source: Podgursky, M.J. an

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Alternative Compensation Systems for Teachers

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    1. 1 Alternative Compensation Systems for Teachers Prepared by the Office of Legislative Research and General Counsel November 12, 2007

    2. 2 What Research Says Evaluation literature on performance-based pay for teachers: is slender generally finds positive achievement effects is not sufficiently robust to prescribe how systems should be designed, e.g., optimal size of bonus, individual vs. group incentives

    3. 3 What Teacher Quality Organizations Recommend Ongoing, Job-Embedded Professional Development Performance-Based Compensation Evaluation Based on Professional Standards Career Advancement Options

    4. 4 Multiple measures of teacher performance Objective measures of student achievement Incentives available to all teachers at a school Performance rewards are significant

    5. 5 What Teacher Quality Organizations Recommend Related to Evaluation Systems Credible, agree-upon standards of practice Evaluation system facilitates support and feedback Multiple evaluators, multiple evaluations System must ensure inter-rater reliability

    6. 6 What Teacher Quality Organizations Recommend Sufficient and stable funding Input from, and clear communication with, teachers and administrators Skilled leadership – principals, master and mentor teachers and coaches Target high-need schools and subjects Include a program evaluation and monitoring system

    7. 7 Denver ProComp Additional compensation for: Satisfactory evaluation Meeting annual student growth objectives Exceeding student growth expectations on the Colorado Student Assessment Program math or language arts test Distinguished schools

    8. 8 Teacher Advancement Program (TAP) Performance-based compensation as determined by: Multiple evaluations Classroom-level achievement growth using value-added model School-level achievement growth using value-added model

    9. 9 Minnesota Q Comp school wide student achievement gains; measures of student achievement; and individual teacher evaluations using multiple criteria conducted by a trained evaluation team

    10. 10 Texas Educator Excellence Grant Required criteria: Teacher’s or team’s success in improving student performance using objective, quantifiable measures; and Collaboration with faculty and staff that contributes to improving overall student performance on campus

    11. 11 Florida Merit Award Program 60% of merit award based on student academic proficiency or gains in learning, or both, as measured by: statewide standardized tests; or for grades and subjects not measured by statewide assessment program, national, state, or district-determined assessments 40% of merit award based on evaluation of professional practices using criteria adopted by local school boards

    12. 12 Lessons Learned Consider the capacity of the state education department to provide technical assistance Are the data and data systems available to objectively measure teacher performance? Teacher support is needed to sustain a performance-based compensation system.

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