Developing Teacher Incentive Programs. Final Report.

Autor/inn/en	Richardson, John C.; und weitere
Institution	Clemson Univ., SC. Coll. of Education.
Titel	Developing Teacher Incentive Programs. Final Report.
Quelle	(1987), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Evaluation Criteria; Incentives; Merit Pay; Personnel Policy; Program Development; Rural Education; Teacher Characteristics; Teacher Evaluation; Teacher Qualifications; South Carolina + Suchen Sie Ihr Suchwort? Anreiz; Leistungszulage; Personalpolitik; Programmplanung; Ländliche Erwachsenenbildung; Teacher appraisal; Lehrerbeurteilung; Lehrqualifikation
Abstract	Teachers and administrators from three rural impoverished school districts in South Carolina, together with consultants and the principal investigator from Clemson University, identified seven requisite qualities of teachers: knowledge, instructional management, classroom management, communications skills, planning ability, professional qualities, and personal qualities. For each of the requisite qualities, a listing of from 10 to 15 objective teacher behaviors were written. For each of the objective behaviors, a subsequent listing of conventional and unobtrusive measures were developed. The primary purpose was to devise a practitioner developed evaluation scheme to improve the validity and acceptance of teacher incentive/merit pay plans based on the identified qualities and measurement techniques. The technique yielded over 100 behavioral observations and the associated measurement procedures. The qualities and measurement strategies extend beyond the support of teacher incentive structures and have implications for an integrated professional personnel policy including recruitment, inservice, improvement, retention, promotion, incentive pay, and termination. Additionally, the structure could be the integral core of professional teacher training programs. Seventeen appendices, which comprise three-quarters of the document, contain materials produced by each of the 11 program task forces (evaluation, content/level mastery, instructional management, classroom management, communications, planning ability, professional qualities, personal qualities, schedules, menu, and awards) as well as sample classified ads, interview questions, and demographic profiles. (Author/NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC