Professional Pathways for Teachers: Summary of Evaluation Findings from 2017-2018. Publication 17.60RB

Autor/inn/en	Hutchins, Shaun D.; Looby, Karen; DeBaylo, Paige; Leung, Jenny
Institution	Austin Independent School District (AISD)
Titel	Professional Pathways for Teachers: Summary of Evaluation Findings from 2017-2018. Publication 17.60RB
Quelle	(2019), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Career Pathways; Faculty Development; Human Capital; Teacher Evaluation; Compensation (Remuneration); Teacher Salaries; Elementary School Teachers; Secondary School Teachers; Program Implementation; Program Effectiveness; Teacher Persistence; Language Arts; Achievement Tests; Mathematics Achievement; Texas (Austin); State of Texas Assessments of Academic Readiness (STAAR) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Humankapital; Teacher appraisal; Lehrerbeurteilung; Abfindung; Kompensation; Lohnausgleich; Lehrerbesoldung; Lehrervergütung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. This report presents descriptive analyses of the 2017-2018 PPfT appraisal and compensation data. A separate executive summary also was published. [For the executive summary, see ED629571.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01