Aligned by Design: How Teacher Compensation Reform Can Support and Reinforce Other Educational Reforms

Autor/in	Jerald, Craig
Titel	Aligned by Design: How Teacher Compensation Reform Can Support and Reinforce Other Educational Reforms
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 75 (2010) 5, S.9-12 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Teacher Salaries; Educational Change; Change Strategies; Elementary Secondary Education; Personnel Policy; Salary Wage Differentials; Comparable Worth; Compensation (Remuneration); Finance Reform + Suchen Sie Ihr Suchwort? Lehrerbesoldung; Lehrervergütung; Bildungsreform; Lösungsstrategie; Personalpolitik; Lohngerechtigkeit; Abfindung; Kompensation; Lohnausgleich; Financial reform; Finanzreform
Abstract	Over the past 10 years, approaches to compensating teachers in primary schools, middle schools, and high schools have come under increasing criticism. The so-called single-salary schedule, which emerged in the 1920s as a way to make teachers' pay less arbitrary and more equitable, seems inefficient in an era where education policy seeks to improve student outcomes and education systems must compete with other sectors for talent. As a result, policy makers have proposed or enacted policies to better differentiate teacher pay. To address problems with the traditional salary schedule, current initiatives typically focus on one or more alternative ways to differentiate teacher compensation. Based on recent initiatives along with attempts at reform 20 years ago after the publication of "A Nation at Risk," experts now point to lessons learned that should be examined when designing compensation reforms in order to make such reforms workable and sustainable over a long enough period to have a positive impact. Achieving consensus that traditional ways of paying teachers must change is just the first step to reform. So far, most of the research and debate has focused on annual performance bonuses. This paper illustrates that policy makers must also consider how other policies can support better ways of paying teachers, and how these new investments in performance-based compensation can be leveraged to build the capacity of public schools to take systemic improvement. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10