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ERIC Number: ED380893
Record Type: RIE
Publication Date: 1995-Feb
Pages: 42
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Compensation and Skill Development in Four Professions and Implications for the Teaching Profession.
Kelley, Carolyn; Taylor, Corri
Current teacher-compensation policies typically reward teachers for years of experience and level of knowledge as measured by educational credits. However, the current system does little to encourage teachers to develop the skills needed to achieve organizational goals. This paper examines the compensation systems in four complex, knowledge-based professions to identify a set of principles that could be used to improve teacher compensation. In various ways, the compensation programs in these professions link pay to the development of knowledge and skills for the pursuit of organizational goals. The paper draws lessons from the four models--compensation in law, higher education, actuarial science, and financial analysis--to suggest ways to modify the current teacher-compensation system to build teachers' skill and knowledge in support of organizational objectives. First, the teaching profession could benefit from a compensation and career-development system designed with elements of skill-based pay. Second, teacher knowledge and skills should be identified and assessed both internally and externally by members of the teaching profession. Finally, the experience of the four professions shows that skill-based pay is a workable strategy. One table is included. (Contains 38 references.) (LMI)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pew Charitable Trusts, Philadelphia, PA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Madison, WI. Finance Center.