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ERIC Number: ED380895
Record Type: RIE
Publication Date: 1994
Pages: 53
Abstractor: N/A
Linking Teacher Compensation to Teacher Career Development.
Conley, Sharon; Odden, Allan
The idea of changing the teacher compensation system is not new, but concepts regarding the appropriate basis for paying teachers have changed in recent years. Three major options to the single-salary schedule include pay based on either individual or organizational performance, job tasks, or skills and knowledge. This paper seeks to broaden the focus of current debates on teacher compensation by examining these three alternatives. It first discusses concepts regarding the appropriate basis for individual teacher pay. Examples of the skill-and-knowledge compensation approach, with a focus on career-development systems, are described next. They include the pay plans of Flowing Wells, Arizona; Charlotte-Mecklenberg, North Carolina; Pocatello, Idaho; and the Advanced Skills Teacher (AST) system in Australia. The next section presents a model for a career development-based compensation system, which is comprised of starting pay, career stages that qualify teachers for a major pay increase, and a mechanism for increasing pay separate from skill and knowledge enhancement. The key issue is to devise an alternative salary system that considers the cultural and political realities. The ideal model would address educators' low compensation and complement collective bargaining, teacher development, and collegiality. (LMI)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Madison, WI. Finance Center.
Grant or Contract Numbers: N/A