ERIC Number: ED467050
Record Type: RIE
Publication Date: 2002-May
Reference Count: N/A
Better Pay for Better Teaching: Making Teaching Compensation Pay off in the Age of Accountability.
Hassel, Bryan C.
In the debate on U.S. public education, there is one thing that every agrees is vital: great teaching. It is essential that teaching be improved, and it is necessary to change the way teachers are recruited and trained, and the way they are paid. Teachers must be paid more, and a pay system must be developed that rewards teachers not just for experience, but also for skills, knowledge, and, ultimately, performance. This paper points to a new approach: pay teachers more and tie the higher pay to what schools need from teachers to improve student learning. The paper does not advocate a single alternative compensation system, but it does lay out critical design choices and options, discussing the advantages and pitfalls of different designs. The principles that should guide the policy dialogue about the design of pay systems are widespread experimentation, flexibility, and fairness to existing teachers. Within these broad recommendations, certain other principles should guide thinking about appropriate policies; (1) intense focus on results; (2) alignment; and (3) rigorous documentation. The generalized recommendations that result from this exploration are that states and districts should experiment more widely as they try new alternatives to teacher pay and that experiments should include significant flexibility. An appendix designed to serve as a toolkit includes a more detailed analysis of policy options. (Contains 46 endnotes and 56 references.) (SLD)
Descriptors: Academic Achievement, Accountability, Educational Finance, Educational Improvement, Elementary Secondary Education, Incentives, Teacher Salaries, Teacher Supply and Demand
Progressive Policy Institute, 600 Pennsylvania Ave., SE, Suite 400, Washington, DC 20003. Tel: 800-546-0027 (Toll Free). Web site: http://www.ppionline.org.
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Progressive Policy Inst., Washington, DC.
Note: Part of the 21st Century Schools Project. Paper supported by The Broad Foundation.