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ERIC Number: ED480400
Record Type: RIE
Publication Date: 2001-Nov
Pages: 14
Abstractor: N/A
Enhancing Teacher Quality through Knowledge- and Skills-Based Pay. CPRE Policy Briefs.
Odden, Allan; Kelley, Carolyn; Heneman, Herbert; Milanowski, Anthony
This report describes knowledge- and skills-based pay systems. It recommends ways that state and district policymakers can strengthen a district's capacity for knowledge- and skills-based pay and describes how these types of pay systems differ from existing compensation schemes that try to address the problem of teaching's flat career structure. The report outlines the key issues in designing knowledge- and skills-based pay systems, paying special attention to supplementing, modifying, or replacing the traditional pay schedule. It discusses the types of knowledge and skills to reward, the methods of knowledge and skill assessment, the types and amounts of pay incentives, the role of teacher associations and collective bargaining, and the costs of knowledge- and skills-based pay programs. Some of the lessons that policymakers have learned in implementing these pay changes is to emphasize the need for continuous, focused learning; to adapt to external standards; to allow teachers to participate in the design process; to be prepared for initial negative reactions from teachers; to prepare principals for the new demands of these programs; and to provide an extensive and continuous orientation and communication program. It also recommends using transition strategies to reduce stress and assigning one person to oversee the entire program. (Contains 22 references.) (RJM)
Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail:; Web site: For full text:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pew Charitable Trusts, Philadelphia, PA.; National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.