ERIC Number: ED499732
Record Type: Non-Journal
Publication Date: 2007
Reference Count: N/A
Improving Teaching through Pay for Contribution
Hassel, Emily Ayscue; Hassel, Bryan C.
National Governors Association
For decades, experts have been thinking and writing about the need to revamp teacher pay. In recent years, the pace of reports, op-eds, expert recommendations, and task force proposals calling for change has accelerated. Yet despite the proliferating chatter, the bulk of teacher pay remains fundamentally unchanged. Each passing year of continued investment in current pay systems encourages the lowest contributors to remain in teaching and discourages the highest potential contributors from entering, performing, and remaining in the profession. The pay design approaches proposed in this report are not novel. Especially in recent years, all have been suggested or discussed by many in education but tried by only a few. Instead of merely prescribing one approach to pay, a guiding principle for taking action--pay for contribution--is recommended. Pay for contribution means investing more in teachers and teaching roles that contribute measurably more to student learning. Pay for contribution is particularly attractive to higher contributors. For this reason, it can help shape not only the performance of current teachers, but also the quality of the future teaching workforce by shifting who enters and stays in the profession. Significant cross-sector research provides insights about the pay policies states can use to enhance teaching effectiveness and, thereby, improve student learning. This analysis should be just the start of many efforts to enact new models of teacher pay, determine what works well and what does not, and adjust pay systems to reflect those findings. Governors can enact these initiatives at the state level or encourage and enable schools and school districts to act. Eliminating state policy barriers to all forms of pay for contribution and providing grants to encourage bold and responsible district experimentation are key enabling activities. (Contains 77 notes.)
Descriptors: Merit Pay, Teacher Salaries, Teacher Improvement, Teacher Effectiveness, Academic Achievement, State Action, State Officials, Teacher Competencies, Teacher Evaluation
National Governors Association. 444 North Capitol Street, Washington, DC 20001-1512. Tel: 202-624-5300; Fax: 202-624-5313; Web site: http://www.nga.org
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Bill and Melinda Gates Foundation.; Joyce Foundation, Chicago, IL.
Authoring Institution: National Governors Association. Center for Best Practices.
IES Cited: ED565615