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ERIC Number: ED528717
Record Type: Non-Journal
Publication Date: 2012-Jan
Pages: 11
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Proposed Legislation for Teacher Incentives for School Excellence and Equity
Bauries, Scott R.
National Education Policy Center
Pursuant to the recommendations and findings in Dr. Barnett Berry's policy brief, the proposed set of legislative enactments presented in this paper offers both monetary incentives and positive working conditions requirements likely to further three goals: (a) cause more effective teachers to choose to work in high-need schools and fields, (b) allow teachers already working in such contexts to develop and flourish professionally, and (c) decrease the attrition rate of such teachers from high-need schools, and indeed from teaching in general. The accompanying policy brief contains analyses and recommendations on a variety of topics, each of which adds important contextual information helpful in thinking about incentives for teachers in the areas of recruitment, retention, and effectiveness. The model legislation itself is targeted specifically at goals in these three areas. While some of the policy recommendations in the brief relate to federal, rather than state, efforts and policies, the model legislation that follows is tailored for adoption by states. Accordingly, policy recommendations that appear in Dr. Berry's brief but that fall outside the focused goal of providing incentives for desirable teacher behaviors are not reflected in the model legislation that follows. The same is true more generally of recommendations in the brief that can only be realized through federal legislation. Nevertheless, all of the recommendations and policy analysis contained in the accompanying brief informed the legal judgments that went into crafting the model legislation. Because it is a model legislation, an effort has been made to choose language that is adaptable to differing state policy environments. Where specific policy language choices have been made that may not be compatible with all states' constitutional and/or pre-existing policy requirements, a footnote is inserted in order to explain the ways in which the language may be modified. (Contains 7 footnotes.) [For related report, "Creating Teacher Incentives for School Excellence and Equity," see ED528716.]
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, Colorado 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Great Lakes Center for Education Research and Practice
Authoring Institution: University of Colorado at Boulder, National Education Policy Center