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ERIC Number: EJ873638
Record Type: Journal
Publication Date: 2010-Jan
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-127X
Aligned by Design: How Teacher Compensation Reform Can Support and Reinforce Other Educational Reforms
Jerald, Craig
Education Digest: Essential Readings Condensed for Quick Review, v75 n5 p9-12 Jan 2010
Over the past 10 years, approaches to compensating teachers in primary schools, middle schools, and high schools have come under increasing criticism. The so-called single-salary schedule, which emerged in the 1920s as a way to make teachers' pay less arbitrary and more equitable, seems inefficient in an era where education policy seeks to improve student outcomes and education systems must compete with other sectors for talent. As a result, policy makers have proposed or enacted policies to better differentiate teacher pay. To address problems with the traditional salary schedule, current initiatives typically focus on one or more alternative ways to differentiate teacher compensation. Based on recent initiatives along with attempts at reform 20 years ago after the publication of "A Nation at Risk," experts now point to lessons learned that should be examined when designing compensation reforms in order to make such reforms workable and sustainable over a long enough period to have a positive impact. Achieving consensus that traditional ways of paying teachers must change is just the first step to reform. So far, most of the research and debate has focused on annual performance bonuses. This paper illustrates that policy makers must also consider how other policies can support better ways of paying teachers, and how these new investments in performance-based compensation can be leveraged to build the capacity of public schools to take systemic improvement.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A