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Author: Raza Ali
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
Author: Raza Ali
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
Get Book Here
Book Description
Author: Jennifer King Rice
Publisher: Teachers College Press
ISBN: 0807775614
Category : Education
Languages : en
Pages : 141
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Book Description
This book provides an in-depth analysis of a performance-based pay initiative and crystalizes the design issues and implementation challenges that confounded efforts to translate this promising policy into practice. This story has much to say to academics and policymakers who are trying to figure out the combinations of incentives and the full range of resources required to establish incentive programs that promote an adequate supply and equitable distribution of capable and committed educators for our public schools. The book uncovers the conditions that appear to be necessary, if not fully sufficient, for performance-based initiatives to have a chance to realize their ambitious aims and the research that is required to guide policy development. In so doing, the authors consider the thorny question of whether performance-based pay systems for educators are worth the investment. “Education reformers have long known that performance-based pay is devilishly difficult to implement. All too often top-down, piecemeal changes squander scarce resources and undermine trust. Now, Rice and Malen’s first-rate study of one district’s comprehensive pay reform reveals that even well-planned, collaborative efforts easily go awry, casting further doubt on the promise of pay incentives to improve schooling. This book is required reading for all well-intentioned reformers.” —Susan Moore Johnson, Harvard University “Rice and Malen provide a compelling account of one district’s experience with a performance-based incentive program for educators. This book is a rare and valuable analysis of a policy uncovering both the technical and political challenges inherent in designing and implementing reform even under the most promising of conditions. Given the enduring interest in and ongoing federal funding available for pay-for-performance policies—and the surprising lack of research evidence undergirding this popularity—it behooves policymakers, reformers, funders, and students to learn from this important case.” —Julie A. Marsh, University of Southern California
Author: Annette F. Fecera
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 94
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Book Description
This study examined the perceptions of twenty-two teachers regarding teacher performance pay models and the evaluating factors that are associated with this type of compensation method. Data were collected from elementary and middle school teachers in one public school district in Colorado that currently uses a performance pay model. This qualitative study incorporated the use of an electronic survey, four open-ended responses, and telephone or Skype interviews to obtain data regarding teacher performance pay models. The findings of this study suggested that teachers appreciate that performance pay models can improve compensation for young teachers and for effective educators. However, the study indicated that teachers do not believe that performance pay models increase student achievement and might lead to competition among teachers, which is not academically beneficial to students. In this study, the elementary and middle school teachers expressed the belief that teachers should have input about the design and evaluating factors of a performance pay model in order to ensure the program's success.
Author: Keeley Rene Simpson
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Book Description
There is a need to identify how the elimination of a performance pay system influences effective teachers’ retention decisions at high-needs schools. Careful consideration should be given when implementing and eliminating performance-based pay programs because teacher behaviors change under monetary incentive-based programs. With student achievement as the primary goal of performance pay, an equally important issue that is not yet understood is how teachers perceive the influence of performance pay on student achievement. A qualitative phenomenology methodology was used to determine how teachers make sense of performance pay through their experiences with the elimination of an established performance-based pay system and how these experiences influence retention decisions and perceptions of student achievement in urban middle schools with high-poverty and high-minority student populations. As effective teachers within their schools, the participants were uniquely positioned to provide valuable insight on their perceptions of the elimination of a performance pay system. This study determined that teachers perceive the elimination of an established performance pay system to increase teacher attrition at high-needs schools and will result in a decline in student achievement at these same high-needs schools. This research study expands the literature on teacher perceptions of performance pay and encourages district leaders to work collaboratively with school leaders and teachers to develop incentive plans for retention and student achievement at high-needs schools.
Author: Janice Valencia Tankson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
There have been many programs and initiatives used throughout the United States that have answered the call of educational reform; however, performance pay programs continues to lead the discussion of incentives to improve academic achievement. Nevertheless, there continues to be a lack of clarity regarding its effectiveness. In addition, to addressing the challenge of improving academic achievement, performance pay is also being recognized as a tool to assist with teacher retention which has become a serious issue for many school districts across the nation. While many teachers are retiring, many others are taking the option of leaving the profession due to low moral, low compensation, and/or unfavorable working conditions. Many Americans are aware of the importance of having quality teachers in the classroom in order for students to excel. However, even more are beginning to acknowledge the necessity for increasing teachers' salaries as a means of retaining the best and the brightest. The purpose of this study is to determine school principals' perceptions of teacher performance pay programs, specifically in Tennessee. This study also addresses the issues of gaining and retaining quality educators through the implementation of performance pay programs and investigate the principals' perception of pay for performance as motivating factors for teachers and principals to help increase student achievement. Since performance pay has been such a polarizing topic in the education field, this study also examines principals' perceptions of performance pay programs as fair and equitable and whether performance pay improves the instructional effectiveness of teachers. Through this study, the researcher gained greater insight into the thoughts, and opinions of principals in Tennessee regarding the impact of teacher performance pay. While the analysis from Tennessee principals' perceptions from this study did not vary much from other studies, it does suggest that if a performance pay program is to be successful in the state of Tennessee it must be open to all schools in a school district, transparent, and substantial to motivate action. But most importantly, it cannot be a standalone program. There must be other initiatives that will aid in student achievement.
Author: Allan Odden
Publisher: Corwin Press
ISBN: 9780761978886
Category : Business & Economics
Languages : en
Pages : 268
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Book Description
This book discusses various pay and compensation initiatives in use nationwide, highlighting: (1) How Are Teachers Compensated?" (current status of teacher compensation and the changing context of teaching); (2) "What Have We Learned from Attempts at Change?" (three approaches to compensating teachers, recent short-lived reform efforts, and other factors supporting compensation reform); (3) "The Elements of Pay and Compensation" (traditional pay, new approaches to pay, pay for behaviors or outcomes, and benefits as part of compensation); (4) "What Is the Relationship between Pay and Motivation?" (theories of motivation, implications of motivation theories for compensation, applications to education, and compensation factors motivating teachers); (5) "Rewarding Individual Teachers for Developing and Deploying Needed Knowledge and Skills" (knowledge- and skill-based pay and examples of such pay structures); (6) "School Bonuses for Improved Student Performance" (group-based performance awards, examples of performance awards, and gain-sharing programs); (7) "Designing and Implementing Alternative Teacher Compensation Systems" (compensation and school improvement, three design strategies, and stakeholder roles); and (8) "Compensation To Enhance Teacher Quality and Supply" (staffing and compensation challenges, issues, and innovations). Two resources present generic models of knowledge- and skill-based pay and principles for implementing change in compensation. (Contains approximately 335 references.) (SM)
Author: Anarosa F. Estevez
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
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Book Description
A large urban charter school in Los Angeles, California, has implemented a non-traditional method of paying teachers through performance-based pay. Since its inception in 1998 (Odden & Kelly, 2002), the teachers’ bonus pay was directly linked to an evaluation of their skills and knowledge. During this time, the school demonstrated increased student achievement (Kellor, 2005). However, at the start of the school year 2010-2011, this very complicated evaluation process repositioned bonus monies to add a component that awarded bonuses for student assessment results. The bonuses for student results changed the dynamics of the evaluation system and many teachers voiced their concerns. This mixed-method study explored the teachers’ perceptions of the performance-based pay system. This study investigated the effect such a system has on teacher motivation using Vroom’s Expectancy Theory of Motivation (Vroom, 1964); one of the most commonly used theories in work motivation. This research also gave voice to the teachers involved in this very complex evaluation system through the qualitative data collected. Results indicated that teachers understand the evaluation system process and in particular they positively responded to the pieces of the assessment that provide teachers with the most growth ix in their professional practice. Regarding the Vroom’s Expectancy Theory, results demonstrated that teachers have high levels of expectancy indicating that they believe their work provided them with the results they expected. Results also showed that teachers had high levels of instrumentality indicating that teachers are motivated by their accomplishments and feelings of self-efficacy, and personal growth. They were less motivated by extrinsic rewards including the monetary compensation or opportunities for advancement or promotions. Results of the Valence Construct suggested that teachers valued the opportunity to improve their teaching skills through meaningful professional development. Results revealed that teachers are not necessarily averse to receiving a monetary compensation, but the negative reaction is more indicative of the belief that the local school districts pay teachers a higher salary. The teachers have a strong perception that they receive a lesser pay for the same amount of work compounded by the additional stress factors attached to this program. In summary, the performance-based pay system at this school has been reviewed and has developed over time in congruence with the school’s own development and growth. The results of this study conclude that the effects on teacher motivation are positively aligned to the feedback and direction provided by their peers and administrators and negatively aligned with the existing bonus structure, specifically with the monetary rewards attached to student outcomes.
Author: Donald B. Gratz
Publisher: R&L Education
ISBN: 1607090120
Category : Education
Languages : en
Pages : 285
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Book Description
This book provides an invaluable resource for school teachers, administrators, board members, policy makers, and citizens who would like to understand what's behind performance pay, what might work and what will not, and how to build a school improvement effort that includes teacher compensation as one of its strategies.
Author: Edward Conrad Wragg
Publisher: Psychology Press
ISBN: 9780415324175
Category : Business & Economics
Languages : en
Pages : 212
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Book Description
The first widespread incentive pay scheme was initiated in UK schools in 2000. This book is the result of monitoring the whole process from its inception. The authors visited schools, observed lessons, and solicited the views and experiences of a large collection of teachers and headteachers. Their discoveries are presented in this lively book. They include the views of teachers who were successful in crossing the threshold, those who weren't and those who chose not to apply, and headteachers who had to make the decisions. The book focuses on the following schemes: * headteachers' experiences of training * the outcomes in their own school * their relationship with external assessors * their hopes and fears for the future * their assessment of the influence on classroom practice * what did teachers change and not change in their teaching as a result of performance management * what means they employed to further their own professional development. This timely book is a useful resource for anyone involved in education, whether it be a classroom teacher, headteacher, administrator or policy-maker.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264034358
Category :
Languages : en
Pages : 246
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Book Description
This book identifies good practices in the design and implementation of evaluation and teacher incentive systems from various perspectives through formulation, stakeholder negotiation, implementation, monitoring and follow-up.
