Compensation Reform and Design Preferences of Teacher Incentive Fund Grantees PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Compensation Reform and Design Preferences of Teacher Incentive Fund Grantees PDF full book. Access full book title Compensation Reform and Design Preferences of Teacher Incentive Fund Grantees by Sara Heyburn. Download full books in PDF and EPUB format.
Author: Sara Heyburn
Publisher: DIANE Publishing
ISBN: 1437940501
Category : Education
Languages : en
Pages : 38
Get Book Here
Book Description
Author: Sara Heyburn
Publisher: DIANE Publishing
ISBN: 1437940501
Category : Education
Languages : en
Pages : 38
Get Book Here
Book Description
Author: Daniel C. Humphrey
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
Get Book Here
Book Description
The Teacher Incentive Fund (TIF) supports projects that are designed to reform teacher and principal compensation. Initially, the Department of Education (the Department) made two rounds of awards, in 2006 and 2007, to a total of 34 grantees. The specific goals of TIF were to reward teachers and principals for improving student achievement, increase the number of effective teachers and principals in hard-to-staff schools, increase the number of effective teachers in hard-to-staff subjects, and sustain the project beyond the life of the grants. The specific requirements of the program have been refined in the third round of awards in 2010, although the goals of the program remain similar. This interim report describes the first two cohorts of TIF projects, examines their implementation experiences, and reports educators' perceptions of the projects and what they accomplished. The experience of the first two cohorts of TIF grantees underscored the technical, cultural, and contextual complexity of compensation reform. Projects were implemented by these grantees in varying local contexts with shifting leadership, policy, and reform agendas. Many grantees reported having to rebuild their data systems, build understanding and support from educators for the new system, and add new evaluation responsibilities to administrators or accomplished teachers. In addition, many grantees had to develop support systems that would allow educators to make the changes necessary to succeed under a new compensation system. Moreover, grantees had to confront traditional attitudes and beliefs about how educators should be judged and differentiated. This interim report is part of a five-year national implementation evaluation (running from 2008 to 2013) focused on the first two cohorts of TIF grantees. It is guided by a document review of proposals and reports, telephone interviews of key project staff, teachers, and principals from grantees, and site visits to 12 grantees. The final implementation report (expected October 2012) will include data from all previous data collection efforts, as well as surveys of teachers and principals from the 33 remaining TIF grantees, a second round of site visits to 12 grantees, an examination of payout data, and an analysis of the distribution of effective teachers in two states with multiple TIF grants and third-party evaluations. Appendices include: (1) Interview protocols; (2) Profile of TIF grantees; (3) Components of performance pay projects; (4) Payout awards; (5) Comparison of Project Requirements Across TIF Cohorts; and (6) Glossary of terms. (Contains 17 exhibits and 48 footnotes.).
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
With the enactment of the Teacher Incentive Fund (TIF) in 2006, the federal government initiated an effort to support innovative approaches that compensate teachers and principals based on effectiveness. A total of 33 TIF grantees across the country are implementing performance based compensation systems in a variety of ways. Six TIF sites that had promising preliminary data were selected for the study. The study finds that these sites have preliminary indicators showing increased student achievement, wide stakeholder support, improvements in recruitment and retention, and positive changes in school cultures. Through interviews, focus groups, data analysis, and site-based observations, practitioners involved in these projects describe the importance of performance based incentives; the need to align incentives, supports, evaluation, and advancement to accountability; the impact of incentives on recruitment and retention of effective educators at high-need schools; and improvement in student learning and school cultures.
Author: Steven Glazerman
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
Get Book Here
Book Description
The body of research on the design, implementation, and effects of performance-based compensation systems has influenced the design and evaluation of the 2010 Teacher Incentive Fund (TIF) grants. In the sections presented here, the authors describe the key components of 2010 TIF grants and the conceptual framework for the evaluation. The remainder of this report describes the plans for the study design in greater detail. In Chapter II, the authors provide context for the 2010 TIF grants and describe the treatment and counterfactual conditions--that is, the conditions that would exist in the absence of the performance pay systems. In Chapter III, they discuss data collection, the sample for the evaluation, and how they will conduct random assignment. Finally, they explain the analysis plans in Chapter IV. (Contains 12 tables, 1 figure and 15 footnotes.) [This report was submitted to the Institute of Education Sciences.].
Author: Jennifer King Rice
Publisher: Teachers College Press
ISBN: 0807775614
Category : Education
Languages : en
Pages : 141
Get Book Here
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: OECD
Publisher: OECD Publishing
ISBN: 9264094407
Category :
Languages : en
Pages : 126
Get Book Here
Book Description
This report presents the main findings and policy recommendations developed by the OECD Steering Group on Evaluation and Teacher Incentive Policies, consisting of international experts.
Author:
Publisher:
ISBN:
Category : Incentive rewards
Languages : en
Pages : 32
Get Book Here
Book Description
Author: Julia E. Koppich
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
Get Book Here
Book Description
As of August 2010, a total of 33 states, school districts, charter school coalitions, and other education organizations had received Teacher Incentive Funds (TIF) to redesign compensation programs for teachers and principals. The U.S. Department of Education named a new cohort of TIF grantees on September 23, 2010. TIF grantees have faced a number of challenges as they have worked to design and implement new educator pay programs. Among the most demanding challenges has been developing a targeted set of metrics around available and manageable data. Grantees use these metrics to measure teacher or principal effectiveness and assign pay. Recently, grantees have made it a priority to sustain operation programs once their federal funding expires. TIF grantees have also found, often belatedly and unexpectedly, that effective stakeholder engagement and communication are challenging and essential to the success of their pay programs. Stakeholder engagement helps to create buy-in and initial acceptance of the TIF plan. It allows different voices and perspectives to be heard and recognized as new approaches to compensation develop. Communication provides the synergy to broaden buy-in and sustain support for the program. This paper describes the ways in which TIF grantees have approached stakeholder engagement. It is based on data from multiple sources, including TIF program monitoring reports, Center for Educator Compensation Reform (CECR) technical assistance notes, grantees' internal and external evaluations, and interviews with selected grantees. The author reviewed and analyzed these data with an eye toward shedding light on the following issues: (1) What stakeholder engagement and communication challenges have TIF grantees faced?; (2) What kinds of technical assistance did grantees seek and from whom?; and (3) What lessons can grantees learn about engagement and communication strategies? Throughout, the paper uses named grantees in describing examples of engagement and communication efforts. A few examples also use non-TIF sites that have developed innovative new compensation programs. Wherever examples appear, they are meant to be illustrative, not exhaustive. A list of data sources is included. (Contains 7 footnotes.
Author: Jeffrey Max
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
Get Book Here
Book Description
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This first of four planned reports provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. Appendices include: (1) Supplementary Information on Study Sample and Design; (2) Survey Response Rates and Characteristics of Respondents; (3) Analytic Methods and Sensitivity Analyses; (4) Supplemental Findings on TIF Design and Implementation for Chapters III and IV; and (5) Supplementary Findings for Chapter V. [For the executive summary of this report, see ED546821. For the NCEE Snapshot of this report, see ED546823.].
Author: National Center for Education Evaluation and Regional Assistance (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 3
Get Book Here
Book Description
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This National Center for Education Evaluation and Regional Assistance (NCEE) Study Snapshot describes the findings of the first of four planned reports that provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. [IES develops these study snapshots to offer short, accessible summaries of complex technical evaluation reports. For the full report with technical details: Max, Jeffrey, Jill Constantine, Alison Wellington, Kristin Hallgren, Steve Glazerman, Hanley Chiang, and Cecilia Speroni (2014). "Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay for Performance After One Year" (NCEE 2014-4019), see ED546820.].
