Compensation Reform and the Federal Teacher Incentive Fund PDF Download
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Author:
Publisher:
ISBN:
Category : Incentive rewards
Languages : en
Pages : 32
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Book Description
Author:
Publisher:
ISBN:
Category : Incentive rewards
Languages : en
Pages : 32
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Book Description
Author: Sara Heyburn
Publisher: DIANE Publishing
ISBN: 1437940501
Category : Education
Languages : en
Pages : 38
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Author: Daniel C. Humphrey
Publisher:
ISBN:
Category :
Languages : en
Pages : 150
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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: Education Commission of the States
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Merit pay programs for educators--sometimes referred to a "pay for performance"--attempt to tie a teacher's compensation to his/her performance in the classroom. While the idea of merit pay for classroom teachers has been around for several decades, only now is it starting to be implemented in a growing number of districts around the country. One example of the increased interest for merit pay systems can be seen in the the recent increased funding level for the federal Teacher Incentive Fund (TIF). The TIF program, which is run through the United States Department of Education (USDOE), provides funding to school districts to help them implement merit pay systems. The USDOE has increased funding for the TIF program this year by more than four-fold--from $97.3 million to $437 million. This issue reviews what individuals know, and don't know, about teacher merit pay systems. A list of ECS resources is included. (Contains 7 endnotes.).
Author: Education Commission of the States
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
Merit pay programs for educators -- sometimes referred to a "pay for performance" -- attempt to tie a teacher's compensation to his/her performance in the classroom. While the idea of merit pay for classroom teachers has been around for several decades, only now is it starting to be implemented in a growing number of districts around the country. One example of the increased interest for merit pay systems can be seen in the the recent increased funding level for the federal Teacher Incentive Fund (TIF). The TIF program, which is run through the United States Department of Education (USDOE), provides funding to school districts to help them implement merit pay systems. The USDOE has increased funding for the TIF program this year by more than four-fold -- from $97.3 million to $437 million. But with all of this increased interest and funding for merit pay programs -- what if anything is known about the costs versus the benefits of these systems? This issue of "The Progress of Education Reform" reviews what is known and unknown about teacher merit pay systems. (Contains 7 endnotes.).
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:
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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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: Gary W. Ritter
Publisher: Corwin Press
ISBN: 1483307581
Category : Education
Languages : en
Pages : 137
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Book Description
Reward your best teachers for the great work they do! Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today’s most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find An overview of existing merit pay programs and their strengths and weaknesses A review of the 12 most common myths about merit pay, and how school leaders can respond Six guiding principles for designing a merit pay program, along with how-to’s and timelines for every phase Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, and developed in collaboration with teachers Ensure that your district’s merit pay program supports teachers’ professional growth, schoolwide progress, and student achievement. "Ritter and Barnett bring much-needed researched clarity to this complex issue. For school administrators, education policy makers, legislators, and others interested in school reform, this book is a must-read." —Rod Paige, Former U.S. Secretary of Education "This guide is a useful resource for undertaking merit pay, preventing pitfalls, and most importantly, offering solid recommendations for creating well-designed implementations." —Gary Stark, President and CEO National Institute for Excellence in Teaching
Author: Matthew G. Springer
Publisher: Rowman & Littlefield
ISBN: 0815701950
Category : Education
Languages : en
Pages : 348
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Book Description
The concept of pay for performance for public school teachers is growing in popularity and use, and it has resurged to once again occupy a central role in education policy. Performance Incentives: Their Growing Impact on American K-12 Education offers the most up-to-date and complete analysis of this promising—yet still controversial—policy innovation. Performance Incentives brings together an interdisciplinary team of experts, providing an unprecedented discussion and analysis of the pay-for-performance debate by • Identifying the potential strengths and weaknesses of tying pay to student outcomes; • Comparing different strategies for measuring teacher accomplishments; • Addressing key conceptual and implemen - tation issues; • Describing what teachers themselves think of merit pay; • Examining recent examples in Arkansas, Florida, North Carolina, and Texas; • Studying the overall impact on student achievement.
Author: Donna W. Miller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126
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Book Description
President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unanswered--was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how well--or poorly--their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Test® (FCAT®) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCAT® Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCAT® Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one year's academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.
