Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools / Edition 2

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Overview

Are teachers paid fairly for what they do? Should pay increases be based on seniority, skill level or student achievement? Does increased compensation motivate teachers and improve schools?

This book examines past and current practices in the United States such as 'merit pay' and 'career ladder' approaches, neither of which has been successful. The authors propose new, improved means of compensating teachers including skill-based pay and group-based awards linked to school results.

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Product Details

  • ISBN-13: 9780761978879
  • Publisher: SAGE Publications
  • Publication date: 9/18/2001
  • Series: One-off Series
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 264
  • Product dimensions: 6.14 (w) x 9.21 (h) x 0.63 (d)

Meet the Author

Carolyn Kelley is a professor of educational leadership and policy analysis at the University of Wisconsin-Madison. She is an internationally recognized scholar in teacher compensation policy whose research focuses on the preparation and professional development of school leaders, and teacher evaluation and compensation as elements of strategic human resource management in schools. Her current research attempts to build a shared conception of mastery in educational leadership by examining the practices of principals who have closed achievement gaps and significantly improved learning for all students. Through this work, she seeks to build formative assessment tools and intervention strategies to improve leadership practice in schools. Kelley earned her PhD from Stanford University (1993) and conducted research with Consortium for Policy Research in Education (CPRE) from 1989 to 2002. Her publications include over 30 journal articles, book chapters, and research reports, and she is the coauthor of two books: Learning First! A School Leader's Field Guide to Closing Achievement Gaps (with James J. Shaw, Corwin Press, 2009), and Paying Teachers for What they Know and Do: New and Smarter Compensation Strategies to Improve Schools (with Allan Odden, Corwin Press, 1997 and 2001). She has provided consulting services to numerous states, school districts, and policy and practitioner organizations, including national and state teacher unions.

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Table of Contents

Preface
About the Authors
1 How Are Teachers Compensated? 1
2 What Have We Learned From Attempts at Change? 27
3 The Elements of Pay and Compensation 49
4 What Is the Relationship Between Pay and Motivation? 69
5 Rewarding Individual Teachers for Developing and Deploying Needed Knowledge and Skills 94
6 School Bonuses for Improved Student Performance 128
7 Designing and Implementing Alternative Teacher Compensation Systems 165
8 Compensation to Enhance Teacher Quality and Supply 185
Resource A Generic Models of Knowledge- and Skills-Based Pay 196
Resource B Principles for Implementing Change in Teacher Compensation 206
References 211
Name Index 235
Subject Index 241
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