Non-Classroom Use (055)

This publication argues that it is time for educatiOn to join these successful efforts and revise teacher-pay systems. The brief provides a short history of changes in teacher compensation over the last century and a discussion of key organizational and educational changes today that could be reinforced by a new teacher-compensation structure. It also suggests some new teacher-pay elements and a set of principles that states and districts could follow if they were to redesign how teachers are paid. Sidebars present examples of innovative compensation programs in Kentucky, South Carolina, Dallas, and Colorado. Three types of new compensation systems are described: skills- or competency-based, pay-at-risk, and group-based performance awards. Ten process principles for the development, design, and implementation of a new compensation system include: (1) the involvement of all key parties; (2) broad agreement on the most valued educational results; (3) sound, comprehensive evaluation systems; (4) adequate funding; (5) investments in ongoing professional development; (6) avoidance of quotas; (7) consideration of the general conditions of work; (8) management maturity; (9) labor maturity; and (10) persistence. Technical-design elements that should be included in each of the three types of compensation systems are outlined. Figures of four compensation schedules are included