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Public Impact

To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows how districts can design teacher career paths that will keep excellent teachers in the classroom and extend their reach to more students, for more pay, within budget. When districts design these paths, they create opportunities for excellent teachers to reach more students directly and by leading teaching teams, for solid teachers to contribute to excellence immediately, and for all teachers to receive the support and development they deserve. This guide walks a district through the organizing steps and details of designing Opportunity Culture pay and career paths that fit its needs and values. It includes an overview of key Opportunity Culture concepts, graphics and explanations detailing new school models and roles, and assistance for evaluating the impact of different compensation design choices. The steps guide districts to ensuring financial sustainability and designing a complete career lattice. The following are appended: (1) Pay for Hard-to-Staff Positions: STEM and Special Education; (2) State-Level Options; (3) Determining Pay Supplements for Large-Class Teacher Roles; and (4) Understanding Existing Career Paths and Compensation in the District--Checklist. [For the summary, see ED560183.]

Descriptors: Teacher Salaries, Compensation (Remuneration), Career Development, School Districts, Sustainability, Teacher Effectiveness, Educational Quality, Guidelines, Employment Opportunities, Educational Change, Models, Teaching Conditions, Teacher Role, Teacher Leadership, Paraprofessional School Personnel, Design, Teacher Competencies, Differentiated Staffs, Educational Finance, Resource Allocation, Computation, Cost Effectiveness, Instructional Leadership, Check Lists, Educational Policy, Specialization

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Autor: Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1778&id=ED560184

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