Download full textERIC Number: ED544274
Record Type: Non-Journal
Publication Date: 2012
Pages: 52
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Available Date: N/A
Promoting Quality Teaching: New Approaches to Compensation and Career Pathways. Perspectives from Accomplished California Teachers
National Board Resource Center at Stanford University
This report identifies what are thought to be smart ways to redesign career paths and compensation for California teachers. It is known which changes are most likely to improve both teaching quality and student achievement, because these changes address what really matters in schools and what motivates teachers. These are not the traditional and popular merit-pay designs touted by many school reformers. The following 3 topics are discussed: (1) A New Approach to Teacher Pay and Career Pathways; (2) How We Got Where We Are Today; and (3) Our Plan for California. An appendix presents "Examples of Effective Models." A section on Teacher Biographies is also included. (Contains 37 endnotes.)
Descriptors: Compensation (Remuneration), Tenure, Teacher Salaries, Educational Improvement, Improvement Programs, State Policy, State Programs, Program Descriptions, Vignettes, Educational Quality, Teacher Motivation, Change Strategies, Educational Planning, Personnel Management
National Board Resource Center at Stanford University. 520 Galvez Mall CERAS 322, Stanford, CA 94305-3084. Tel: 650-724-7349; Fax: 650-736-0968; Web site: http://nbrc.stanford.edu
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: Stuart Foundation
Authoring Institution: National Board Resource Center at Stanford University; Stanford Center for Opportunity Policy in Education (SCOPE)
Identifiers - Location: California
Grant or Contract Numbers: N/A
Author Affiliations: N/A
