Sentences with phrase «school districts teacher salary»

The New Hampshire School Districts Teacher Salary Schedules for the 2011 - 2012 school year provided by the New Hampshire Department of Education offers accurate information on teacher salaries.

For a sample salary schedule from Washoe County School District in Reno, Nevada, see the Washoe County School District Teacher Salary Schedule for 2016 — 2017.

Not exact matches

I just grew up in an area where many teachers made around 70 - 100k (with bonuses, yeah our school districts gave various bonuses and I know this because all their salaries are online) so my judgements may have been biased.

She added that there are hard costs which are out of the control of local school districts including teacher salaries, pensions and healthcare.

In the Syracuse City School District during that period, teachers» salaries rose 4 percent annually for the first four years, dropped to a 2.25 percent increase in 2012 and 2 percent in both 2013 and 2014.

Noting that «personnel costs are the major component of school district expenditures, and have been increasing at a rate above inflation for a number of years,» the Commission recommended a series of reforms to curb these expenses, including a modification of the Triborough Amendment to exclude salary steps and lanes for teachers.

Do you support amending or repealing the Triborough Amendment to to give school districts more leverage with teachers unions in negotiating salaries and health care and pension benefits?

From the late 1990s to the early aughts school districts were putting in less than one percent of teachers» salaries, while teachers contributed around 3 percent because the economy was doing well.

This salary is of course being paid by the same taxpayers who a week ago voted to terminate numerous teachers in the Clarkstown School District and lay off over 50 Teaching Assistants.

Teachers decide whether to remain at a school for a multiplicity of reasons, which can be divided into four main categories: 1) characteristics of the job, including salary and working conditions; 2) alternative job opportunities; 3) teachers» own job and family preferences; and 4) school districts» personnel pTeachers decide whether to remain at a school for a multiplicity of reasons, which can be divided into four main categories: 1) characteristics of the job, including salary and working conditions; 2) alternative job opportunities; 3) teachers» own job and family preferences; and 4) school districts» personnel pteachers» own job and family preferences; and 4) school districts» personnel policies.

In an unprecedented move, the Los Angeles County district attorney's office brought criminal charges of grand theft last week against 43 public - school teachers who received salary increases based on fraudulently obtained college credits.

In the study, respondents were first asked to guess the average amount of money spent per child in their school district and the average salary of a public school teacher in their state.

The Houston district, for one, has set a timetable of ten years over which it intends to move to charging schools for actual teachers» salaries.

On average, teachers who move between districts after no more than two years at a school improve their salaries, though just barely.

Because many districts credit a transferring teacher with only a limited number of years of experience, teachers may have to take a salary cut if they switch school districts.

To identify more precisely the independent effects of the multiple factors affecting teachers» choices, we use regression analysis to estimate the separate effects of salary differences and school characteristics on the probability that a teacher will leave a school district in a given year, holding constant a variety of other factors, including class size and the type of community (urban, suburban, or rural) in which the district is located.

And the topics covered in those pages extend far beyond bread - and - butter questions of salary and benefits; there are dozens of clauses covering a district's ability to evaluate, transfer, terminate, and manage the workload of teachers, all having potentially serious effects on the management of schools and student achievement.

A school's resources — everything from teacher salaries to curriculum to non-academic support programs — affect the quality of education it's able to deliver, but schools have no power to tax residents, and things like teacher salaries and teacher placement policies are determined at the district level.

In other words, even when an ERI program creates substantial savings for school districts by reducing teacher salary costs, it still can cost the state money through higher pension payments.

Rules like the so - called comparability loophole — which allows districts to use average instead of actual teacher salaries for budget calculations — mean federal dollars are not getting to the schools and students who need them the most.

School district employers contribute 17.45 percent of each teacher's salary (and that figure is scheduled to rise to more than 20 percent in the coming years).

For both the between - schools and between - districts analyses, the dollars analyzed include total operating funds from federal, state, and local governments, and use real - dollar teacher salaries.

If school districts — most of which are experiencing what promises to be only the beginning of a serious teacher shortage — are going to attract and keep quality people, they do need to offer competitive salaries and performance - based incentives.

From a broader policy perspective, our estimates suggest that ERI programs could be beneficial for school districts, saving them money on teacher salaries without harming student achievement.

It cites increases in teacher salaries, a shift in school funding from local property taxes to state taxes, and a reduction in the disparities between poor and wealthy districts as financing changes that were successful «even in the first year.»

School districts faced with declining enrollments could avoid layoffs by using a popular Canadian program that allows teachers to defer part of their annual salaries to fund a year off with pay.

It stipulated that a teacher coming into the system from any other school district (either public or private) could not be given salary credit for more than five years of previous teaching experience.

Districts could address within - district inequities in lots of ways — they could offer higher salaries to teachers in poorer schools, they could have lower class sizes in poorer schools, or they could expand other services within poorer schools — but local teachers» union contracts often prohibit all of these policy options.

In contrast, as district employees, these aspiring teachers will receive a salary and benefits, along with credit for being student teachers while they serve full - time in three Opportunity Culture schools under the district's highest - performing educators.

Kamras, who currently serves as the chief of human capital for the District of Columbia Public Schools, has a varied perspective echoed today by many inside and outside education: While great teachers may be underpaid, new evaluation criteria are critical to determine appropriate salary levels.

The proposal was included in the Governor's broader plan to use the state's lottery - revenue jackpot — estimated at $ 745 million this year — to raise school districts» budgets by 10 percent and provide teachers with a 5 - percent salary increase.

Several school districts across the country are trying to change their teacher - salary structures in ways that would not only reward performance, but also allow effective teachers to reach top salary levels earlier in their careers, making teacher - compensation plans more in line with those in other occupations.

The bitter tug - of - war over Denver's performance - pay plan has ended with the teachers» union and the school district reaching a compromise agreement that includes a 3 percent pay raise for all teachers and higher starting salaries.

In the Madison School District in Arizona, the lowest salary for a new teacher with only a bachelor's degree is $ 31,304 and the highest salary after many years and 72 postbaccalaureate credits is $ 57,251, an 82 percent increase over a career!

In most fields, prospective students can only make an educated guess about the payoff to a post-graduate degree, but, for public school teachers, it appears in black and white on the salary schedule for their district.

Despite a recent wave of reform, the vast majority of school districts nationwide continue to pay teachers based on salary schedules that fail to differentiate among teachers based on their subject - area expertise.

The teachers» union, with a membership of 1.2 million, surveyed teacher salaries, district expenditures, and federal revenue in large school districts between the 1990 - 91 and 2000 - 01 school years.

First, to achieve a targeted budget reduction, school districts need to lay off a greater number of junior teachers than senior teachers (as junior teachers have lower salaries), meaning that a seniority - based layoff policy will cause class sizes to rise more than they would under an alternate arrangement.

Superintendent William A. Anton last week proposed shortening the school year from 180 to 163 days beginning next fall in an effort to save the district about $ 160 million in staff and teacher salaries and other costs.

We also find that the crisis was certainly not due to excessive spending relative to that of surrounding districts (see sidebar titled Philadelphia Support for Education for details on city support, charter school enrollments, district spending, and teacher salaries).

The overall salary package provided more potential money than teachers would have earned through the Los Angeles school district's salary schedule.

In the current system, teachers unions tend to compress wages within a school district so that teachers with the same seniority and the same degree are likely to receive similar (if not identical) salaries.

If a single - salary schedule for a school district yields a large surplus of qualified applicants for elementary education, social studies, and physical education, but no qualified applicants in physics or speech pathology, is teachers» pay in this district adequate?

Furthermore, to alleviate intense teacher shortages in areas such as mathematics, science, technology, and special education, school districts should supplement the salaries of qualified teachers who possess expertise in these subjects.

For most of the century just past, and into the current one, school districts have paid their teachers according to a «single salary schedule,» a pay scheme that bases an individual teacher's salary on two factors: years of experience (steps) and number of education credits and degrees (lanes).

Brian Jacob and Lars Lefgren find no relationship between teachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher steachers» pay and their performance in a mid-sized, western school district (see «When Principals Rate Teachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher sTeachers,» research, page 58); and Eric Hanushek, Steven Rivkin, and Daniel O'Brien, in a 2005 working paper published by the National Bureau of Economic Research, report no relationship between teacher productivity and changes in pay, suggesting that surrounding districts do not pull the most effective teachers from the city by offering higher steachers from the city by offering higher salaries.

Although a recent union election cast doubt on the durability of the arrangement, Cincinnati has become the first public school district in the country to scrap the traditional salary schedule in favor of a system that pays teachers according to their classroom performance.

For example, the Los Angeles Unified School District and United Teachers Los Angeles bargained a 15 percent annual salary supplement for any board - certified teacher.

In a dramatic turn of public opinion, Californians defeated a ballot measure that would have capped administrative spending by the state's nearly 1,000 districts at 5 percent of their total budgets and required that the other 95 percent go to classroom expenses, such as teachers» salaries and school supplies.

The Cincinnati Federation of Teachers and the school district's administration jointly designed a new teacher salary system that includes both a pay structure based on knowledge and skills and a bonus linked to school performance.