Just as we should
compensate teachers based on more than the number of years of service, we should be able to evaluate teacher performance and impact fairly and transparently.
In other words, whereas consequential decisions to retain, promote, and
compensate teachers based on their value - added to student achievement surely involve error, the districts we studied are using state - of - the - art value - added systems that minimize such error as much as is presently possible.
He said, «Rethinking policies around seat - time requirements, class size,
compensating teachers based on their educational credentials, the use of technology in the classroom, inequitable school financing, the over placement of students in special education — almost all of these potentially transformative productivity gains are primarily state and local issues that have to be grappled with.»
The board and Miles adopted a pay - for performance system that
compensates teachers based on how well students do.
He said, «Rethinking policies around seat - time requirements, class size,
compensating teachers based on their educational credentials, the use of technology in the classroom, inequitable school financing, the over-placement of students in special education — almost all of these potentially transformative productivity gains are primarily state and local issues that have to be grappled with.»
Not exact matches
This is the basic measure of value - added assessment in use today;
teachers in many states across the country are evaluated (and sometimes
compensated or fired)
based on similar measures.
For example, while the
Teacher Incentive Fund has historically focused on
compensating teachers for their performance, we should also encourage districts to start
compensating more
teachers based on the difficulty of their job and the supply of people who can do it well.
Market - driven compensation allows schools to
compensate teachers on the
basis of their performance and the performance of their students.
Elementary - and secondary - school
teachers in the United States traditionally have been
compensated according to salary schedules
based solely on experience and education.
Yes, she would augment that system with better - educated (and
compensated)
teachers, a strong core curriculum, a different (curriculum -
based) approach to assessment, greater emphasis on behavior and attitudes and a number of collateral «social» changes such as better families and home environments.
Recognizing that an effective
teacher is the most important school -
based factor impacting student achievement, the National Institute for Excellence in Teaching (NIET) is committed to ensuring a highly skilled, strongly motivated and competitively
compensated teacher for every classroom in America.
'' (Washington) is completely silent on the issue of
compensating, promoting and retaining
teachers and principals on the
basis of evaluations where student growth is a significant factor,» a reviewer complained.
Teachers in the United States are
compensated largely on the
basis of fixed schedules that reward experience and credentials.
We now allow local school systems to create local salary schedules for
teachers and principals that permit us to
compensate, promote, and terminate
teachers as a result of rigorous annual evaluations that are
based on student learning.
Local boards will now be able to
compensate, promote, and dismiss
teachers and principals on the
basis of annual evaluations of student learning gains.
Nearly all (89 percent) school districts
compensate teachers according to a uniform salary schedule that pays
teachers based solely on years of experience and the level of degrees earned.
Also troublesome for Hobbs and other
teachers in Kingsport is that, beginning this year, they will be
compensated based in part on those state test scores.