But I would disagree with their premise that there was no demand from policymakers and the public for a means to
pay accomplished teachers more than ordinary teachers.
Not exact matches
Typically, urban and rural schools serving poor and minority students have the highest turnover rates, and as a result they have the highest percentages of first - year
teachers, the highest percentages of
teachers with fewer than five years of teaching experience, the lowest
paid teachers, and the lowest percentages of
accomplished teachers.
They also provide more opportunities for professional development and joint planning time with
accomplished veterans, and generally
pay teachers more in relation to other highly skilled occupations.
If we
pay some of that money to our best
teachers for taking in more students, we
accomplish three goals at once — we save money, we get more students in classrooms with highly effective
teachers, and we give our best
teachers a real raise, not just for being good, but for taking on more work.
Teachers who thought they had no choice but to advance into administration have stayed in the classroom — or come back because of the new roles, career possibilities, and
pay that returns respect for what they
accomplish.
Leadership opportunities that go the extra step of providing
teachers with formal recognition,
pay, or time during the school day to
accomplish the additional work are even rarer.
But lead negotiators say they're proud of what the General Assembly has
accomplished, including giving
teachers what they consider to be a much - needed
pay raise.
Successful merit -
pay plans should give out significant bonuses to
teachers who
accomplish their goals.
Using the current lead
teacher and
accomplished teacher categories but linked with an appropriate
pay level progression would be a good start.