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A policy analysis of state level teacher compensation policies.

机译:国家级教师补偿政策的政策分析。

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摘要

This report describes a policy analysis project examining the characteristics of best practices in teacher compensation models in the 50 United States. Compensation is one consideration for teachers in deciding where they will teach and if they remain in the teaching field. The majority of all public school teachers are paid based on the single salary schedule which does not provide school districts flexibility to meet needs for staffing schools in changing labor markets. The purpose of this analysis was to ascertain if state policies are consistent with current literature and research on the characteristics of best practices in teacher compensation.;The project team developed five standards, each with associated indicators describing the characteristics of best practices for teacher compensation models. All of the standards and indicators were developed based upon current research and confirmed by a panel of three teacher compensation experts. The experts reviewed the standards for validity and suitability for the policy analysis. The project team used a filtering process to conduct the analysis beginning with an examination of policies from across the United States. The project team continued to refine their investigation based on states with policies that were consistent with the best practices as defined by the standards and indicators.;The analysis revealed 35 states include one or more of the indicators related to best practice in teacher compensation. From this detailed examination of state policy, the team was able to draw conclusions and make recommendations for improvement. Key recommendations include state involvement in the development of research, planning, monitoring and evaluation of protocols associated with teacher compensation. It is also recommended state teacher compensation policy be developed at the state level to include teacher compensation model designs and allow for flexibility within school districts to structure teacher compensation plans to meet local needs, and provide human resources policies integrating compensation as a strategic component within the policies.
机译:本报告描述了一个政策分析项目,该项目研究了美国50个州教师薪酬模型中最佳实践的特征。补偿是教师确定他们将在何处授课以及是否留在教学领域中的一项考虑。所有公立学校教师中的大多数都是根据单一工资表支付工资,这不能使学区有足够的灵活性来满足不断变化的劳动力市场中学校配备人员的需求。该分析的目的是确定国家政策是否与当前文献和教师补偿最佳实践的特征研究相一致。;项目团队制定了五项标准,每项标准均具有描述教师补偿模型最佳实践特征的相关指标。所有标准和指标都是根据当前研究结果制定的,并由三位教师补偿专家组成的小组确认。专家们对政策分析的有效性和适用性标准进行了审查。项目团队使用筛选过程来进行分析,首先要检查来自美国各地的政策。项目团队继续根据政策与标准和指标所定义的最佳实践一致的州来完善调查。分析显示,有35个州包括与教师薪酬最佳实践有关的一项或多项指标。通过对国家政策的详细检查,团队可以得出结论并提出改进建议。关键建议包括国家参与与教师补偿相关的协议的研究,计划,监控和评估的发展。还建议在州一级制定州教师薪酬政策,以包括教师薪酬模型设计,并允许学区内部灵活地制定教师薪酬计划,以满足当地需求,并提供将薪酬作为策略性组成部分的人力资源政策。政策。

著录项

  • 作者

    Mattingly, Missy.;

  • 作者单位

    Saint Louis University.;

  • 授予单位 Saint Louis University.;
  • 学科 Education Policy.;Education Finance.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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