Better Pay Better Pay for Better Teachingfor Better Teaching
Bryan C. HasselBryan C. Hassel
Progressive Policy InstituteProgressive Policy Institute
May 29, 2002May 29, 2002
Improving Teaching QualityImproving Teaching Quality
Entice more high-potential teachersEntice more high-potential teachers Convince effective teachers to stayConvince effective teachers to stay Encourage great teachers to take Encourage great teachers to take
tough assignmentstough assignments Enhance teachers' capacityEnhance teachers' capacity Increase use of effective practicesIncrease use of effective practices Induce ineffective teachers to leave Induce ineffective teachers to leave
Key Elements of New ApproachKey Elements of New Approach
Change the way we prepare, recruit, Change the way we prepare, recruit, select, support, and evaluateselect, support, and evaluate
Increase pay overallIncrease pay overall
Change the way we payChange the way we pay
New One-Size-Fits-All System?New One-Size-Fits-All System?
NO:NO:
We know little about "what works"We know little about "what works"
Schools differ:Schools differ:
no one best way to payno one best way to pay
Principles of Policy DesignPrinciples of Policy Design
Experimentation the Experimentation the rulerule, not the , not the exceptionexception
Flexibility at the school-levelFlexibility at the school-level
Hold harmless: no reductions in payHold harmless: no reductions in pay
Principles of Policy Design, cont.Principles of Policy Design, cont.
Intense focus on resultsIntense focus on results
Alignment: don't change pay aloneAlignment: don't change pay alone
Rigorous documentation and Rigorous documentation and evaluationevaluation
Why Pay MattersWhy Pay Matters
Composition Composition effects: effects:
who teaches, who teaches,
who stayswho stays Behavior effects:Behavior effects:
how teachers how teachers teach and teach and developdevelop
The Current SystemThe Current System
Rewards experience and educationRewards experience and education
Arguments:Arguments:
• Good proxies for teaching qualityGood proxies for teaching quality• Fairness & simplicityFairness & simplicity
Good Proxies for Quality?Good Proxies for Quality?
Lots of great veteran, highly Lots of great veteran, highly educated teacherseducated teachers
Studies: little or no overall link to Studies: little or no overall link to student learningstudent learning
Even if linked, not the Even if linked, not the bestbest proxies proxies
Fairness?Fairness?
Yes, ignores irrelevant factorsYes, ignores irrelevant factors
But also ignores relevant factors:But also ignores relevant factors:
• Teacher knowledge and skillsTeacher knowledge and skills• Learning achieved by studentsLearning achieved by students• Difficulty of assignmentDifficulty of assignment
Status Quo and Teaching QualityStatus Quo and Teaching Quality
YesYes NoNo
Entice more great teachers Entice more great teachers
Convince effective teachers to stay Convince effective teachers to stay
Induce teachers to take tough jobsInduce teachers to take tough jobs
Enhance teachers' capacity Enhance teachers' capacity
Increase use of effective practices Increase use of effective practices
Encourage weak teachers to leave Encourage weak teachers to leave
Two Key Aspects of New PolicyTwo Key Aspects of New Policy
What factors drive pay What factors drive pay
Who sets payWho sets pay
What Factors Drive PayWhat Factors Drive Pay
Paying for knowledge and skillsPaying for knowledge and skills
Paying more for high-demand Paying more for high-demand specialtiesspecialties
Paying more for hard-to-staff schoolsPaying more for hard-to-staff schools
Paying for performance Paying for performance
Evaluating ProposalsEvaluating Proposals
Likely contribution to teaching Likely contribution to teaching quality:quality:• Composition effectsComposition effects• Behavior effectsBehavior effects
Standard: relative to status quo Standard: relative to status quo
Pay for Knowledge and SkillsPay for Knowledge and Skills
YesYes NoNo
Entice more great teachers Entice more great teachers
Convince effective teachers to stay Convince effective teachers to stay
Induce teachers to take tough jobsInduce teachers to take tough jobs
Enhance teachers' capacity Enhance teachers' capacity
Increase use of effective practices Increase use of effective practices
Encourage weak teachers to leave Encourage weak teachers to leave
Pay More for High-Demand Pay More for High-Demand SpecialtiesSpecialties
YesYes NoNo
Entice more great teachers Entice more great teachers
Convince effective teachers to stay Convince effective teachers to stay
Induce teachers to take tough jobsInduce teachers to take tough jobs
Enhance teachers' capacity Enhance teachers' capacity
Increase use of effective practices Increase use of effective practices
Encourage weak teachers to leave Encourage weak teachers to leave
Pay More for Hard-to-Staff SchoolsPay More for Hard-to-Staff Schools
YesYes NoNo
Entice more great teachers Entice more great teachers
Convince effective teachers to stay Convince effective teachers to stay
Induce teachers to take tough jobsInduce teachers to take tough jobs
Enhance teachers' capacity Enhance teachers' capacity
Increase use of effective practices Increase use of effective practices
Encourage weak teachers to leave Encourage weak teachers to leave
Paying for PerformancePaying for Performance
YesYes NoNo
Entice more great teachers Entice more great teachers
Convince effective teachers to stay Convince effective teachers to stay
Induce teachers to take tough jobsInduce teachers to take tough jobs
Enhance teachers' capacity Enhance teachers' capacity
Increase use of effective practices Increase use of effective practices
Encourage weak teachers to leave Encourage weak teachers to leave
Design Issues and OptionsDesign Issues and Options
What exactly to rewardWhat exactly to reward How to measureHow to measure Alignment with other strategiesAlignment with other strategies Supplement or replaceSupplement or replace How much to payHow much to pay How to fundHow to fund Transition Transition
Changing Who Sets PayChanging Who Sets Pay
Status quo: state and district scalesStatus quo: state and district scales
The challenge: The challenge: alignmentalignment
Solution: school-level pay-settingSolution: school-level pay-setting
"School leaders": not necessarily "School leaders": not necessarily principalsprincipals
(example: teacher ownership) (example: teacher ownership)
Complements to Flexible PayComplements to Flexible Pay
Hold school leaders accountableHold school leaders accountable
Grant HR and budget autonomy to Grant HR and budget autonomy to schoolsschools
Build leaders' capacity to set payBuild leaders' capacity to set pay
Foster external providers of teacher Foster external providers of teacher evaluation and pay approachesevaluation and pay approaches
Address equity issues Address equity issues
Some Middle GroundsSome Middle Grounds
Partial decentralizationPartial decentralization
School discretion, within parametersSchool discretion, within parameters
Phase-inPhase-in
The Future of Teacher PayThe Future of Teacher Pay
ExperimentationExperimentation
FlexibilityFlexibility
The bargain: The bargain:
Better Pay, Better Pay Better Pay, Better Pay SystemsSystems
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