A new report from the Center for American Progress and Educational Resource Strategies, or ERS, looks at 10 first-mover districts in order to provide lessons for how school districts can redesign their compensation systems to attract, retain, and leverage a high-performing teacher force.
“Revising teacher career paths and compensation is one critical piece of getting and keeping great teachers and making the most of education dollars,” said Karen Hawley Miles, president and executive director of ERS and coauthor of the report.
“Our report highlights lessons from the school districts that are thinking outside the box to reform their teacher compensation systems—to attract and retain great teachers,” said Kaitlin Pennington, policy analyst at CAP and coauthor of the report.
The report highlights 10 school districts that have effectively redesigned their teacher compensation systems: Baltimore City, MD; Denver, Douglas County, and Harrison School District 2, CO; Hillsborough County, FL; Lawrence, MA; New Haven, CT; Pittsburgh, PA; Putnam County, TN; and Washington, D.C.
While each of these districts have faced different constraints and made different choices in redesigning their compensation systems, CAP and ERS used these district analyses to identify the following best practices for districts to approach redesigning teacher compensation systems:
- Differentiate compensation based on roles and responsibilities
- Set starting salaries to meet market demand
- Align teacher compensation redesign with fair and proven teacher evaluation systems
- Shift pay away from years of experience and advance degree attainment
- Use compensation incentives to attract highly effective teachers to hard-to-staff schools, districts, and subjects
- Emphasize extra pay for effectiveness and career pathways instead of small bonuses
- Accelerate the timeline to earning the maximum salary where possible
- Allow teachers to opt-in to new compensation systems within a set timeframe
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