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Valuing teaching: Assessing the leve...

Holmberg, Jane Christine.

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Valuing teaching: Assessing the level of dynamic complexity in two models of alternative teacher compensation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Valuing teaching: Assessing the level of dynamic complexity in two models of alternative teacher compensation./
Author:	Holmberg, Jane Christine.
Description:	367 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2408.
Contained By:	Dissertation Abstracts International67-07A.
Subject:	Education, Finance. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225788
ISBN:	9780542794315

Valuing teaching: Assessing the level of dynamic complexity in two models of alternative teacher compensation.
Holmberg, Jane Christine.

Valuing teaching: Assessing the level of dynamic complexity in two models of alternative teacher compensation. - 367 p.

Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2408.

Thesis (Ed.D.)--University of Minnesota, 2006.

Changing how teachers are paid has been championed as the school reform measure with the greatest potential to leverage the educational dollar (Odden & Wallace, 2003). This study examines the potential of two Minnesota models of alternative teacher compensation to engender substantive educational change.

ISBN: 9780542794315Subjects--Topical Terms:

1020300
Education, Finance.

Valuing teaching: Assessing the level of dynamic complexity in two models of alternative teacher compensation.
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100 1 $a Holmberg, Jane Christine. $3 1918132
245 1 0 $a Valuing teaching: Assessing the level of dynamic complexity in two models of alternative teacher compensation.
300 $a 367 p.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2408.
500 $a Adviser: Nicola A. Alexander.
502 $a Thesis (Ed.D.)--University of Minnesota, 2006.
520 $a Changing how teachers are paid has been championed as the school reform measure with the greatest potential to leverage the educational dollar (Odden & Wallace, 2003). This study examines the potential of two Minnesota models of alternative teacher compensation to engender substantive educational change.
520 $a The Alternative Compensation Program (ACP) and Minnesota Teacher Advancement Program (MNTAP) were assessed for their level of dynamic complexity. Dynamic complexity can be understood as a theory that encompasses many aspects of what change literature has shown will increase the likelihood of substantive reform in education (Elmore, 2003; Fullan, 1993, 1999; Hargreaves, 2003). The concept was operationalized by creating a dynamic complexity index based on Fullan's (1999) Eight Lessons for Complex Change in Education. Fullan's lessons provided a standard against which the alternative teacher compensation models were assessed.
520 $a The implementation design of ACP was examined in five school districts; the design of MNTAP was examined in two school districts. A content analysis of documents and interviews with labor and management in each district yielded scores on each lesson and a Total Measure of Dynamic Complexity. Results indicated more variability in the ACP model, with school districts scoring higher and lower than MNTAP districts. This finding suggests the prescriptive nature of MNTAP insulated against low scores but did not achieve the highest possible scores, and the non-prescriptive nature of ACP allowed the model to be successful and unsuccessful. Where the ACP model captured the complexity of change, the program (1) incorporated standardized measures of student achievement or teacher evaluation related to instructional improvement and (2) allowed for individual choice in ways not possible in the MNTAP program.
520 $a Several policy recommendations result from the findings. First, technical assistance should be provided to implementing school districts that creates capacity by not prohibiting local flexibility at the expense of model fidelity. Second, because change is found to be sustainable through extensive dialogue, funding mechanisms should recognize an extended planning timetable and not penalize districts that are unready to rush to implementation. Finally, consistent with the study's major finding, policymakers should promulgate models that have sufficient flexibility for local input.
590 $a School code: 0130.
650 4 $a Education, Finance. $3 1020300
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710 2 0 $a University of Minnesota. $3 676231
773 0 $t Dissertation Abstracts International $g 67-07A.
790 1 0 $a Alexander, Nicola A., $e advisor
790 $a 0130
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3225788