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A policy analysis of state level tea...

Mattingly, Missy.

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A policy analysis of state level teacher compensation policies.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A policy analysis of state level teacher compensation policies./
作者:	Mattingly, Missy.
其他作者:	Manning, Gary
面頁冊數:	152 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
標題:	Education, Policy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3605746
ISBN:	9781303624780

A policy analysis of state level teacher compensation policies.
Mattingly, Missy.

A policy analysis of state level teacher compensation policies. - 152 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ed.D.)--Saint Louis University, 2014.

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.

ISBN: 9781303624780Subjects--Topical Terms:

1669130
Education, Policy.

A policy analysis of state level teacher compensation policies.
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245 1 2 $a A policy analysis of state level teacher compensation policies.
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500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Susan Everson.
502 $a Thesis (Ed.D.)--Saint Louis University, 2014.
520 $a 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.
520 $a 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.
520 $a 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.
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