Existing Efforts

“For decades the single salary schedule based upon the "step and column" salary matrix has been the model for paying teachers in a manner that recognizes two critical variables: experience and education/training. The model is widely accepted because it is seen as less arbitrary, clearer and more predictable. Many argue, however, that there is little in this structure to provide incentives and rewards to teachers and other educators who wish to develop their professional knowledge and skills or to support a climate of innovation and collaboration...”

- California Teachers Association Educational Change Workgroup Recommendations,

6 July 2005, Page 2

Alternative compensation programs augment seniority-based compensation with programs intended to promote teacher effectiveness and professionalism.

California

• CTA support for Alt Comp pilots. The California Teachers Association (CTA) Educational Change Workgroup has recommended that the Association actively support locally-negotiated alternative compensation pilot programs in California.
• Legislative action: In 2006, SB 1209 passed with support from both the California Teachers Association (CTA), and the California Federation of Teachers (CFT). This amendment to the California Education Code allows for the negotiation and implementation of alternative compensation strategies for teachers, with the mutual agreement of school districts and teachers’ unions.

Because California districts have not yet participated in the development of alternative compensation plans, thus far federal support has flowed to other states. There is a large opportunity for local districts in California to make a huge impact by being pioneers.

Union-related

• Grassroots support growing into systemic support. As local support for alternative teacher compensation plans has become more widespread, union support for alternative compensation has become more broad-based. The American Federation of Teachers (AFT), for example, actively supported the TIF legislation. AFT has been a strong proponent of experimentation with alternative compensation, saying, “the traditional salary system, as commonly implemented, does not reward additional skills and knowledge that benefit children.”[1] The National Education Association (NEA) remains formally opposed to alternative compensation plans, though many of its affiliates have begun exploring alternative compensation options, and some applied for funding through TIF grants.
• Teachers Union Reform Network. Alternative compensation strategies have become a major topic of discussion at meetings of the Teachers Union Reform Network (TURN).[2] The organization counts among its members many of the pioneers of alternative compensation programs around the US, and its meetings (about three per year) have become important venues for the exchange of ideas and insights among union leaders.

National

• School districts and states taking the lead: The primary innovators in alternative teacher compensation have been local teacher unions in partnership with individual school districts. In Denver, the most celebrated example, individual teachers have the opportunity to increase their earnings by upwards of $5,000 per year by meeting criteria that demonstrate a higher level of effectiveness. Denver voters approved new funding of about $600 per student in support of this program, known as ProComp. States experimenting with alternative teacher compensation models include South Carolina, Tennessee, Minnesota, Florida and others.[3]
• Governments providing financial support: The most important model for government support of alternative teacher compensation is the federal Teacher Incentive Fund (TIF). Congress allocated $100 million in grants for school districts and charter schools that implement performance-based pay. In the fall of 2006, sixteen grants were awarded out of more than sixty applications received.[4] Some states are creating similar funds to support innovation.
• Non-profit organizations providing planning and operational support. Many of the pioneers in alternative teacher compensation innovation have designed their own plans, but two non-profit organizations have emerged as program providers: the Teacher Advancement Program (TAP) and New Leaders for New Schools (NLNS). Of these, TAP is the more established operation. It aims to “improve student performance by attracting and retaining…motivated and talented teachers.” 130 schools in 13 states were participating in TAP as of fall 2006.[5] Under this program, teachers receive financial incentives determined by their instructional effectiveness as well as by growth in achievement of their students.

Source:
¹ http://www.aft.org/topics/teacher-qia;otu/comp.htm
² http://www.turnexchange.net
³ Teacher Pay Reforms: The Political Implications of Recent Research, Center for American Progress, 2006, pg 12.
⁴ http://www.ed.gov/legilsation/FedRegister/announcements/2006-4/111406a.html
⁵ http://www.talentedteachers.org