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Download full textHassel, Emily Ayscue; Holly, Christen; Locke, Gillian – Public Impact, 2014
To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…
Descriptors: Teacher Salaries, Compensation (Remuneration), Career Development, School Districts
Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian – Public Impact, 2014
To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…
Descriptors: Teacher Salaries, Compensation (Remuneration), Career Development, School Districts
Hutchins, Shaun D.; Schmitt, Lisa – Online Submission, 2015
In 2013, the Austin Independent School District began administering a voluntary online exit survey to all professional and administrative employees leaving the district. Responses and respondent characteristics are described for 2014. A separate research brief also was published. [For the research brief, see ED626496.]
Descriptors: Employee Attitudes, Teacher Attitudes, Administrator Attitudes, Surveys
Direct linkJacob, Brian; Springer, Matthew G. – National Center on Performance Incentives, 2007
Pay for performance (PFP) is once again gaining popularity within education. This study examines teacher attitudes toward PFP policies, and how these views vary by teacher experience, subject area specialization, grade level(s) taught, educational background, personality characteristics, risk and time preferences, and feelings of efficacy. Data…
Descriptors: Program Effectiveness, Teaching Experience, Educational Background, Personality Traits
