1. Better Pay for Better Teaching Bryan C. Hassel Progressive Policy Institute May 29, 2002

2. Improving Teaching Quality Entice more high-potential teachers Entice more high-potential teachers Convince effective teachers to stay Convince effective teachers to stay Encourage great teachers to take tough assignments Encourage great teachers to take tough assignments Enhance teachers' capacity Enhance teachers' capacity Increase use of effective practices Increase use of effective practices Induce ineffective teachers to leave Induce ineffective teachers to leave

3. Key Elements of New Approach Change the way we prepare, recruit, select, support, and evaluate Change the way we prepare, recruit, select, support, and evaluate Increase pay overall Increase pay overall Change the way we pay Change the way we pay

4. New One-Size-Fits-All System? NO: We know little about "what works" We know little about "what works" Schools differ: Schools differ: no one best way to pay

5. Principles of Policy Design Experimentation the rule, not the exception Experimentation the rule, not the exception Flexibility at the school-level Flexibility at the school-level Hold harmless: no reductions in pay Hold harmless: no reductions in pay

6. Principles of Policy Design, cont. Intense focus on results Intense focus on results Alignment: don't change pay alone Alignment: don't change pay alone Rigorous documentation and evaluation Rigorous documentation and evaluation

7. Why Pay Matters Composition effects: Composition effects: who teaches, who stays Behavior effects: Behavior effects: how teachers teach and develop

8. The Current System Rewards experience and education Rewards experience and education Arguments: Arguments: Good proxies for teaching qualityGood proxies for teaching quality Fairness & simplicityFairness & simplicity

9. Good Proxies for Quality? Lots of great veteran, highly educated teachers Lots of great veteran, highly educated teachers Studies: little or no overall link to student learning Studies: little or no overall link to student learning Even if linked, not the best proxies Even if linked, not the best proxies

10. Fairness? Yes, ignores irrelevant factors Yes, ignores irrelevant factors But also ignores relevant factors: But also ignores relevant factors: Teacher knowledge and skillsTeacher knowledge and skills Learning achieved by studentsLearning achieved by students Difficulty of assignmentDifficulty of assignment

11. Status Quo and Teaching Quality YesNo Entice more great teachers Convince effective teachers to stay Induce teachers to take tough jobs Enhance teachers' capacity Increase use of effective practices Encourage weak teachers to leave

12. Two Key Aspects of New Policy What factors drive pay What factors drive pay Who sets pay Who sets pay

13. What Factors Drive Pay Paying for knowledge and skills Paying for knowledge and skills Paying more for high-demand specialties Paying more for high-demand specialties Paying more for hard-to-staff schools Paying more for hard-to-staff schools Paying for performance Paying for performance

14. Evaluating Proposals Likely contribution to teaching quality: Likely contribution to teaching quality: Composition effectsComposition effects Behavior effectsBehavior effects Standard: relative to status quo Standard: relative to status quo

15. Pay for Knowledge and Skills YesNo Entice more great teachers Convince effective teachers to stay Induce teachers to take tough jobs Enhance teachers' capacity Increase use of effective practices Encourage weak teachers to leave

16. Pay More for High-Demand Specialties YesNo Entice more great teachers Convince effective teachers to stay Induce teachers to take tough jobs Enhance teachers' capacity Increase use of effective practices Encourage weak teachers to leave

17. Pay More for Hard-to-Staff Schools YesNo Entice more great teachers Convince effective teachers to stay Induce teachers to take tough jobs Enhance teachers' capacity Increase use of effective practices Encourage weak teachers to leave

18. Paying for Performance YesNo Entice more great teachers Convince effective teachers to stay Induce teachers to take tough jobs Enhance teachers' capacity Increase use of effective practices Encourage weak teachers to leave

19. Design Issues and Options What exactly to reward What exactly to reward How to measure How to measure Alignment with other strategies Alignment with other strategies Supplement or replace Supplement or replace How much to pay How much to pay How to fund How to fund Transition Transition

20. Changing Who Sets Pay Status quo: state and district scales Status quo: state and district scales The challenge: alignment The challenge: alignment Solution: school-level pay-setting Solution: school-level pay-setting "School leaders": not necessarily principals "School leaders": not necessarily principals (example: teacher ownership)

21. Complements to Flexible Pay Hold school leaders accountable Hold school leaders accountable Grant HR and budget autonomy to schools Grant HR and budget autonomy to schools Build leaders' capacity to set pay Build leaders' capacity to set pay Foster external providers of teacher evaluation and pay approaches Foster external providers of teacher evaluation and pay approaches Address equity issues Address equity issues

22. Some Middle Grounds Partial decentralization Partial decentralization School discretion, within parameters School discretion, within parameters Phase-in Phase-in

23. The Future of Teacher Pay Experimentation Experimentation Flexibility Flexibility The bargain: The bargain: Better Pay, Better Pay Systems