Policy Inventory, Page 4

Recommendation Area IV:
Encourage and reward teacher knowledge and skill

A. To what extent are teacher compensation and rewards linked to teaching knowledge, skills, and performance?

1. What are the bases for teacher compensation? What are the components of salary schedules?
2. Does the state or any districts link compensation to teachers' demonstrated knowledge and skill; e.g., licensing in more than one field, successful completion of INTASC assessments, advanced or NBPTS certification?
3. To what extent are professional development incentives and compensation linked to evidence of accomplished teaching?
4. Is relicensing required? Are the requirements linked to national standards of good teaching? How do the requirements affect professional development choices?
5. Are teachers encouraged to engage in performance assessment activities as participants or mentors?
6. To what extent are teacher evaluation procedures and promotion criteria linked to evidence of teaching knowledge and skill?
7. Are there opportunities and incentives for teachers to play other professional roles while remaining in teaching (e.g., peer coaching and mentoring, curriculum development, trainers, teacher education, school leadership)?

     Indicators/ Data Sources

• Compensation policies
• Professional development incentives
• Relicensing requirements
• Data on new roles and #s of teachers involved
  
  
  

B. Are teacher and administrator evaluation practices aligned with professional standards and effective for improvement and accountability purposes?

1. What is the nature of evaluation and accountability standards for teachers? For principals? Do they draw upon professional standards?
2. Who evaluates? Are they adequately prepared and qualified? Do state and local criteria for supervisors reflect national professional standards?
3. Are there data on the impact of teacher or principal evaluation? How many receive what kinds of ratings?
4. Do districts have established and effective procedures for identifying, assisting, and if necessary removing incompetent teachers or principals?
5. What kinds of supports and assistance are available to struggling teachers? From whom? How frequently are the supports used? With what effect?

     Indicators/ Data Sources

• State policy documents
• District policies
• Studies of evaluation processes