James H. Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. He has worked with numerous school districts and other educational organizations to design and implement evaluation systems for teachers, administrators, and support personnel. His work on effective teachers focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at conferences such as American Educational Research Association and Association for Supervision and Curriculum Development, conducted workshops for national and state organizations, and worked with local school districts.He has been a teacher, counselor, and district-level administrator. His doctorate is in the area of educational administration and planning from the University of Alabama. Christopher R. Gareis, EdD, is Assistant Professor of Educational Leadership at the College of William and Mary in Virginia. He is a former high school and middle school English teacher, as well as a middle school assistant principal and principal. He also directed the teacher preparation program at William and Mary as Associate Dean, and he continues the work of developing a network of partnership schools and clinical faculty in support of preservice teacher preparation and novice teachers. He has worked with school districts, state departments of education, and schools in the areas of teacher compensation, personnel evaluation, strategic planning, facilities planning, teacher preparation, mentoring, and curriculum development. In addition to these areas, his research interests include teacher leadership and principal efficacy., is Assistant Professor of Educational Leadership at the College of William and Mary in Virginia. He is a former high school and middle school English teacher, as well as a middle school assistant principal and principal. He also directed the teacher preparation program at William and Mary as Associate Dean, and he continues the work of developing a network of partnership schools and clinical faculty in support of preservice teacher preparation and novice teachers. He has worked with school districts, state departments of education, and schools in the areas of teacher compensation, personnel evaluation, strategic planning, facilities planning, teacher preparation, mentoring, and curriculum development. In addition to these areas, his research interests include teacher leadership and principal efficacy.

"The authors have amassed a tremendous amount of information and assembled it into a very readable book that will be an excellent resource."

• AcknowledgmentsPrefaceAbout the Authors1. Attracting, Developing, Retaining – and Paying – Quality TeachersExamining Motivation: Do Financial Incentives Work in Promoting Teacher Quality?How We Pay Teachers: A Brief History of Teacher CompensationCurrent Issues and Trends in Teacher CompensationTeacher Pay and Teacher QualityConcluding Thoughts: Where Do We Go From Here?2. Teacher Pay and School Purposes: How Do They Relate?Aligning Teacher Compensation With Organizational Purpose and DirectionMoving Forward: Key Considerations for Developing a Compensation SystemEstablishing Criteria: Defining and Measuring QualitySummary: Teacher Compensation in the Big Picture of School Purpose3. Competitive Salaries and Benefits: How Do We Stack Up?How Do Principles of Environmental Scanning Apply to Teacher Compensation Systems?How Can the Competitiveness of Teacher Salaries Be Assessed?How Can Nonsalary Benefits Contribute to a Competitive Salary Package?What Role Can Working Conditions Play in a Competing Market?Summary: Teacher Quality and Competitive Pay4. Considering Options for Teacher Pay: What Are the Promising Possibilities?Single-Salary ScheduleExtra Duty/Additional Responsibility PayCareer LadderKnowledge- and Skills-Based PayIndividual Evaluation PayPerformance-Based PayCreative Compensation: Other Ways of Recognizing Teacher QualitySummary5. Building a Model Teacher Compensation System: What Will Work Best for Us?Assumptions About Compensation SystemsDesign Principles: Considerations in Teacher CompensationDesigning a Compensation System Aimed at QualityA Component-Parts Approach to Teacher CompensationA Model for Teacher CompensationA Closer Look at the Components of CompensationCompensation and QualityAlternatives to ConsiderConcluding Thoughts: Designing a Compensation System6. From Planning to Implementation: How Do We Make This Change?Step 1: Develop the Aims and Criteria of the Compensation SystemStep 2: Select Compensation ComponentsStep 3: Plan for ImplementationStep 4: Pilot the Restructured Compensation SystemStep 5: Districtwide Implementation and EvaluationConcluding Thoughts: Teacher Quality and Teacher PayEndnotesReferencesIndex

James H. Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. He has worked with numerous school districts and other educational organizations to design and implement evaluation systems for teachers, administrators, and support personnel. His work on effective teachers focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at conferences such as American Educational Research Association and Association for Supervision and Curriculum Development, conducted workshops for national and state organizations, and worked with local school districts.He has been a teacher, counselor, and district-level administrator. His doctorate is in the area of educational administration and planning from the University of Alabama. Christopher R. Gareis, EdD, is Assistant Professor of Educational Leadership at the College of William and Mary in Virginia. He is a former high school and middle school English teacher, as well as a middle school assistant principal and principal. He also directed the teacher preparation program at William and Mary as Associate Dean, and he continues the work of developing a network of partnership schools and clinical faculty in support of preservice teacher preparation and novice teachers. He has worked with school districts, state departments of education, and schools in the areas of teacher compensation, personnel evaluation, strategic planning, facilities planning, teacher preparation, mentoring, and curriculum development. In addition to these areas, his research interests include teacher leadership and principal efficacy., is Assistant Professor of Educational Leadership at the College of William and Mary in Virginia. He is a former high school and middle school English teacher, as well as a middle school assistant principal and principal. He also directed the teacher preparation program at William and Mary as Associate Dean, and he continues the work of developing a network of partnership schools and clinical faculty in support of preservice teacher preparation and novice teachers. He has worked with school districts, state departments of education, and schools in the areas of teacher compensation, personnel evaluation, strategic planning, facilities planning, teacher preparation, mentoring, and curriculum development. In addition to these areas, his research interests include teacher leadership and principal efficacy.

"The authors have amassed a tremendous amount of information and assembled it into a very readable book that will be an excellent resource."

• AcknowledgmentsPrefaceAbout the Authors1. Attracting, Developing, Retaining – and Paying – Quality TeachersExamining Motivation: Do Financial Incentives Work in Promoting Teacher Quality?How We Pay Teachers: A Brief History of Teacher CompensationCurrent Issues and Trends in Teacher CompensationTeacher Pay and Teacher QualityConcluding Thoughts: Where Do We Go From Here?2. Teacher Pay and School Purposes: How Do They Relate?Aligning Teacher Compensation With Organizational Purpose and DirectionMoving Forward: Key Considerations for Developing a Compensation SystemEstablishing Criteria: Defining and Measuring QualitySummary: Teacher Compensation in the Big Picture of School Purpose3. Competitive Salaries and Benefits: How Do We Stack Up?How Do Principles of Environmental Scanning Apply to Teacher Compensation Systems?How Can the Competitiveness of Teacher Salaries Be Assessed?How Can Nonsalary Benefits Contribute to a Competitive Salary Package?What Role Can Working Conditions Play in a Competing Market?Summary: Teacher Quality and Competitive Pay4. Considering Options for Teacher Pay: What Are the Promising Possibilities?Single-Salary ScheduleExtra Duty/Additional Responsibility PayCareer LadderKnowledge- and Skills-Based PayIndividual Evaluation PayPerformance-Based PayCreative Compensation: Other Ways of Recognizing Teacher QualitySummary5. Building a Model Teacher Compensation System: What Will Work Best for Us?Assumptions About Compensation SystemsDesign Principles: Considerations in Teacher CompensationDesigning a Compensation System Aimed at QualityA Component-Parts Approach to Teacher CompensationA Model for Teacher CompensationA Closer Look at the Components of CompensationCompensation and QualityAlternatives to ConsiderConcluding Thoughts: Designing a Compensation System6. From Planning to Implementation: How Do We Make This Change?Step 1: Develop the Aims and Criteria of the Compensation SystemStep 2: Select Compensation ComponentsStep 3: Plan for ImplementationStep 4: Pilot the Restructured Compensation SystemStep 5: Districtwide Implementation and EvaluationConcluding Thoughts: Teacher Quality and Teacher PayEndnotesReferencesIndex

James H. Stronge is the Heritage Professor in the Educational Policy, Planning, and Leadership Area at the College of William and Mary, Williamsburg, Virginia. His research interests include policy and practice related to teacher quality, and teacher and administrator evaluation. He has worked with numerous school districts and other educational organizations to design and implement evaluation systems for teachers, administrators, and support personnel. His work on effective teachers focuses on how to identify effective teachers and how to enhance teacher effectiveness. Dr. Stronge has presented his research at conferences such as American Educational Research Association and Association for Supervision and Curriculum Development, conducted workshops for national and state organizations, and worked with local school districts.He has been a teacher, counselor, and district-level administrator. His doctorate is in the area of educational administration and planning from the University of Alabama. Christopher R. Gareis, EdD, is Assistant Professor of Educational Leadership at the College of William and Mary in Virginia. He is a former high school and middle school English teacher, as well as a middle school assistant principal and principal. He also directed the teacher preparation program at William and Mary as Associate Dean, and he continues the work of developing a network of partnership schools and clinical faculty in support of preservice teacher preparation and novice teachers. He has worked with school districts, state departments of education, and schools in the areas of teacher compensation, personnel evaluation, strategic planning, facilities planning, teacher preparation, mentoring, and curriculum development. In addition to these areas, his research interests include teacher leadership and principal efficacy., is Assistant Professor of Educational Leadership at the College of William and Mary in Virginia. He is a former high school and middle school English teacher, as well as a middle school assistant principal and principal. He also directed the teacher preparation program at William and Mary as Associate Dean, and he continues the work of developing a network of partnership schools and clinical faculty in support of preservice teacher preparation and novice teachers. He has worked with school districts, state departments of education, and schools in the areas of teacher compensation, personnel evaluation, strategic planning, facilities planning, teacher preparation, mentoring, and curriculum development. In addition to these areas, his research interests include teacher leadership and principal efficacy.

"The authors have amassed a tremendous amount of information and assembled it into a very readable book that will be an excellent resource."

• AcknowledgmentsPrefaceAbout the Authors1. Attracting, Developing, Retaining – and Paying – Quality TeachersExamining Motivation: Do Financial Incentives Work in Promoting Teacher Quality?How We Pay Teachers: A Brief History of Teacher CompensationCurrent Issues and Trends in Teacher CompensationTeacher Pay and Teacher QualityConcluding Thoughts: Where Do We Go From Here?2. Teacher Pay and School Purposes: How Do They Relate?Aligning Teacher Compensation With Organizational Purpose and DirectionMoving Forward: Key Considerations for Developing a Compensation SystemEstablishing Criteria: Defining and Measuring QualitySummary: Teacher Compensation in the Big Picture of School Purpose3. Competitive Salaries and Benefits: How Do We Stack Up?How Do Principles of Environmental Scanning Apply to Teacher Compensation Systems?How Can the Competitiveness of Teacher Salaries Be Assessed?How Can Nonsalary Benefits Contribute to a Competitive Salary Package?What Role Can Working Conditions Play in a Competing Market?Summary: Teacher Quality and Competitive Pay4. Considering Options for Teacher Pay: What Are the Promising Possibilities?Single-Salary ScheduleExtra Duty/Additional Responsibility PayCareer LadderKnowledge- and Skills-Based PayIndividual Evaluation PayPerformance-Based PayCreative Compensation: Other Ways of Recognizing Teacher QualitySummary5. Building a Model Teacher Compensation System: What Will Work Best for Us?Assumptions About Compensation SystemsDesign Principles: Considerations in Teacher CompensationDesigning a Compensation System Aimed at QualityA Component-Parts Approach to Teacher CompensationA Model for Teacher CompensationA Closer Look at the Components of CompensationCompensation and QualityAlternatives to ConsiderConcluding Thoughts: Designing a Compensation System6. From Planning to Implementation: How Do We Make This Change?Step 1: Develop the Aims and Criteria of the Compensation SystemStep 2: Select Compensation ComponentsStep 3: Plan for ImplementationStep 4: Pilot the Restructured Compensation SystemStep 5: Districtwide Implementation and EvaluationConcluding Thoughts: Teacher Quality and Teacher PayEndnotesReferencesIndex