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Paying Teachers for What They Know and Do

New and Smarter Compensation Strategies to Improve Schools

Second Edition
By: Allan R. Odden, Carolyn J. Kelley

Updated Edition of Bestseller!

A "how-to" on teacher compensation for the 21^st century!
This update of the classic Corwin bestseller gives district and site-based administrators all the new information and insight they need: signing bonuses, upgrades in teacher pensions, higher salaries to teachers in more challenging schools, and other approaches are examined, as well as:

Three approaches to compensating teachers
The relationship between pay and motivation
Knowledge-based and skills-based pay
Group-based performance awards and gain-sharing programs
How to fund alternative compensation programs

It's an essential tool for administrators at every level who want and need to keep the very best teachers . . . and pay them what they're worth.

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Product Details

Grade Level: PreK-12
ISBN: 9780761978886
Published By: Corwin
Year: 2001
Page Count: 264
Publication date: December 05, 2001

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This book is not available as a review copy.

Description

Updated Edition of Best Seller!

"Odden and Kelley demonstrate in this edition of Paying Teachers for What They Know and Do why they are the primary source for reliable information dealing with teacher compensation."
Bob Chase, President
National Education Association

"Every community developing a strategy to improve schools will want to use this book as a guide. It tells you everything you want to know about new teacher compensation strategies that affect all aspects of teaching and learning."
Yvonne Chan, Principal
Vaughn Next Century Learning Center
San Fernando, CA

"The second edition of Paying Teachers for What They Know and Do advances the ongoing discussion of how to create compensation systems that reward teachers for developing the skills and knowledge needed to deliver standards-based instruction. As Odden and Kelley write, 'We are still at the beginning of the learning curve' in understanding which systems are viable and effective, and therefore should monitor the development of new teacher compensation systems carefully."
Sandra Feldman, President
American Federation of Teachers

The demand for more innovative, more competitive, and more motivating compensation plans for teachers is growing every day . . . and now Allan Odden and Carolyn Kelley have updated their classic book on teacher compensation to give district and site-based administrators all the new information and insight they need to start moving in the right direction.

The second edition of Paying Teachers for What They Know and Do describes various pay and compensation initiatives currently in use across the country, including signing bonuses, upgrades in teacher pensions, higher salaries to those who are willing to work in more challenging schools, and other approaches. It also explores the different types of compensation plans used in the private sector as well as systems based on the continued acquisition of skills, knowledge, and experience. Then Odden and Kelley take the next step and describe exactly how these plans can be applied successfully in districts of any size.

Topics include:

The current status of teacher compensation
Three approaches to compensating teachers
The relationship between pay and motivation
Knowledge-based and skills-based pay
Group-based performance awards
Gain-sharing programs
Ways to design and implement alternative teacher compensation

This valuable book also provides vital information on how these programs can be funded and how school districts can design effective compensation programs that answer the needs of their existing teacher base.

An essential tool for administrators at every level who want and need to keep the very best teachers . . . and pay them what they're worth.

Author(s)

Allan R. Odden

Allan Odden is Professor Emeritus of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison; he also is Co-Director of the Strategic Management of Human Capital (SMHC) in public education and Co-Director of the Consortium for Policy Research in Education (CPRE). CPRE is a consortium of the University of Wisconsin-Madison, Pennsylvania, Harvard, Michigan, Northwestern, Teachers College-Columbia University, and Stanford Universities. He is an international expert on education finance, effective resource allocation and use, resource reallocation, the strategic management of human capital in education, teacher compensation, school-based management, and educational policy development and implementation. He consults regularly with states and districts on these issues.

His most recent books include School Finance: A Policy Perspective (McGraw Hill, 2008, 4th edition), with Lawrence O. Picus and How to Create World Class Teacher Compensation (Freeload Press, 2007) with Marc Wallace. Other books include Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools (Corwin Press, 1997, 2^nd Edition, 2002) with Carolyn Kelley; Reallocating Resources: How to Boost Student Achievement Without Spending More (Corwin, 2001) with Sarah Archibald; School Finance: A Policy Perspective (McGraw Hill, 1992, 2^nd Edition, 2000, 3^rd Edition 2004) co-authored with Lawrence Picus; School-Based Finance (Corwin Press, 1999), edited with Margaret Goertz; Financing Schools for High Performance: Strategies for Improving the Use of Educational Resources (Jossey Bass, 1998) with Carolyn Busch; Educational Leadership for America’s Schools (McGraw Hill, 1995); Rethinking School Finance: An Agenda for the 1990s (Jossey-Bass, 1992); Education Policy Implementation (State University of New York Press, 1991); and School Finance and School Improvement: Linkages for the 1980s (Ballinger, 1983).

He was a mathematics teacher and curriculum developer in New York City’s East Harlem for five years. He received his PhD and MA degrees from Columbia University, a Masters of Divinity from the Union Theological Seminary and his BS in aerospace engineering from Brown University.

Carolyn J. Kelley

Carolyn Kelley is a professor of educational leadership and policy analysis at the University of Wisconsin-Madison. She is an internationally recognized scholar in teacher compensation policy whose research focuses on the preparation and professional development of school leaders, and teacher evaluation and compensation as elements of strategic human resource management in schools. Her current research attempts to build a shared conception of mastery in educational leadership by examining the practices of principals who have closed achievement gaps and significantly improved learning for all students. Through this work, she seeks to build formative assessment tools and intervention strategies to improve leadership practice in schools. Kelley earned her PhD from Stanford University (1993) and conducted research with Consortium for Policy Research in Education (CPRE) from 1989 to 2002. Her publications include over 30 journal articles, book chapters, and research reports, and she is the coauthor of two books: Learning First! A School Leader’s Field Guide to Closing Achievement Gaps (with James J. Shaw, Corwin Press, 2009), and Paying Teachers for What they Know and Do: New and Smarter Compensation Strategies to Improve Schools (with Allan Odden, Corwin Press, 1997 and 2001). She has provided consulting services to numerous states, school districts, and policy and practitioner organizations, including national and state teacher unions.

Reviews

"Odden and Kelley demonstrate in this edition of Paying Teachers for What They Know and Do why they are the primary source for reliable information dealing with teacher compensation."

Bob Chase
President, National Education Association

"Every community developing a strategy to improve schools will want to use this book as a guide. It tells you everything you want to know about new teacher compensation strategies that affect all aspects of teaching and learning."

Yvonne Chan
Principal, Vaughn Next Century Learning Center, San Fernando, CA

"The second edition of Paying Teachers for What They Know and Do advances the ongoing discussion of how to create compensation systems that reward teachers for developing skills and knowledge needed to deliver standards-based instruction. As Odden and Kelley write, "we are still at the beginning of the learning curve" in understanding which systems are viable and effective, and therefore should monitor the development of new teacher compensation systems carefully."

Sandra Feldman
President, American Federation of Teachers

"A remarkable, eye-opening reference, and very highly recommended reading for educators, school board members, and administrators."

The Midwest Book Review

"[The authors] have done an outstanding job of crafting a process for the administrator or school board member to begin discussions on altering staff compensation."

The School Administrator, June 2003

Other Titles in: Principalship | Leadership | Staff Supervision / Evaluation / Retention

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Review Copies

This book is not available as a review copy.