Case summaries present promising solutions to the implementation of educator compensation reform initiatives.
LEAP Academy University Charter School's Performance-Based Compensation Program
This case summary discusses the performance-based compensation system (PBCS) at LEAP Academy, which is the first unionized public school in New Jersey to have such a system. LEAP Academy's PBCS has three main components: A system to evaluate teacher professional practices, professional development aligned to that evaluation system, and a compensation system based on teacher evaluation ratings and responsibilities, which rewards teachers individually or collectively for academic gains of students.
Case Summary Pay for Performance in Idaho
This case summary begins with an overview of recent pay-for-performance efforts in Idaho, which ISDE drew upon to inform the design of Students Come First. It then provides detailed descriptions of the program's design, discusses implementation efforts, and identifies potential sustainability challenges. The case summary concludes with a discussion of lessons learned from Idaho's pay-for-performance experiences.
Pay-for-Performance Programs: Overview and Discussion
Includes demographic information about Texas students and teachers, an overview of education reform related to teacher quality and teacher pay in Texas, a discussion of the three specific programs that constitute the performance-based pay effort in Texas, and a synthesis of the main lessons learned from all of the state-level perfor��mance-based pay programs in Texas.
Arizona Career Ladder Program
Describes the long-standing Arizona Career Ladder Program. The case summary highlights three districts and explores how those districts capitalize on the district-based autonomy granted by the Career Ladder Program to develop programs that best suit their needs.
New York City's School-Wide Performance Bonus Program
New York Case Summary: Details the collaboration in conception and implementation between the New York City Department of Education (NYCDOE) and the United Federation of Teachers (UFT) in developing the New York City School-Wide Performance Bonus Program (SPBP).
Executive Summary: Lessons Learned From the Center for Educator Compensation Reform's First 10 Case Summaries
Synthesizes the first ten case summaries written by CECR, identifying four overarching themes that have emerged in all programs—communication, buy-in, comprehensiveness, and fairness.
Transforming Schools in Mobile County, Alabama
Examines the planning and implementation of the Mobile County Public Schools Transformed Schools Initiative in Alabama, which ran for five years, to the end of the 2008-09 school year. The case summary offers insight into systemic district reforms that include a compensation component and lessons learned from program implementation.
TAP: The System for Teacher and Student Advancement
Details the history, design, and implementation of TAP: The System for Teacher and Student Advancement throughout the country. Concludes with lessons learned that speak to comprehensiveness, buy-in and communication.
Pay Reform in Minneapolis Public Schools: Multiple Approaches to Alternative Compensation
Focuses on the evolution of alternative compensation efforts in Minneapolis Public Schools through the Minneapolis Professional Pay System (ProPay), which began in 2002; the Minneapolis Teacher Advancement Program (MnTAP), which began in 2004; and the Minneapolis Alternative Teacher Professional Pay System (ATPPS), which began in 2006.
Performance Pay in Houston
Discusses the development of the Houston Independent School District's pay-for-performance program, ASPIRE Award including initial challenges and how they were addressed and lessons learned from the perspective of both union and school district officials.
Alaska School Performance Incentive Program
Provides insight into the development and implementation of Alaska's school-based Performance Incentive Program (AKSPIP). The AKSPIP case summary also offers lessons learned around the implementation of the initiative.
School-Based Performance Pay in Georgia
Explores the history of Georgia's Pay for Performance program, describes the program's design and implementation, and shares lessons learned.
Mission Possible: A Comprehensive Teacher Incentive Program in Guilford County, North Carolina
Offers insight into the history and implementation of Guilford County's Mission Possible initiativeincluding the creation and approval of the program, program management and school selection information, program components, factors contributing to the program's success, and lessons learned.
The Evolution of Performance Pay in Florida
Describes the design and implementation of performance pay in Florida and offers several lessons for policymakers and practitioners.
The Palm Beach County School District Story: An Innovative Approach to Restructuring Principal Pay
Examines how Palm Beach County School District, in southeastern Florida, restructured principal pay in an effort to compensate school leaders based on school measures and student performance.
Texas State-Level Pay-for-Performance Programs: Overview and Discussion
Provides an example of how the pay-for-performance initiative in Texas rewards teachers who have had an impact on student achievement. The initiative includes the design and implementation of a state-level framework for locally driven pay-for-performance programs.