This report, produced by a team of teacher leaders from a variety of schools and regions in California, follows up on our teacher evaluation report of 2010. Both reports were supported by the Stuart Foundation, with additional support from Stanford Center for Opportunity Policy in Education (SCOPE).
While education reform leaders rightly point to compensation as in important lever in hiring and retention, common notions of performance-pay reflect a misunderstanding of the teaching profession. They also fail, consistently, when implemented as simplistic rewards for raising student test scores. Instead of looking at pay in isolation, policy makers should look at compensation in connection to the work that teachers do, paying more to effective teachers who take on additional roles and responsibilities. In this report, we suggest that California should explore the creation of a higher-tier teacher certification that identifies leaders in the profession, and rewards them not simply with money, but with increased compensation commensurate with new leadership roles beyond classroom.