INSTITUTE FOR COMPENSATION REFORM AND STUDENT LEARNING
Through our Institute for Compensation Reform and Student Learning, CTAC assists a range of districts, unions and states to customize and incorporate compensation changes (linking what professionals earn to what students learn) as a core element of broader systemic reform.
Additionally, the institute assists the news media, philanthropic leaders, policy makers, and other key opinion leaders and decision makers with contextual information and analysis. CTAC also serves as a resource to Congress and the U.S. Department of Education, and serves on the Technical Work Group for the Teacher Incentive Fund.
THE SIX CORNERSTONES OF SUCCESSFUL COMPENSATION REFORM
COMPENSATION REFORM: ISSUES IN DESIGN AND IMPLEMENTATION
LINKING COMPENSATION TO STUDENT ACHIEVEMENT
Below is a series of resources on compensation reform and school improvement that provide a detailed look at the key pieces to ensure that performance based compensation is done right - with teachers, not to teachers. They provide the framework for customizing performance based compensation in ways that will work for teachers and students.
Center
for
American Progress
It's
More Than Money: Making Performance-Based Compensation Work - Executive
Summary and Full Report
How
Compensation Reforms Can Improve Education:
Event
Summary and Video
PowerPoint
Presentation
It's More Than Money examines six critical cornerstones that
are essential to connecting teacher compensation to classroom,
school, and district effectiveness. The cornerstones provide the basis
for developing district and state capacity to implement and sustain
innovative practices, and to be accountable for improving student
achievement.
Denver and National
Catalyst
for Change – Pay for Performance in Denver Final Report
Catalyst
for Change – National Implications (Excerpt from January 2004 Final
Report)
Catalyst for Change – Executive Summary (Excerpt from January 2004
Final Report)
Catalyst for Change is the first longitudinal study of
the impact of performance based compensation on student achievement,
teacher quality
and systemic change. This report shows the systemic impact
that performance based compensation can have if designed
collaboratively and implemented effectively.
Pathway
to
Results: Pay for Performance in Denver
This
report presents
findings based on the halfway point of the Pay for Performance pilot
program with the Denver Public Schools. This report contains
CTAC’s analyses, findings, and mid-point recommendations, and provides
the basis for making mid-course corrections so that Pay for
Performance works to benefit students and teachers.
Student
Learning Objectives
Tying
Earning to Learning: The
Link Between Teacher Compensation and Student Learning Objectives
Student learning objectives have the potential to positively impact the
performance of teachers and their students. This paper analyzes the
importance of student learning objectives and provides a step-by-step
guide for successfully designing and implementing learning objectives
as a part of compensation reform.
School
Reform
Core
Concepts of Reform
A timeless article that identifies the basic components of meaningful
systemic reform-a clear vision for systemwide change, an implementation
plan with the management capacity and accountability system to
back it up, and a high degree of collaboration from all parties.
Focus
on
Literacy: Professional Development Audit
Focus on Literacy presents the findings from CTAC's groundbreaking
audit of the effectiveness of
professional development in literacy provided by the Schultz Center for
Teaching and Leadership to educators in Duval County Public Schools
(Florida). The audit examined the impact of professional development on
student achievement, teacher and principal perspectives, and classroom
implementation.
Guide
to Standard Bearer Schools: Focusing on Causes to Improve
Student Achievement
This guide explains the standards, tools and processes used in
assisting entire school communities to identify and address the causal
factors that affect student and school performance. Using this process
has markedly increased student achievement for all subgroups in diverse
urban districts throughout the nation.
Informed
Decision-Making: An Introduction to Student Achievement and
Teacher Data Comparisons
This
report presents student achievement and classroom performance data from
the Denver Pay-for Performance study in several different comparisons
and discusses the value and applications of each comparison toward the
advancement of the district’s efforts to analyze and use student
achievement data.
Articles
Get Performance Pay Right: Six Cornerstones of Successful Compensation Reform
Mission Possible: Tying Earning to Learning
The Future of Teacher Compensation
If you are interested in
CTAC's technical assistance, public policy, or research and
evaluation services,
please contact us at (617)
423-1444 or ctac@ctacusa.com.