-List of Acronyms and Abbreviations
Chapter 1. Evaluating and Rewarding good Teachers
-The importance of quality teachers
-Examples of teacher evaluation systems
-Challenges in linking rewards to evaluation
-Importance of evaluation and rewards in attracting and retaining quality teachers
-Salary compensation and links to evaluation
-Overview and contributions of up-coming chapters
-References
Chapter 2. A Review of International Practice
-Financial incentives
-Incentives based on teacher’s knowledge and skills
-Incentives for teaching in shortage subject areas
-Incentives for teaching in schools in difficult environments
-Other financial incentives
-Incentives based on performance in the classroom measured by student results on external examinations
-Non-financial incentives
-Evidence of effectiveness
-Evaluations of national and state/regional programmes
-Annex 2A: Incentives in education
-References
Chapter 3. Design Components of Incentive Pay Programmes in the Education Sector
-Introduction
-Incentive structure
-Unit of Accountability
-Performance measures
-Performance standards and thresholds
-Size and distribution of bonus awards
-Payout frequency
-Cultural considerations
-Conclusion
-References
Chapter 4. Whose Incentives? Whose Stimuli? Performance Management in England
-Introduction
-Incentives and stimuli: performance management and performance-related pay
-Incentives and stimuli: teachers’ continuing professional development
-Incentives and stimuli: school leadership
-Evaluation and assessment: the need to differentiate its purposes – a footnote
-The need for dialogue between teacher organisations and governments on school improvement
-References
Chapter 5. Exploring the Use of Incentives to Influence the Quality and Distribution of Teachers
-Why focus on teachers?
-Salary schedules and the incentives that exist now
-Using incentives: technical and practical considerations
-Evidence on purposeful teacher incentive systems
-Conclusion: infrastructure to support incentive systems
-References
Chapter 6. Incentive System Implementation
-Stakeholder engagement and communication strategies are essential to successful compensation reform initiatives
-Potential consequences if educators are not engaged in the formation of policies on compensation
-Desirable practices in communication and stakeholder engagement
-Lessons learnt
-Developing a feedback loop and making mid-course corrections
-How different countries and localities engage teachers and their unions in the development of incentive systems
-Conclusion
-References
Chapter 7. Professional Educators and their Pay: Policy, Implementation and alignment issues
-Overview of key educator pay issues: stabilising costs and raising student achievement
-Education reform strategies and their results to date
-Educator compensation reform possibilities
-Considerations in the design and implementation of performance pay programmes
-The influence of federal, state, district and school contexts
-Cultivating a culture of continual appraisal and mid-course corrections
-Components of high-quality performance pay programmes
-21st century educator pay for performance plans: permanent professional practices or ephemeral policy propositions?
-Iron triangles, high politics, political champions, and transaction costs
-Positioning performance pay on the political continuum
-The political valence of how performance pay is practically portrayed
-The potentially powerful, but unpredictable, impact of research experiments and experience
-The path ahead
-Systemic integration and alignment: the surest way to performance pay survival
-Conclusion
-Annex 7A: Practical preparation for performance pay programme implementation
-References
Chapter 8. The Politics of Performance-based Incentives in Education: An International Look
-A sharp break: the management of teachers’ work
-Unions as political actors
-Internal balancing act
-Research: the devil is in the details
-Conclusion
-References
Chapter 9. Putting it all Together
-Key design issues
-Design decisions
-Key implementation issues
-Training of school leaders and teachers
-Revisions in plan from pilot results
-Conclusion
-References