This book sets out good practice in the design and implementation of incentive systems for teachers. The book provides analysis and discussion of the design and implementation of incentive systems for teachers as well as guidance on what should be rewarded and how it should it be measured, who should be rewarded, how they should be rewarded and how policies should be developed and implemented to ensure stakeholder engagement and commitment.

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This is a typical OECD book prepared and written by a small group of experts belonging to a restrictet set of specialists active in the domain as listed in the Forward of the volume:


We have here a splendid picture of the functioning of the education policy at international level: authors of the chapters are mostly Americans, involved in US Research centers (which have been paid for this work). Vanderbilt University, which is since 2005 a well known US leader in this domain, plays here, as one could expected, a key role. Perspectives from other education systems are missing.


Evaluating and Rewarding the Quality of Teachers : International Practices. (2009). Paris : OECD. 244 p. - ISBN 978-92-64-06198-9


Tables des matières:

-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
Chapter 3. Design Components of Incentive Pay Programmes in the Education Sector

- Incentive structure

- Unit of Accountability

- Performance measures

- Performance standards and thresholds

- Size and distribution of bonus awards

- Payout frequency

- Cultural considerations

- Conclusion
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

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