Publisher's Synopsis
Are teachers paid fairly for what they do? Should pay increases be based on seniority, skill level or student achievement? Does increased compensation motivate teachers and improve schools? This book examines past and current practices in the United States such as ′merit pay′ and ′career ladder′ approaches, neither of which has been successful. The authors propose new, improved means of compensating teachers including skill-based pay and group-based awards linked to school results.
