全球智库信息集成服务系统

Sites Implemented Different Levers at Different Times and in Different Ways

• Each site took about two years to design and implement its teaching-effectiveness (TE) measure. The surveys and interviews suggest that teachers and school leaders thought that the effectiveness measures had positive effects. Most teachers reported that the sites emphasized using measures for improvement far more than for dismissal or termination, though some teachers expressed concerns that the measures might eventually lead to job loss or other undesirable outcomes.
• Sites made changes to their procedures for recruitment, hiring, placement, tenure, and dismissal of teachers to try to improve the overall effectiveness of their teacher workforce.
• Sites did not make many changes to their professional-development (PD) practices for the first couple of years of the initiative. However, once the TE measures were operational, the sites began to explore strategies for supporting teachers based on their identified needs in an effort to improve instruction. Sites found it challenging to customize PD to the needs of individual teachers for a variety of reasons. Individualized PD also presented challenges in terms of recordkeeping.
• Most sites implemented compensation reforms and differentiated career positions later than the other levers. Teachers reported that they preferred a salary schedule that has a base pay determined by background and experience with bonuses for effectiveness.