Reward service in high-poverty Title I schools with a salary supplement and portable credential for recognized effective teachers¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The proposed ATC strategy ties tangible rewards to service in high-poverty schools. Members would "receive visible recognition for teaching excellence" and, conditional on serving in high-poverty Title I schools, a salary supplement and a portable credential. The article offers this as an incentive design for retaining effective teachers in disadvantaged schools, not as a tested intervention.

Design Implications¶

Context¶

Requirements¶

• District or state evaluation systems that comply with federal standards to document teacher effectiveness
• Federal legislation to create the ATC

Constraints¶

• Salary supplement and portable credential are conditional on service in high-poverty Title I schools

Target Learners¶

• K-12 students in high-poverty Title I schools

Target Learning Goals¶

• Access to highly effective teachers in high-poverty schools

Related Strategies¶

• Reward and develop high-quality teachers through substantially higher salaries plus increased professional responsibility
• Badges
• Micro Credentials And Badging

Examples¶

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Key Sources¶

• Steven Glazerman, Dan Goldhaber, Susanna Loeb, Douglas O. Staiger, Grover J. Whitehurst. (2010). America's Teacher Corps. Washington, DC: The Brookings Institution. https://www.brookings.edu/research/americas-teacher-corps