Should Value-Added Modeling be Used to Identify Highly Effective Teachers?

2013 ◽  
pp. 139-155
Keyword(s):  
Effective Teachers ◽  
Value Added ◽  
Highly Effective Teachers ◽  
Highly Effective ◽  
Value Added Modeling

Selective retention bonuses for highly effective teachers in high poverty schools: Evidence from Tennessee

2019 ◽  
Vol 68 ◽  
pp. 148-160 ◽  
Author(s):  
Walker A. Swain ◽  
Luis A. Rodriguez ◽  
Matthew G. Springer
Keyword(s):  
Effective Teachers ◽  
High Poverty ◽  
High Poverty Schools ◽  
Highly Effective Teachers ◽  
Highly Effective ◽  
Selective Retention

Mobility and Highly Effective Teachers: Re-visiting Beliefs about 'Over-stayers'

2004 ◽  
Vol 45 (2) ◽  
pp. 83-97 ◽  
Author(s):  
Steve Dinham ◽  
Wayne Sawyer
Keyword(s):  
Effective Teachers ◽  
Highly Effective Teachers ◽  
Highly Effective

scholarly journals The effects of strategic compensation on teacher retention

2018 ◽  
Vol 10 (1) ◽  
pp. 92-104 ◽  
Author(s):  
Tori L Colson ◽  
Clint Satterfield
Keyword(s):  
High School ◽  
Effective Teachers ◽  
Research Question ◽  
Retention Rates ◽  
High School Science ◽  
Highly Effective Teachers ◽  
Highly Effective ◽  
Compensation Plan ◽  
Chi Square Analysis ◽  
Strategic Compensation

This study examined the effects of strategic teacher compensation on the retention of teachers in a voluntary participation plan, especially the participation of hard-to-staff special education, high school mathematics, high school science, and high school language teachers. The first research question conducted a one-way chi-square analysis to determine if the observed retention rates of highly effective teachers were significantly different compared to the retention rates of highly effective teachers who elected to remain compensated by the traditional salary schedule. The study found no significant difference in the retention of highly effective teachers who were compensated by the district’s new strategic compensation plan compared to the retention of highly effective teachers who elected to remain compensated by the traditional salary schedule. The second research question conducted a one-way chi-square analysis to examine strategic compensation plan favorability among hard-to-staff special education, high school mathematics, high school science, and high school language teachers; it examined the voluntary strategic plan participation of hard-to-staff teachers compared to the voluntary strategic plan participation of non-hard-to-staff teachers. The study’s results revealed inconclusive findings between voluntary strategic compensation plan participation rates and hard-to-staff and non-hard-to-staff teachers, therefore concluding that the district’s strategic compensation plan was no more favorable to hard-to-staff teachers than to non-hard-to-staff teachers.

She's Strict for a Good Reason: Highly Effective Teachers in Low-Performing Urban Schools

2011 ◽  
Vol 92 (5) ◽  
pp. 39-43 ◽  
Author(s):  
Mary Poplin ◽  
John Rivera ◽  
Dena Durish ◽  
Linda Hoff ◽  
Susan Kawell ◽  
...  
Keyword(s):  
Urban Schools ◽  
Effective Teachers ◽  
Good Reason ◽  
Highly Effective Teachers ◽  
Highly Effective

Independent Reading: Perspectives and Practices of Highly Effective Teachers

2012 ◽  
Vol 66 (3) ◽  
pp. 222-231 ◽  
Author(s):  
Sherry Sanden
Keyword(s):  
Effective Teachers ◽  
Independent Reading ◽  
Highly Effective Teachers ◽  
Highly Effective

Wanted: Highly Effective Teachers

2013 ◽  
Vol 94 (7) ◽  
pp. 4-4
Keyword(s):  
Effective Teachers ◽  
Highly Effective Teachers ◽  
Highly Effective
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