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Evaluating and Rewarding the Quality of Teachers: International Practices

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Drawing on relevant international research, including information from experts’ presentations and papers given at the December 2008 Joint Conference between the OECD and the Government of Mexico, this book sets out good practice in the design and implementation of incentive systems for teachers. With this aim in mind, 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 they be rewarded and how policies should be developed and implemented to ensure stakeholder engagement and commitment.

English Spanish

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A Review of International Practice

The single salary schedule has been the dominant form of compensation for teachers across the world for over half a century. Based on degrees earned and years of experience, the single salary schedule provides a secure salary with small annual increases for remaining on the job, regardless of the quality of the teacher’s performance. Differences in salary levels have been negotiated with trade unions at the national, regional and local levels but they have generally affected the level of pay rather than the structure. In many countries, the teacher unions have been instrumental in maintaining the single salary schedule, with a few salary incentives, but no recognition for performance-based pay or incentives for those working in schools serving disadvantaged students. In Ireland, for example (Sclafani and Tucker, 2006), assuming additional responsibilities such as teaching the Irish language or working in remote locations, are the only acceptable reasons for teachers to receive additional pay.

English Spanish

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