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| michigan teacher retention bonus: Evaluating and Rewarding the Quality of Teachers: International Practices OECD, 2009-11-06 This book identifies good practices in the design and implementation of evaluation and teacher incentive systems from various perspectives through formulation, stakeholder negotiation, implementation, monitoring and follow-up. |
| michigan teacher retention bonus: Static Electricity Günter Lüttgens, Sylvia Lüttgens, Wolfgang Schubert, 2017-12-04 Dieses Buch, geschrieben von Autoren mit langjähriger Forschungs- und Beratungserfahrung, bietet den Leserinnen und Lesern einen Überblick über Gefahren - und Nutzen - statischer Elektrizität im industriellen Umfeld. Nach einer Diskussion der Grundlagen zum Verständnis insbesondere von Zündungen infolge elektrostatischer Entladungen untersucht das Buch die Ursachen derartiger Entladungen in der Industrie, wie sie etwa beim Transport von Schüttgütern, Flüssigkeiten oder Kunststoffbahnen auftreten. Der größte Teil des Buches behandelt die Messung statischer Elektrizität, die Vermeidung unerwünschter Entladungen und Gefahrenabwehr unter verschiedenen Bedingungen. Fallstudien aus der Praxis untermauern die Darlegungen, und zusätzliche Videos, erhältlich unter www.wiley-vch.de/ISBN9783527341283, illustrieren die teils drastischen Effekte statischer Entladungen. Die Interessenten: - Studenten aller Fachrichtungen, in denen Elektrostatik zu beachten ist - Konstrukteure und Betreiber von Anlagen im Bereich der Chemie und der Mineralölverarbeitung - Hersteller und Anwender von Kunststoffen - Alle, die mit empfindlichen elektronischen Geräten umgehen - Präsumtive Erfinder, die elektrostatische Möglichkeiten nutzen wollen - Lehrkräfte an Schulen und Hochschulen - Prüfstellen, aufsichtsführende Behörden, Berufsgenossenschaften, Sachversicherer |
| michigan teacher retention bonus: A Straightforward Guide to Teacher Merit Pay Gary W. Ritter, Joshua H. Barnett, 2013-05-01 Reward your best teachers for the great work they do! Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today’s most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find An overview of existing merit pay programs and their strengths and weaknesses A review of the 12 most common myths about merit pay, and how school leaders can respond Six guiding principles for designing a merit pay program, along with how-to’s and timelines for every phase Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, and developed in collaboration with teachers Ensure that your district’s merit pay program supports teachers’ professional growth, schoolwide progress, and student achievement. Ritter and Barnett bring much-needed researched clarity to this complex issue. For school administrators, education policy makers, legislators, and others interested in school reform, this book is a must-read. —Rod Paige, Former U.S. Secretary of Education This guide is a useful resource for undertaking merit pay, preventing pitfalls, and most importantly, offering solid recommendations for creating well-designed implementations. —Gary Stark, President and CEO National Institute for Excellence in Teaching |
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| michigan teacher retention bonus: Making Schools Work Eric A. Hanushek, 2010-12-01 Educational reform is a big business in the United States. Parents, educators, and policymakers generally agree that something must be done to improve schools, but the consensus ends there. The myriad of reform documents and policy discussions that have appeared over the past decade have not helped to pinpoint exactly what should be done. The case for investment in education is an economic one: schooling improves the productivity and earnings of individuals and promotes stronger economic growth and better functioning of society. Recent trends in schooling have, however, lessened the value of society's investments as costs have risen dramatically while student performance has stayed flat or even fallen. The task is to improve performance while controlling costs. This book is the culmination of extensive discussions among a panel of economists led by Eric Hanushek. They conclude that economic considerations have been entirely absent from the development of educational policies and that economic reality is sorely needed in discussions of new policies. The book outlines an improvement plan that emphasizes changing incentives in schools and gathering information about effective approaches. Available research and analysis demonstrates that current central decisionmaking has worked poorly. Concentrating on inputs such as pupil-teacher ratios or teacher graduate degrees appears quite inferior to systems that directly reward performance. Nonetheless, since experience with such alternatives is very limited, a program of extensive evaluation appears to be in order. Attempts to institute radical change on the basis of currently available information involve substantial risks of failure. Many people today find proposals such as charter schools, expanded use of merit pay, or educational vouchers to be appealing. Yet there is little evidence of their effectiveness, and widespread adoption of these proposals is sure to run into substantial problems of im |
| michigan teacher retention bonus: Teacher Pay and Performance Peter Dolton, Steven McIntosh, Arnaud Chevalier, 2003 In the context of teacher pay and management reforms and the position of the teacher labour market in the UK, Dolton, McIntosh and Chevalier examine international perspectives on performance-related pay for teachers. A brief history of teacher pay over the 1954-2000 period sets the scene, the case for the introduction of performance-related pay (PRP) for teachers is critically examined in terms of economic theory, and a number of issues are raised as to how suitable a tool PRP is for motivating teachers. Having explored possible ways of carrying out an appropriate econometric evaluation of PRP schemes, the review discusses evidence of such payment systems for other public sector professions in the UK, and for teachers in other countries. |
| michigan teacher retention bonus: Financial Accounting for Local and State School Systems , 1981 |
| michigan teacher retention bonus: A Big Apple for Educators: New York City's Experiment with Schoolwide Performance Bonuses Julie A. Marsh, Matthew G. Springer, Daniel F. McCaffrey, Kun Yuan, Scott Epstein, 2011-07-15 For three school years, from 2007 to 2010, about 200 high-needs New York City public schools participated in the Schoolwide Performance Bonus Program, whose broad objective was to improve student performance through school-based financial incentives. An independent analysis of test scores, surveys, and interviews found that the program did not improve student achievement, perhaps because it did not motivate change in educator behavior. |
| michigan teacher retention bonus: University of Michigan Index to Labor Union Periodicals , 1961 |
| michigan teacher retention bonus: Performance Incentives Matthew G. Springer, 2009 Addresses the issues surrounding merit pay for teachers. This title identifies the potential strengths and weaknesses of performance-based pay and addresses key conceptual and implementation issues that have dominated the debate |
| michigan teacher retention bonus: The Democratic Dilemma of American Education Arnold Shober, 2018-04-19 This compelling new book asks: How can American education policy be consistent with democratic ideals? Robust democracy is the combination of participation, self-rule, equality, understanding, and inclusion, but these norms can produce contradictory policy. Local control in education policy can undermine educational equality. Participation in teachers unions can improve working conditions but thwart self-rule by local taxpayers. The Democratic Dilemma of American Education draws on contemporary research in political science and education policy to offer remarkably balanced insights into these challenging issues. Expertly navigating through local, state, and federal layers of education policy, Arnold Shober examines contemporary controversies over education governance, teachers unions and collective bargaining, school funding, school choice, academic accountability, and desegregation. Shober describes the inherent practical dilemmas of current policy and the difficulties policymakers face in overcoming them to produce lasting educational reform in a democratic, federal system of government. Timely, engaging, and accessible, this is the ideal resource for courses in public policy as well as education and politics. |
| michigan teacher retention bonus: Incentives and Test-Based Accountability in Education National Research Council, Division of Behavioral and Social Sciences and Education, Board on Testing and Assessment, Committee on Incentives and Test-Based Accountability in Public Education, 2011-10-18 In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems. |
| michigan teacher retention bonus: Teacher Reform in Indonesia Mae Chu-Chang, Samer Al-Samarrai, Sheldon Shaeffer, Andrew B. Ragatz, Joppe de Ree, Ritchie Stevenson, 2013-12-18 One of the noteworthy global achievements of the past two decades has been the remarkable increase in thenumber of children attending school and the number of children completing the primary cycle. As more children start school, the focus has shifted toward the quality of their education--on true learning, not just schooling. The critical role played by teachers to enhance the quality of education is especially salient in a populous, geographically dispersed, and culturally diverse country such as Indonesia. With close to three million teachers, Indonesia has one of the largest and most diverse cadres of educators in the world. The comprehensive Teacher and Lecturer Law, approved by the Indonesian government in 2005, radically reformed the management and development of those teachers. Teacher Reform in Indonesia: The Role of Politics and Evidence in Policy Making features a comprehensive analysis of the teaching profession and the impact of recent reforms, which included the doubling of a teacher's basic pay once he/she satisfies the conditions necessary for certification--a factor that has improved the status ofteachers and attracted better candidates to teacher training institutions. This book provides a description of the political and economic context in which the reform was developed and implemented as wellas an analysis of how the reform affected teacher quality and student outcomes. The book's framework promotes an approach to reforms based on improving the nature of teacher recruitment; preservice education; induction, mentoring, and probation; formal certification; continuing professional development; teacher performance appraisal; and ongoing career development. The recent history of teacher reform in Indonesia can inform other countries seeking to improve their educational systems and, ultimately, the success of their teachers and students. This book should therefore be of particular interest to Ministries of Education that contemplate similar reforms and development agencies and practitioners that seek to support country efforts to strengthen the teaching profession. |
| michigan teacher retention bonus: The Michigan Journal , 1992 |
| michigan teacher retention bonus: Loan Officer Training Alex Johnson, 2007-12-01 Thinking about a career as a residential mortgage loan officer? Our Manual provides loan officer training and mortgage broker training for individuals at every level of the mortgage industry-from basic training for those just starting out |
| michigan teacher retention bonus: Teaching Engineering, Second Edition Phillip C. Wankat, Frank S. Oreovicz, 2015-01-15 The majority of professors have never had a formal course in education, and the most common method for learning how to teach is on-the-job training. This represents a challenge for disciplines with ever more complex subject matter, and a lost opportunity when new active learning approaches to education are yielding dramatic improvements in student learning and retention. This book aims to cover all aspects of teaching engineering and other technical subjects. It presents both practical matters and educational theories in a format useful for both new and experienced teachers. It is organized to start with specific, practical teaching applications and then leads to psychological and educational theories. The practical orientation section explains how to develop objectives and then use them to enhance student learning, and the theoretical orientation section discusses the theoretical basis for learning/teaching and its impact on students. Written mainly for PhD students and professors in all areas of engineering, the book may be used as a text for graduate-level classes and professional workshops or by professionals who wish to read it on their own. Although the focus is engineering education, most of this book will be useful to teachers in other disciplines. Teaching is a complex human activity, so it is impossible to develop a formula that guarantees it will be excellent. However, the methods in this book will help all professors become good teachers while spending less time preparing for the classroom. This is a new edition of the well-received volume published by McGraw-Hill in 1993. It includes an entirely revised section on the Accreditation Board for Engineering and Technology (ABET) and new sections on the characteristics of great teachers, different active learning methods, the application of technology in the classroom (from clickers to intelligent tutorial systems), and how people learn. |
| michigan teacher retention bonus: The Fiscal Year ... Budget United States. Department of Education, 1996 |
| michigan teacher retention bonus: Giving 110% Marisa Burian-Fitzgerald, Debbi Harris, 2004 The vast majority of Michigan's teachers work above and beyond their required work week; the average teacher works more than 45 hours per week. The time teachers spend outside regular school hours is often ignored by critics who deride the short hours and long vacations enjoyed by teachers. When discussing compensation policies and changes to the school year, policymakers need to consider the hours that teachers already spend working after the bell signals the end of the school day. Many factors influence the hours teachers spend working each week. School and organizational factors that are correlated with differences in teacher work weeks may be amenable to policy intervention. For example, the fewer hours worked by teachers in schools with high concentrations of poor and minority students in urban areas may highlight the need for more targeted pay incentives for teachers in those schools and the need for greater funding for extracurricular activities in those environments. Further, the differences attributed to individual teacher variables, such as years of experience and gender, may be influenced by the different expectations and incentives that they face. Relatively inexperienced teachers may be expected to take on responsibility for various school initiatives and student activities, despite the fact that they also need more time for instructional preparation than their more experienced peers. The amount of time teachers spend working outside school hours on activities such as preparation, grading, attending meetings, and talking with parents is noteworthy. Teachers often put in this time without receiving financial compensation for their efforts. If policymakers are concerned with the inequalities in the number of hours teachers spend in these activities across levels of poverty, minority enrollment and school community type, then perhaps they could restructure the teacher work week to include more time in the required--and compensated--working hours. For example, schools and districts could reorganize and possibly lengthen the school instructional day to provide teachers with more time for planning and grading within the school day. The data presented in this report suggest that the organizational conditions of schools influence the number of hours that teachers work each week and the types of activities on which they spend their time. The expectations, incentives and constraints that define the conditions under which teachers make decisions vary across schools. These differences have implications not only for teacher recruitment and retention in schools, but also for the instructional and extracurricular experiences students have in schools. (Contains 8 tables and 6 footnotes.). |
| michigan teacher retention bonus: First Concurrent Resolution on the Budget--fiscal Year 1985: Human resources United States. Congress. Senate. Committee on the Budget, 1984 |
| michigan teacher retention bonus: Professionals in early childhood education and care systems Pamela Oberhuemer, Inge Schreyer, Michelle J. Neuman, 2010-05-19 In a European context of rapidly expanding early education/ care provision for young children, the staffing of these services is a critical quality issue. What are the requirements for professional education and training? How alike or how varied are the qualification profiles and fields of work? Through detailed country reports and comparative analyses across 27 countries, this book provides answers to these questions. |
| michigan teacher retention bonus: America's Teachers Susan P. Choy, 1994-06 This report draws on 6 major surveys conducted in 1987-88. Covers a wide variety of topics, ranging from the size and demographic characteristics of the teaching work force, teacher supply and demand, teacher education and qualifications, the use of resources in the school and classroom, teacher compensation, and teachers' opinions about various aspects of teaching and the teaching profession. Provides an easily understood, non-technical reference source. Nearly 200 figures and tables. |
| michigan teacher retention bonus: Working Mother , 2002-10 The magazine that helps career moms balance their personal and professional lives. |
| michigan teacher retention bonus: Government Employee Relations Report , 1984 |
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| michigan teacher retention bonus: Handbook of the Economics of Education Eric A Hanushek, F. Welch, 2006-11-13 The Handbooks in Economics series continues to provide the various branches of economics with handbooks which are definitive reference sources, suitable for use by professional researchers, advanced graduate students, or by those seeking a teaching supplement. With contributions from leading researchers, each Handbook presents an accurate, self-contained survey of the current state of the topic under examination. These surveys summarize the most recent discussions in journals, and elucidate new developments. Although original material is also included, the main aim of this series is the provision of comprehensive and accessible surveys. *Every volume contains contributions from leading researchers *Each Handbook presents an accurate, self-contained survey of a particular topic *The series provides comprehensive and accessible surveys |
| michigan teacher retention bonus: Planning Guide for Maintaining School Facilities Tom Szuba, 2003 |
| michigan teacher retention bonus: Improving Student Learning Herbert J. Walberg, 2010-12-01 Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices. |
| michigan teacher retention bonus: Organizing Schools for Improvement Anthony S. Bryk, Penny Bender Sebring, Elaine Allensworth, John Q. Easton, Stuart Luppescu, 2010-01-14 In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education. |
| michigan teacher retention bonus: Evaluation Models D.L. Stufflebeam, George F. Madaus, T. Kellaghan, 2000-11-30 Organized in three sections, the first includes a historical perspective on the growth of evaluation theory and practice; the second section includes articles on the major schools of thought about evaluation; the final section describes and discusses the standards for program evaluation. |
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| michigan teacher retention bonus: Great Teachers Barbara Bruns, Javier Luque, 2014-10-28 This book analyzes teacher quality in Latin America and the Caribbean, which is the key to faster education progress. Based on new research in 15,000 classrooms in seven different countries, it documents the sources of low teacher quality and distills the global evidence on practical policies that can help the region produce great teachers. |
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| michigan teacher retention bonus: Ask a Manager Alison Green, 2018-05-01 'I'm a HUGE fan of Alison Green's Ask a Manager column. This book is even better' Robert Sutton, author of The No Asshole Rule and The Asshole Survival Guide 'Ask A Manager is the book I wish I'd had in my desk drawer when I was starting out (or even, let's be honest, fifteen years in)' - Sarah Knight, New York Times bestselling author of The Life-Changing Magic of Not Giving a F*ck A witty, practical guide to navigating 200 difficult professional conversations Ten years as a workplace advice columnist has taught Alison Green that people avoid awkward conversations in the office because they don't know what to say. Thankfully, Alison does. In this incredibly helpful book, she takes on the tough discussions you may need to have during your career. You'll learn what to say when: · colleagues push their work on you - then take credit for it · you accidentally trash-talk someone in an email and hit 'reply all' · you're being micromanaged - or not being managed at all · your boss seems unhappy with your work · you got too drunk at the Christmas party With sharp, sage advice and candid letters from real-life readers, Ask a Manager will help you successfully navigate the stormy seas of office life. |
| michigan teacher retention bonus: Projections of Education Statistics To 2022 William J. Hussar, Tabitha M. Bailey, 2014-06-19 This report provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees and conferred at postsecondary degree-granting institutions. Included are national data on enrollment and graduates for the past 15 years and projections to the year 2022. Also included are state-level data on enrollment in public elementary and secondary enrollment and public high schools from 2004, with projections to 2022. In addition, a methodology section describes models and assumptions used to develop national and state-level projections. The projections in this report are based on the 2010 census and assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. Tables and figures. This is a print on demand report. |
| michigan teacher retention bonus: The Women's Army Corps, 1945-1978 Bettie J. Morden, 2011-09-26 After yearsout of print, this new and redesigned book brings back the best and most complete history of the Women's Army Corps. Loaded with history, tables, charts, statistics, photos, personalities, and many useful appendices (including a history of WAC uniforms), The Women's Army Corps, 1945-1978 is must reading for anyone who served those years in the Army as well as for those who want a complete history of the modern-day military. Author Bettie Morden served from 1942-1972 and she used her experience and access to people and records to compile the definitive reference work. Col. Morden is a graduate of the WAC Officers' Advanced Course (1962); Command and General Staff College (1964); and the Army Management School (1965). She has been awarded the Distinguished Service Medal, the Legion of Merit, the Joint Service Commendation Medal, and the Army Commendation Medal with Oak Leaf Cluster. |
| michigan teacher retention bonus: National Public Employment Reporter , 1989 |
| michigan teacher retention bonus: Working Mother , 2002-10 The magazine that helps career moms balance their personal and professional lives. |
| michigan teacher retention bonus: Summary of VA Benefits for Disabled Veterans , 2012 |
| michigan teacher retention bonus: Standard Education Almanac Marquis Who's Who, LLC, 1984-12 |
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