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Maryland Teacher Shortage Task Force Recommendations for Teacher Incentives January 8, 2008

Teacher Incentives in Maryland. Develop a research-based multi-dimensional teacher incentive plan designed to support professional growth across the career span and in a variety of school contexts. . Recommendation 1.. The Teacher Incentive Plan is grounded in theory and research on work motivation and its relationship to job performance..

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Maryland Teacher Shortage Task Force Recommendations for Teacher Incentives January 8, 2008

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    1. Maryland Teacher Shortage Task Force Recommendations for Teacher Incentives January 8, 2008 Jeanne L. Paynter, Ed.D

    2. Teacher Incentives in Maryland Develop a research-based multi-dimensional teacher incentive plan designed to support professional growth across the career span and in a variety of school contexts.

    3. Recommendation 1. The Teacher Incentive Plan is grounded in theory and research on work motivation and its relationship to job performance.

    4. Rationale A high level of effort, commitment, and expertise is required to attain the NCTAF standard for a “caring, competent, and qualified” teacher in every classroom. Extrinsic rewards can motivate at best “a fair day’s work for a fair day’s pay.”

    5. The Relationship Between Incentives and Performance Extrinsic incentives relieve (recurrent) dissatisfactions with the work environment Intrinsic fulfillment and moral significance motivate performance beyond “a fair day’s work for a fair day’s pay.”

    6. Table 1. Incentives and Performance

    7. Table 1. Incentives and Performance

    8. Table 1. Incentives and Performance

    9. Recommendation #2 Integrate a balance of extrinsic, intrinsic and moral incentives to address teachers’ documented needs for maintaining personal provision, refining professional practice, and contributing lasting purpose

    10. Rationale A study of over 400 Maryland elementary teachers using the Teacher Motivation Index showed that as a group, the teachers were more morally motivated and preferred intrinsic and extrinsic incentives significantly less. The trend persisted across age, career stage, and school context groups.

    11. Teachers’ Motivational Profiles

    12. Moral Motivators: Opportunities to work for the good of others and to fulfill responsibilities to the community work that benefits others being a role model for students making a lasting contribution commitment to the school community building relationships collaborative peer coaching working as a team living out values in work

    13. Intrinsic Motivators: Psychological needs for personal achievement, fulfillment, autonomy developing talents and competence creative, challenging work individual goals classroom autonomy recognition for achievement inquiry into interests teaching assignment using strengths expanded opportunities within teaching.

    14. Extrinsic Motivators: External, environmental factors that maximize comfort, status, security job security/benefits status classroom supplies meeting supervisor’s expectations administrative support pay raises certification promotion to a higher rank

    16. The Moral Motivational Profile

    18. Intrinsic Motivation “While the children are endlessly fascinating, rewarding, and challenging, my fellow teachers’ points of view and horizons are narrow and shallow. The intellectual curiosity and spirit I expect doesn’t exist in teaching.”

    20. The Extrinsic Profile of Teachers “ I like my job. I wish my pay was better. I work very hard, as do my colleagues. It’s hard to see people in other jobs with equal or less education getting paid twice as much as me, or more.”

    21. Recommendation #3 Develop a multidimensional incentive plan that is differentiated based on developmental factors such as age and career stage.

    22. Rationale Teacher are not a homogeneous group and incentive plans should be differentiated based on developmental needs Career stage models based on theories of human development have been designed to motivate professional growth across the career span.

    23. Motivational Profiles and Age 50+ significantly higher scores than 30 – 39 and 20 – 29 groups.

    25. The Young Teacher “At this point I am a new teacher. I work at school until 6:00 everyday, sometimes longer. Then at home I continue to plan lessons, grade, etc. I have about 600 students and I am on 3 committees not by choice…I am drowning under the work and I don’t know what I can do to improve it…”

    26. Recommendation #4 Develop a multi-dimensional incentive plan that promotes teacher efficacy and intrinsic motivation, factors associated with improving student achievement.

    27. Rationale Significant differences were found in the intrinsic profiles of teachers in the High Achieving schools. Intrinsically motivated teachers may have a positive effect on student achievement. The appropriate school structures and professional development may foster intrinsic motivation.

    28. Motivational Profiles and School Achievement High Achieving group higher in intrinsic motivation Low Achieving groups higher in moral motivation.

    30. In Conclusion The teacher reward system has not been structured to promote shared responsibility or reward extra effort (Darling-Hammond, 1996; Lortie, 1975). Merit pay and career ladder programs have fallen short of their promise (Cornet & Gaines, 1992; Freiberg & Knight, 1991; Hatry, Greiner, & Ashford, 1994; Odden, 1996; Schlechty, 1989). Teachers traditionally have not been motivated by extrinsic needs for money or status (Lortie, 1975). Incentives must reflect what teachers say they love and need from their work. (MetLife, 2001; Paynter, 2004; Public Agenda, 2000).

    31. The Multi-dimensional Motivational Profile of Teachers “I long for autonomy, but I know that this would include collaboration and would need to be supported by the administration. Also, I would support pay raises, but if I got no recognition for my work, I could burnout no matter how much I make.”

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