Teacher Compensation and Teacher Teaming: Sketching the Terrain |
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| Authors: | Donna E Muncey and Sharon Conley |
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| Institution: | (1) St. Mary's College of Maryland, St. Mary's City, MD, 20686;(2) Department of Education, University of California, Santa Barbara, Santa Barbara, CA, 93117 |
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| Abstract: | Many recent educational reform and school improvement initiatives have asserted the importance of teachers working in groups. However, it is not clear what organizational redesign has occurred to support a shift to team- or group-based work. This article examines one such organizational shift, changes in teacher compensation, that might accompany organizational redesign arranged to support teacher work groups. The article describes a continuum of possible options for teacher compensation in teacher teaming arrangements. Three interrelated aspects of teaming and compensation are considered: the relationship of teaming to teachers' overall work, the investment a school or a district might make to accomplish the teaming in education, and the degree to which the team aims to increase employee self-management and self-governance (Hackman, 1986). Some implications of these options for personnel evaluation are also discussed. |
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