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Abstract
Wisconsin’s Act 10 created legislation that changed pay constructs for public employees in the state in 2011. In addition to mandated employee pension and health care contributions, Act 10 wage increase limitations rendered traditional teacher salary structures illegal. Post-Act 10, school districts are revising salary structures. Because automatic pay increases cannot exceed the Consumer Price Index (inflation rate), districts are seeking creative ways to implement performance-based salary models that are affordable, attractive, and in-line with their district priorities.
The study was conducted as a mixed-methods problem of practice study. The purpose of the study was to develop a theory of what components should be included in the design of teacher alternate compensation models, seeking to explain the phenomenon of what practitioners believe are indicators of teacher effectiveness.
The study was conducted in two phases. The first phase, the qualitative phase, involved structured interviews of ten Wisconsin teachers and ten Wisconsin principals. The second phase, the quantitative phase, involved a survey of 720 Wisconsin teachers and 402 Wisconsin principals.
Participants in both phases provided their insights and perceptions on indicators of teacher effectiveness as well as factors and components they believed should be considered in the design of a model for teacher alternate compensation. The findings and implications may be useful for educational leaders who are seeking to design teacher alternate compensation models in their districts.
