RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES

dc.creator	ANTHONY T. MILANOWSKI
dc.creator	HOPE LONGWELL-GRICE
dc.creator	FELICIA SAFFOLD
dc.creator	JANICE JONES
dc.creator	KRISTEN SCHOMISCH
dc.creator	ALLAN ODDEN
dc.date	2009-08-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:18:20Z
dc.date.available	2015-08-12T11:18:20Z
dc.identifier	1555-5062
dc.identifier	https://doaj.org/article/9caf26ec798842418b661d71826def76
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26840
dc.description	Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often themost in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract andretain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little isknown about how effective financial incentives are for recruiting new teachers to high-need urban schools. This researchexplores factors that are important to the job choices of teachers in training. Focus groups were held with students atthree universities, and a policy-capturing study was done using 64 job scenarios representing various levels of pay andworking conditions. Focus group results suggested that: a) many pre-service teachers, even relatively late in their preparation,are not committed to a particular district and are willing to consider many possibilities, including high needschools; b) although pay and benefits were attractive to the students, loan forgiveness and subsidies for further educationwere also attractive; and c) small increments of additional salary did not appear as important or attractive as otherjob characteristics. The policy-capturing study showed that working conditions factors, especially principal support, hadmore influence on simulated job choice than pay level, implying that money might be better spent to attract, retain, ortrain better principals than to provide higher beginning salaries to teachers in schools with high-poverty or a high proportionof students of color.
dc.language	English
dc.publisher	Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
dc.relation	http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/132/77
dc.relation	https://doaj.org/toc/1555-5062
dc.source	International Journal of Education Policy and Leadership, Vol 4, Iss 8, Pp 1-13 (2009)
dc.subject	teacher
dc.subject	employment
dc.subject	incentives
dc.subject	high-need
dc.subject	low achieving
dc.subject	financial incentives
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	RECRUITING NEW TEACHERS TO URBAN SCHOOL DISTRICTS: WHAT INCENTIVES
dc.type	article