The state should support differential pay for effective teaching in shortage and high-need areas. This goal was consistent between 2015 and 2017.
Shortage-Subject Areas: Alabama does not support differential pay by which a teacher can earn additional compensation by teaching certain subjects.
High-Need Schools: Alabama does not offer incentives to teach at high-need schools. Teachers who are National Board Certified are eligible to receive an annual salary supplement. However, this type of differential pay is not tied to teaching at high-need schools.
Superintendent's Memo, dated 11/10/16 https://www.alsde.edu/sites/memos/Memoranda/FY17-2013.pdf#search=nbpts%20appropriations
differential pay initiatives for effective teachers in both shortage-subject areas and high-need schools.
Alabama should encourage districts to link compensation to district needs. Such policies can help districts achieve a more equitable distribution of teachers.
Consider tying National Board supplements to teaching in high-need schools.
This differential pay could be an incentive to attract some of Alabama's most accomplished teachers to low-performing schools.
Alabama asserted that its minimum salary schedule for classroom teachers should be read to indicate the minimum salary to be provided by each and every district. "There is no state policy that precludes [districts] from establishing and implementing criteria to pay teachers above the state-specified minimum salary. [Districts] may and some do pay more than the minimum by using local, state, and or federal funds to do so." The state further noted that most often the salary increases are provided for teachers who accept positions in high-needs schools or who are properly certificated to teach subjects for which there is a critical shortage of teachers.
8B: High-Need Schools and Subjects
States should help address chronic shortages and needs. States should ensure that state-level policies (such as a uniform salary schedule) do not interfere with districts' flexibility in compensating teachers in ways that best meet their individual needs and resources. However, when it comes to addressing chronic shortages, states should do more than simply get out of the way. They should provide direct support for differential pay for effective teaching in shortage subject areas and high-need schools. Attracting effective and qualified teachers to high-need schools or filling vacancies in hard-to-staff subjects are problems that are frequently beyond a district's ability to solve. States that provide direct support for differential pay in these areas are taking an important step in promoting the equitable distribution of quality teachers. Short of providing direct support, states can also use policy levers to indicate to districts that differential pay is not only permissible but necessary.