Teacher Compensation Policy
While giving local districts authority over pay scales, the state should ensure that effectiveness is a factor in teachers' compensation. This goal is reorganized for 2021.
Salary Requirements: Idaho gives local districts authority to set pay scales; however, the state does refer to the "experience and education index" when referencing the district-determined schedules necessary to receive salary-based apportionment. The state also mandates a minimum salary.
Performance Pay Policies: Idaho allows districts the option to implement a career ladder in which teachers must earn a score of proficient or better for two of the three previous years, or the third year, to advance to the professional rung. The state recently created another rung on the career ladder: advanced professional. To qualify, teachers must earn an overall rating of proficient or higher, with no components rated as unsatisfactory, for four of the five years previous years (or the third, fourth, and fifth year). They must also demonstrate that a majority of their students have met their measurable student achievement targets or student success indicator targets. Teachers who have held a renewable certificate for at least eight years may apply. However, due to a freeze in the career ladder, advanced professional endorsements are not being issued.
Idaho Statutes 33-1004A, -1004E, -1004I HB 523 (2020) Career Ladder Guidance https://www.sde.idaho.gov/cert-psc/shared/PE-APE-Career-Ladder-Guidance.pdf
Give districts the flexibility to determine their own pay structure and scales.
Idaho may find it appropriate to articulate the minimum starting salary that a teacher may be paid; however, it should not require districts to adhere to an "experience and education index."
Discourage districts from tying compensation to advanced degrees or experience.
While leaving districts the flexibility to establish their own pay scale, Idaho should articulate policies that definitively discourage districts from tying compensation to advanced degrees, in light of the extensive research showing that such degrees generally do not have an impact on teacher effectiveness. Similarly, Idaho should articulate policies that discourage districts from determining the highest steps on the pay scale solely by seniority.
Prioritize funding for performance pay.
Idaho has articulated policy to support performance pay and should therefore prioritize funding for this area.
Idaho recognized the factual accuracy of this analysis.
Compensation reform can be accomplished within the context of local control. Teacher pay is, and should be, largely a local issue. Districts should not face state-imposed regulatory obstacles that prevent them from paying their teachers as they see fit; different communities have different resources, needs, and priorities. The state can ensure that all teachers are treated fairly by determining a minimum starting salary for all teachers. However, a state-mandated salary schedule that locks in pay increases or requires uniform pay deprives districts of the ability to be flexible and responsive to supply-and-demand problems that may occur.
While leaving districts flexibility to decide their own pay scales, states should promote compensation tied to teacher effectiveness and discourage districts from basing pay solely on criteria not correlated with teacher effectiveness. Across the country, state and district salary schedules are based primarily on just two criteria: advanced degrees and years of experience, neither of which is correlated with teacher effectiveness. The impact of advanced degrees on teacher performance has been studied extensively, and research has shown that such degrees generally do not make teachers more effective. Years of experience do have an impact on teacher effectiveness very early in a teacher's career, but this effect appears to fade out after the first few years of teaching. Because of their predominance in current salary schedules, states need to take a proactive role in preventing districts from basing teacher pay primarily on these two criteria.
Performance pay is an important recruitment and retention strategy. Performance pay provides an opportunity to reward those teachers who consistently achieve positive results from their students. The traditional salary schedule used by most districts pays all teachers with the same inputs (i.e., experience and degree status) the same amount regardless of outcomes. Not only is following a mandated schedule inconsistent with most other professions, it may also deter talented individuals from considering a teaching career, as well as high-achieving teachers from staying in the field, because it offers no opportunity for financial reward for success.
States should set guidelines for districts to ensure that plans are fair and sound. Performance pay plans are not easy to implement well. There are numerous examples of both state and district initiatives that have been undone by poor planning and administration. As the use of value-added models now allow for the development of a more meaningful understanding of teacher effectiveness, districts should ensure that performance pay systems consider both qualitative and quantitative measures in order to fairly assess and compensate teachers for their performance.
States can play an important role in supporting performance pay by setting guidelines (whether for a state-level program or for districts' own initiatives) that recognize the challenges in implementing a program well. A few states now require that districts build performance into salary schedules, moving away from bonus structures that teachers know may be subject to budget constraints and competing priorities.