Teacher Compensation Policy
The state should support differential pay for effective teaching in shortage and high-need areas. This goal is reorganized for 2021.
Shortage-subject areas: North Dakota does not support differential pay by which a teacher can earn additional compensation by teaching certain subjects.
The state did offer a Teacher Shortage Loan Forgiveness Program (TSLFP). However, in 2019, the North Dakota legislature voted to discontinue the program.
High-need schools: North Dakota does not offer incentives to teach at high-need schools.
Teachers who are National Board Certified are eligible to receive a $1,000 annual supplement. However, this differential pay is not tied to teaching at high-need schools.
North Dakota may offer teachers increased compensation pay for accepting positions that are unfilled 45 days prior to the start of the school year. To be eligible, a teacher must be highly qualified and must not have taught in the state during the previous 12 months.
Teacher Loan Forgiveness https://www.nd.gov/dpi/educators/tuition-assistance/state-teacher-shortage-loan-forgiveness-program National Board Certification https://www.nd.gov/dpi/educators/credentials-and-certificates/national-board-certified-teachers North Dakota Century Code 15.1-16-21
Expand differential pay initiatives for teachers in both shortage-subject areas and high-need schools.
North Dakota 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 North Dakota's most accomplished teachers to low-performing schools.
North Dakota recognized the factual accuracy of this analysis.
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.