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: Nevada provides that those teaching mathematics, science, special education, English as a second language, or "other area of need" may be compensated up to an additional $3,500 annually if the state superintendent has deemed the subject to be an area of need in the school district. However, this additional stipend is not currently being funded.
High-Need Schools: Nevada teachers in "at-risk" schools, as determined by the department, are eligible for an additional $3,500 per year. However, this additional stipend is not currently being funded.
Teachers who are National Board Certified must receive an annual 5% salary increase. However, this differential pay is not tied to teaching at high-need schools.
Nevada Revised Statutes 391A.400; 391.161
Prioritize funding for teaching in shortage-subject areas and high-need schools.
Nevada has articulated policy to support differential pay and should therefore prioritize funding for teachers who teach in shortage-subject areas and high-need schools.
Consider tying National Board supplements to teaching in high-need schools.
This differential pay could be an incentive to attract some of Nevada's most accomplished teachers to low-performing schools.
Nevada 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.