2017 General Teacher Prep Programs Policy
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: 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.
High-Need Schools: Nevada teachers in "at-risk" schools, as determined by the department, are eligible for an additional $3,500 per year.
Teachers who are National Board Certified must receive an annual 5 percent salary increase. However, this differential pay is not tied to teaching at high-need schools.
Nevada Revised Statutes 391A.400; 391.161
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 was helpful in providing NCTQ with facts that enhanced this analysis. The state added that incentives are also provided to new first- and second-year teachers who teach at Title I schools or schools that receive one of the two lowest possible ratings indicating underperformance, or teachers transferring to these schools.
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.