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: New York's Teachers of Tomorrow Teacher Recruitment and Retention Program allows those serving in a teacher-shortage area to be eligible for an annual award of $3,400, renewable each year for three additional years. New York defines a teacher-shortage area as a public school that had a shortage of certified teachers in the previous school year.
High-need Schools: New York's Teachers of Tomorrow Program defines a teacher-shortage area as a public school that had a shortage of certified teachers in the previous school year.
There is also a Teachers of Tomorrow Master Teacher Program, which requires National Board certification and pays annual awards of $10,000 for up to three years with an effective or highly effective evaluation rating.
New York Education Law 3612
As a result of New York's strong high-need schools and subjects policies, no recommendations are provided.
New York was helpful in providing NCTQ with facts that enhanced 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.