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: Wyoming does not support differential pay in which a teacher can earn additional compensation by teaching certain subjects.
High-need schools: Wyoming offers additional compensation "to a teacher as necessary to employ teachers for providing education programs at locations that because of their unique circumstances require additional pay."
Teachers who are National Board Certified are eligible to receive a $4,000 annual salary supplement. However, this type of differential pay is not tied to teaching at high-need schools.
Wyoming Statutes 21-13-324; 21-7-501(f)
differential pay initiatives for effective teachers in shortage-subject areas.
Wyoming 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 Wyoming's most accomplished teachers to low-performing schools.
Wyoming 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.