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A research design perspective for career ladder plans

✍ Scribed by Pamela Brown Clarridge

Publisher
Springer
Year
1989
Tongue
English
Weight
654 KB
Volume
2
Category
Article
ISSN
1874-8597

No coin nor oath required. For personal study only.

✦ Synopsis

The last several years have seen much written about the problems in public education; one issue of concern is the competency of teachers. Anyone can list his or her suggestions as to how to improve the competency level; and journals, both lay and professional, expound on a wide range of solutions. Commissions have been created to study the broad issue of the state of public education, with their reports receiving much publicity.

In response to the teacher competency question, the National Commission on Excellence in Education (1983) stated in their report, A Nation at Risk, that salaries for teachers should be increased in order that they be professionally competitive, market-sensitive, and performance-based. The National Science Board Commission on Precollege Education in Mathematics, Science, and Technology (1983) also recommended that excellence in teaching be rewarded and that high quality teachers be provided the opportunities to move up a salary and status ladder without having to leave the classroom.

These two reports, as well as articles by professionals in education, provided the impetus behind the rush of many school districts and state departments of education to become involved in developing what have come to be referred to as career ladder, incentive, or master teacher plans. According to the Career Ladder Clearinghouse Report (Incentive programs..., 1986), only four states are not currently discussing plans or implementing functioning programs. This rush to jump on the career ladder band-wagon leaves behind the question of what the source of justification is for these plans.

The literature on career ladders provides some information about the sources of the ideas on which these plans are based. Much of the literature consists of testimonials as to the success (or satisfaction) of various plans, often combined with recommendations for other school districts to use their ideas (

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