Compensation for Prior Work Experience:
Virginia
Retaining Effective Teachers Policy
Analysis of Virginia's policies
Virginia does not encourage local districts to provide compensation for related prior subject-area work experience. However, the state does not seem to have regulatory language blocking such strategies.
Recommendations for Virginia
Encourage local districts to compensate new teachers with relevant prior work experience.
While still leaving districts with the flexibility to determine their own pay scales, Virginia should encourage districts to incorporate mechanisms such as starting these teachers at a higher salary than other new teachers. Such policies would be attractive to career changers with related work experience, such as in the STEM subjects.
State response to our analysis
Virginia disagreed with its score for this goal. Virginia asserted that the state does partially meet this goal because it does not have regulations that block school divisions from providing compensation for relevant prior experience.
Last word
While it is important that the state does not have regulatory
language blocking districts from compensating for prior work experience,
NCTQ believes that this is an area where states need to be more proactive in
encouraging this practice.
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Virginia
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Delivering Well Prepared Teachers
- Admission into Preparation Programs
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science
- Secondary Teacher Preparation in Social Studies
- Special Education Teacher Preparation
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale
Debra Hare, et al., "Teacher Shortages in the Midwest: Current Trends and Future Issues," Center for School Change, University of Minnesota, 2000; Paul Harrington, "Attracting New Teachers Requires Changing Old Rules," The College Board Review, 2001; 192: 6-11; Patrick M. Shields, et al., "The Status of the Teaching Profession 2001," The Center for the Future of Teaching and Learning, 2001.
Much of the blame for the difficulty in hiring people with technical expertise falls on the single salary schedule that rewards only experience and degree level. See D. Goldhaber and Albert Yung-Hsu Liu, "Teacher Salary Structure and the Decision to Teach in Public Schools: An Analysis of Recent College Graduates," Center on Reinventing Public Education, 2005.
People with technical skills are in high demand in the non-teacher labor market. See Cathleen Stasz and Dominic J. Brewer, "Academic Skills at Work: Two Perspectives," Rand Corporation, 1999. See also Burton A. Weisbrod and Peter Karpoff, "Monetary Returns to College Education, Student Ability and College Quality," Review of Economics and Statistics, 1968; 50(4): 491-97.
It has also been shown that teachers who teach technical subject matters have higher rates of attrition. See M. Podgursky, et al., "The Academic Quality of Public School Teachers: An Analysis of Entry and Exit Behavior," Economics of Education Review, 2004; 23: 507-18.
In addition, research has shown that math and science teachers—both men and women—with high ACT scores are the first to leave the teaching profession. See Sheila N. Kirby, et al., "Staffing At-risk School Districts in Texas: Problems and Prospects," Rand, 1999.
See also Robin R. Henke and Lisa Zahn, "Attrition of New Teachers Among Recent College Graduates," Postsecondary Education Descriptive Analysis Reports, U.S. Department of Education, 2001.