TAP's Elements Multiple Career Paths Ongoing Applied Professional Growth Instructionally Focused Accountability Performance-Based Compensation Bibliography TAP Outcomes Legislation Understanding Value-Added Teacher Quality Resources The Working Group on Teacher Quality
Multiple Career Paths
Barrier, M. (September, 1996). Improving Worker Performance. Nation's Business, pg. 28.
Darling-Hammond, L., Bullmaster, M.L. & Cobb, V.L. (1995). Rethinking teacher leadership through professional development schools. The Elementary School Journal, 96, 87-106.
Elmore, R. F. (2000) Building a New Structure for School Leadership. New York: Albert Shanker Institute.
Hawley, W.D. (1985). Designing and Implementing Performance-Based Career Ladder Plans. Educational Leadership, 43(3): 57-61.
Leithwood, K., Tomlinson, D. & Genge, M. (1996). Transformational leadership. In K. Leithwood, J Chapman, D. Corson, P. Hallinger, & A. Hart (Eds.) International handbook of educational leadership and administration (pp. 785-840). Dordrecht, the Netherlands: Kluwer Academic.
Murphy, M.J. & Hart, A.W. (1986). Career Ladder Reforms. Teacher Education Quarterly, 13(4): 51-59.
Silins, H., Mulford, B., Zarins, S., & Bishop, P. (2000). Leadership for organisational learning in Australian secondary schools. In K. Leithwood (Ed.), Understanding Schools as Intelligent Systems. Greenwich, Connecticut: JAI.
Ongoing Applied Professional Growth
Desimone, L., Porter, A. C., Garet, M. S., Yoon, K. S. & Birman, B. F. (2002). Effects of professional development on teacher's instruction: Results from a three-year longitudinal study. Education Evaluation and Policy Analysis, 24, 81-112.
Elmore, R.F. & Burney D. (1997). Investing in teacher learning staff development and instructional improvement in Community School District #2, New York City. New York: National Commission on Teaching and America's Future.
Fullan, M. (2001). The new meaning of educational change. London, U.K: Routledge Falmer Press.
Guskey, Thomas, R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press, Inc.
Smylie, M. A., Allensworth, E., Greenberg, R. C., Harris, R., & Luppescu, S. (2001). Teacher Professional Development in Chicago: Supporting Effective Practice. Chicago, IL: Consortium on Chicago School Research.
Instructionally Focused Accountability
Career in Teaching Governing Panel. (1999). Teacher evaluation guide: Process for the supervision and evaluation of district personnel teachers. Rochester City School District: Rochester, New York.
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: ASCD.
Moir, E. (1998). A developmental continuum of teacher abilities. New Teacher Center: University of California at Santa Cruz: Santa Cruz, CA.
O'Connell, R. (1997). Teachers performance pay plan. Douglas County School District. Douglas County, CO.
Odden, A. & Clune, W. (1998). School finance systems: Aging structures in need of renovation. Educational Evaluation and Policy Analysis, 20, 157-177.
Odden, A., Milanowski, A. & Youngs, P. (1998). Teacher knowledge and skill assessments and teacher compensation: An overview of the measurement and linkage issues. Journal of Personnel Evaluation in Education, 12, 83-102.
Rowley, J. B. (1999). High performance mentoring: Facilitator's guide. Thousand Oaks, CA: Corwin Press.
Schacter, J. & Thum, Y.M. (2004). Paying for high and low quality teachers. Economics in Education Review, 23, 411-430.
Greenwald, R., Hedges, L.V., & Laine, R.D. (1996). The Effect of School Resources on Student Achievement. Review of Educational Research, 66(3), 361-396.
Hanushek, E.A. (1989). The Impact of Differential Expenditures on School Performance. Educational Research, 18(4), 45-62.
Jordan, H., Mendro, R., & Weerasinghe, D. (1997). Teacher effects on longitudinal student achievement. Dallas, TX: Dallas Independent School District.
Malanga, S. (2001). Why Merit Pay Will Improve Teaching. City Journal, 11(3). The Manhattan Institute.
Odden, A. & Kelley, C. (1996). Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools. Thousand Oaks, CA: Corwin Press.
Odden, A. (2000). New and Better Forms of Teacher Compensation are Possible. Phi Delta Kappan, 81(5), 361-366.
Odden, A. & Clune, W. (1995). Improving educational productivity and school finance. Educational Researcher, 24(9), 6-10.
Raymond, M., Fletcher, S. H., & Luque, J. (2001). Teach for America: An Evaluation Teacher Differences and Student Outcomes in Houston, Texas. Stanford, CA: CREDO.
Rivkin, E. A., Hanushek, E. A., & Kain, J. F. (2001). Teachers, schools, and academic achievement. Washington D.C: National Bureau of Economic Research.
Sanders, W. L. & Horn, S. P. (1998). Research findings from the Tennessee value-added assessment system (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.
Thum, Y.M. (2003). Measuring progress toward a goal: Estimating teacher productivity using a multivariate, multi-level value added model. Sociological Methods & Research, 32, 208-252.
Amy Jarratt, Master Teacher, Forest Meadow Junior High School, Dallas, Texas
". . . I wanted to be more involved in the classrooms with the teachers. Being a master teacher gave me the time to do the work so that I didn't have to be in my classroom all the time. I could go and help other teachers . . . and work with them on implementing strategies in their classrooms."