Abstract
Pay can be primarily based on individual or organizational performance, job tasks, or skills and knowledge (Lawler, 1990). This article suggests that teacher skill- and knowledge-based pay plans in education may be related to major demarcation points in teachers' career development. To illustrate the potential features of this approach, career ladder programs in three U.S. districts, as well as the Advanced Skills Teacher (AST) system in Australia, are described. Each plan includes three or four career stages that would qualify a teacher for a significant pay increment. Policy analysts should strategically consider how such systems might affect school culture, norms, and micropolitical processes.
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