Introduction
Educators and learners in Elementary Charter School setting receive financial and non-monetary incentives from the school compensation committee based on attendance, behavioral incidences, and grade point averages. This paper discusses how the organization rewards by using non-strict salary schedules, giving non-financial incentives, and performance-based allowances.
Non-strict salary schedules
The organization, unlike many public schools in the United States, makes independent decisions on how to pay teachers (Cetinkaya, 2016). School heads in Elementary Charter School decide initial pay for newly recruited teachers based on their past performance. The new applicant’s, skills with particular regard to expertise in such areas as mathematics and science and special education which are difficult to staff (Abrams, 2016). The school pays in these fields more than other subjects in the curriculum.
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Performance-based bonuses
The school rewards both teachers following attainment of set targets (Abrams, 2016). For teachers, the compensation committee adds an allowance to their base salaries upon achievement of goals set at the beginning of the academic year (Anderson & Terras, 2015). Targets used are defined by student performance in test scores, but in some cases, the overall quality of a teacher as evaluated from attendance, interaction with students and parents could be a measure worth increment in their salaries.
Non-monetary incentives
The organization prefers non-monetary rewards, especially for learners in the elementary school Students who attain their set targets on standardized tests receive gift certificates and trophies as rewards (Abrams, 2016). The organization focuses not only on student academic performance but also on behavior rubric. The overall progress of a student, beginning with attendance, recorded behavior incidences, relation with peers and adults, and following of instructions are vital in the assessment process to determine rewards to be given (Cetinkaya, 2016).
Conclusion
In conclusion, the Elementary Charter School determines its salary for teachers based on performance as opposed to the strict schedules used by public schools. The organization also considers teachers in the hard-to-staff fields and rewards teachers and students who attain their set targets.
References
Abrams, S. E. (2016). Education and the Commercial Mindset . Cambridge, Massachusetts: Harvard University Press.
Anderson, S. K., & Terras, K. L. (2015). Teacher Perspectives of Challenges within the Norwegian Educational System. International Education Journal: Comparative Perspectives , 14 (3), 1–16
Cetinkaya, A. (2016). A Phenomenological Narrative Study: Elementary Charter School Principals’ Managerial Roles. Education Leadership Review , 17 (1), 89–99
