LINKING TEACHER COMPENSATION TO TEACHER CAREER-DEVELOPMENT

Pay can be primarily based on individual or organizational performance , job tasks, or skills and knowledge (Lawler, 1990). This article sugg ests that teacher skill- and knowledge-based pay plans in education ma y be related to major demarcation points in teachers' career developme nt. To illustrate the potential features of this approach, career ladd er programs in three U.S. districts, as well as the Advanced Skills Te acher (AST) system in Australia, are described. Each plan includes thr ee or four career stages that would qualify a teacher for a significan t pay increment. Policy analysts should strategically consider how suc h systems might affect school culture, norms, and micropolitical proce sses.