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, Richard F. Building a New Structure for School Leadership. Albert Shanker Institute: New York, NY, 2000.
Hawley, W.D. (1985). Designing and Implementing Performance-Based Career Ladder Plans. Educational Leadership, v43, n3: 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. and A.W. Hart (1986). Career Ladder Reforms. Teacher Education Quarterly, v13, n4: 51-59.
H. Silins, B. Mulford, S. Zarins, & Bishop, P. (2000). Leadership for organisational learning in Australian secondary schools. A Chapter 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.
Performance-Based Compensation
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, May 1989, 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, v11, n3. The Manhattan Institute.
Odden, A. and C. Kelley. (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.
Erin Richard, Mentor Teacher, Lowery Intermediate School, Ascension Parish, Louisiana
"The TAP model provides the school with the means to systematically collect and use data to target areas of needed growth, track students and teachers, and use this data to adjust our steps in reaching our ultimate goals for student achievement . . ."