A report just released by the National Education Policy Center entitled Creating Teacher Incentives for School Excellence and Equity  finds that money alone is not enough to motivate teachers in ways that increase student learning.

Large-scale studies and teacher testimonies suggest that working conditions are far more important than bonuses in persuading teachers to stay or leave their classrooms.

While not all incentives matter the same for all teachers, effective teaching rarely occurs in isolation and is significantly more prevalent in schools where certain conditions exist.

Teachers value strong principal leadership that supports effective teaching.

A safe environment where learning can occur increases autonomy and risk-taking for teachers, likely increases a teacher’s sense of efficacy.

Teachers need access to the resources and supports (including inclusive principal leaders focused on instruction as well as other educators from inside and outside the school and opportunities for teachers to learn from each other) to effectively teach the diverse learners in their classrooms.

Working conditions that allow teachers to teach effectively include:

1)    Principals who cultivate and embrace teacher leadership;

2)    Time and tools for teachers to learn from each other;

3)    Specialized preparation and resources for the highest needs schools, subjects, and students;

4)    No out-of-field teaching assignments;

5)    Teaching loads that are differentiated based on the diversity and mobility of student taught;

6)    Opportunities to take risks;

7)    Integration of academic, social, and health support for students; and,

8)    Safe and well-maintained school building.