How Do Teachers Learn in the Context of a Federal Teacher Incentive Fund Program?

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Abstract

This paper presents an in-depth analysis of how teacher learning takes place at three California urban charter schools that have taken on the federal Teacher Incentive Fund (TIF) program. The study focuses on the artifacts and obligated practices of the TIF program, and how these components of the performance management system integrated into the existing school learning environments. The study draws upon four years of data, including qualitative interviews, survey data, and observations of organizational practices, and sheds light on the learning that takes place for teachers and instructional leaders in response to the program.

Authors

• Rick Mintrop, University of California - Berkeley

• Erin Coghlan, University of California - Berkeley

• Miguel Ordenes, University of California - Berkeley

• Cristóbal Madero, Universidad Alberto Hurtado

• Laura Pryor, University of California - Berkeley