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Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among perceptions of characteristics of standards-based evaluation, work environment mediators, and career satisfaction and other outcomes. Four comprehensive high schools located in two neighboring counties in southern California provided the data for this study. The schools' districts had recently developed and implemented evaluation systems based on six California Standards for the Teaching Profession generated in 1997. One hundred and seventy-eight teachers responded to survey questions designed to capture the following constructs: understandable/relevant standards, satisfactory/helpful evaluation, role ambiguity, effort performance-rating linkage, work criteria autonomy, career satisfaction, organizational commitment, and perceptions of the effectiveness of the evaluation system. Confirmatory factor analysis was used to assess whether the items measuring evaluation fit two hypothesized constructs. Structural equation modeling results indicated that there are two mediators in the evaluation-career satisfaction relationship: role ambiguity and work criteria autonomy.

Describes the pay for performance program of the Brevard County, Florida, public schools, focusing on the issues involved in negotiating new pay plans, the development of Brevard county's compensation plan, and future directions for negotiating teacher compensation. The Brevard County plan contains options for teachers (professional development and student achievement goals, or both) and includes input from School Advisory Councils. (SLD)

Describes changes in teacher compensation that might accompany organizational redesign in schools arranged to support teacher work groups. Discusses the relationship of teaming to overall teacher work, the investment a school or district might make to accomplish teaming, and team self-management and self-governance. (SLD)

Summarizes findings of a five-year study of eight schools participating in the Coalition of Essential Schools/Education of the States Re:Learning project. Most schools appeared to lack consensus about the need for fundamental changes in school structure or teaching practices; changes began slowly, with individual or small-group efforts that frequently divided faculty. (MLH)

Recently, the question of how best to compensate teachers for the work they do has become newsworthy again. The authors report on work undertaken in three American Federation of Teachers (AFT) sites to develop new and comprehensive compensation plans. All three plans are viewed (locally and nationally) as comprehensive reforms of existing compensation systems, yet each plan is distinctive as well. Each of the compensation plans examined combines aspects of different compensation alternatives. Thus, each site is developing its own model, although the components are drawn from an apparently small set of alternative arrangements. Using union bargainers' descriptions as a starting point, the authors compare the three plans and their implementation (actual and proposed) and discuss several observations that bargainers made about their work. The article concludes with some observations concerning the emerging compensation negotiating process and products and some of the directions that compensation reform is moving in. [ABSTRACT FROM AUTHOR]