Once teachers are placed on the schedule, there are virtually no differentials by field or subject expertise nor explicit performance incentives. In nearly half the districts, administrators lack any discretionary authority over initial salary offers. In the remaining districts, contracts authorize superintendents to grant credit for non-teaching experience or, less commonly, special skills. Still more rarely, superintendents may place new teachers at any step on the schedule as they deem fit. Teacher evaluation and discipline Teacher evaluation and discipline vary considerably among districts.
Administrators are generally free to conduct unannounced observations for purposes of evaluation.
However, the high ratio of staff to supervisors may leave the latter with little time for informal, unannounced visits, except when scheduled observations have revealed serious deficiencies. In most districts, procedures for handling complaints are apt to turn confrontational, intimidating parents and students and depriving administrators of the opportunity to investigate discreetly whether any misconduct has occurred and how extensive it might be. The requirement that no disciplinary action be taken without just cause makes it more troublesome and time-consuming for administrators to document a pattern of incompetence or misconduct and to apply appropriate penalties. Transfers Contracts vary considerably in the way they treat transfers. Few districts are required to make transfer decisions solely on the basis of seniority.