For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. District of Columbia received a D for Overall 2011 Yearbook Grade. District of Columbia ranks 25th among states and has made low progress compared to other states. Highlights from recent progress in District of Columbia include: (1) Assessment of professional knowledge by means of a pedagogy test; (2) Alternate route program admission requirements; and (3) Teacher pension system sustainability. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.]
- Authorizing Institution
- National Council on Teacher Quality
- Education Level
- ['Elementary Education', 'Elementary Secondary Education', 'Middle Schools', 'Secondary Education']
- Location
- District of Columbia
- Peer Reviewed
- F
- Publication Type
- ['Numerical/Quantitative Data', 'Reports - Evaluative']
- Published in
- United States of America
- Sponsor
- ['Bill and Melinda Gates Foundation', 'Carnegie Corporation of New York', 'George Gund Foundation', 'Gleason Family Foundation', 'Joyce Foundation']
Table of Contents
- Executive Summary 3
- District of Columbia at a Glance Overall 2011 Yearbook Grade 3
- How is Faring 4
- District of Columbia 4
- Area 2 Expanding the Pool of Teachers C 4
- Area 1 Delivering Well Prepared Teachers D 4
- How is Faring 5
- District of Columbia 5
- Area 5 Exiting Ineffective Teachers D- 5
- Area 3 Identifying Effective Teachers F 5
- Area 4 Retaining Effective Teachers D 5
- District of Columbia Goal Summary 6
- About the Yearbook 7
- How to Read the Yearbook 8
- Area 1 Delivering Well-Prepared Teachers 11
- Goal a admission into preparation programs 11
- District of Columbia 12
- Area 1 Delivering Well-Prepared Teachers 16
- Goal b elementary Teacher preparation 16
- District of Columbia 17
- Area 1 Delivering Well-Prepared Teachers 23
- Goal C elementary Teacher preparation in reading instruction 23
- District of Columbia 24
- Area 1 Delivering Well-Prepared Teachers 27
- Goal D elementary Teacher preparation in Mathematics 27
- District of Columbia 28
- Area 1 Delivering Well-Prepared Teachers 31
- Goal e Middle School Teacher preparation 31
- District of Columbia 32
- Area 1 Delivering Well-Prepared Teachers 35
- Goal F Secondary Teacher preparation 35
- District of Columbia 36
- Area 1 Delivering Well-Prepared Teachers 38
- Goal G Secondary Teacher preparation in Science 38
- District of Columbia 39
- Area 1 Delivering Well-Prepared Teachers 41
- Goal h Secondary Teacher preparation in Social Studies 41
- District of Columbia 42
- Area 1 Delivering Well-Prepared Teachers 44
- Goal i Special education Teacher preparation 44
- District of Columbia 45
- Area 1 Delivering Well-Prepared Teachers 47
- Goal J assessing professional knowledge 47
- District of Columbia 48
- Area 1 Delivering Well-Prepared Teachers 50
- Goal k Student Teaching 50
- District of Columbia 51
- Area 1 Delivering Well-Prepared Teachers 55
- Goal l Teacher preparation program accountability 55
- District of Columbia 56
- Area 2 Expanding the Pool of Teachers 61
- Goal a alternate route eligibility 61
- District of Columbia 62
- Area 2 Expanding the Pool of Teachers 65
- Goal b alternate route preparation 65
- District of Columbia 66
- Area 2 Expanding the Pool of Teachers 69
- Goal C alternate route Usage and providers 69
- District of Columbia 70
- Area 2 Expanding the Pool of Teachers 74
- Goal D part-Time Teaching licenses 74
- District of Columbia 75
- Area 2 Expanding the Pool of Teachers 77
- Goal e licensure reciprocity 77
- District of Columbia 78
- Area 3 Identifying Effective Teachers 83
- Goal a State Data Systems 83
- District of Columbia 84
- Area 3 Identifying Effective Teachers 86
- Goal b evaluation of effectiveness 86
- District of Columbia 87
- Area 3 Identifying Effective Teachers 91
- Goal C Frequency of evaluations 91
- District of Columbia 92
- Area 3 Identifying Effective Teachers 95
- Goal D Tenure 95
- District of Columbia 96
- Area 3 Identifying Effective Teachers 99
- Goal e licensure advancement 99
- District of Columbia 100
- Area 3 Identifying Effective Teachers 103
- Goal F equitable Distribution 103
- District of Columbia 104
- Area 4 Retaining Effective Teachers 107
- Goal a induction 107
- District of Columbia 108
- Area 4 Retaining Effective Teachers 111
- Goal b professional Development 111
- District of Columbia 112
- Area 4 Retaining Effective Teachers 115
- Goal C pay Scales 115
- District of Columbia 116
- Area 4 Retaining Effective Teachers 119
- Goal D Compensation for prior Work experience 119
- District of Columbia 120
- Area 4 Retaining Effective Teachers 122
- Goal e Differential pay 122
- District of Columbia 123
- Area 4 Retaining Effective Teachers 126
- Goal F performance pay 126
- District of Columbia 127
- Area 4 Retaining Effective Teachers 129
- Goal G pension Flexibility 129
- District of Columbia 130
- Area 4 Retaining Effective Teachers 137
- Goal h pension Sustainability 137
- District of Columbia 138
- Area 4 Delivering Well-Prepared Teachers 143
- Goal i pension Neutrality 143
- District of Columbia 144
- Area 5 Exiting Ineffective Teachers 149
- Goal a licensure loopholes 149
- District of Columbia 150
- Area 5 Exiting Ineffective Teachers 152
- Goal b Unsatisfactory evaluations 152
- District of Columbia 153
- Area 5 Exiting Ineffective Teachers 156
- Goal C Dismissal for poor performance 156
- District of Columbia 157
- Area 5 Exiting Ineffective Teachers 159
- Goal D reductions in Force 159
- District of Columbia 160
