State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. District of Columbia

Institution	National Council on Teacher Quality
Titel	State Teacher Policy Yearbook: What States Can Do to Retain Effective New Teachers, 2008. District of Columbia
Quelle	(2008), (78 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Mentors; Teacher Competencies; State Government; Government Role; Teacher Qualifications; Teacher Effectiveness; Teacher Persistence; State Standards; Data Collection; Databases; Instructional Effectiveness; Tenure; Teacher Evaluation; Observation; Student Evaluation; Standardized Tests; Beginning Teachers; Beginning Teacher Induction; Teacher Certification; Teacher Salaries; Merit Pay; Teaching Experience; Teacher Shortage; Compensation (Remuneration); Retirement Benefits; Teacher Retirement; Teacher Dismissal; Educational Objectives; District of Columbia + Suchen Sie Ihr Suchwort? Lehrkunst; Bund-Länder-Beziehung; Lehrqualifikation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Data capture; Datensammlung; Datenbank; Amtszeit; Beschäftigungsdauer; Teacher appraisal; Lehrerbeurteilung; Beobachtung; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Junior teacher; Junglehrer; Lehrerbesoldung; Lehrervergütung; Leistungszulage; Lehrermangel; Abfindung; Kompensation; Lohnausgleich; Retirement pay; Ruhegehalt; Lehrerbeurlaubung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	This report presents the District of Columbia edition of the National Council on Teacher Quality's 2008 "State Teacher Policy Yearbook." The 2008 "Yearbook" focuses on how state policies impact the retention of effective new teachers. This policy evaluation is broken down into three areas that encompass 15 goals. Broadly, these goals examine the impact of state policy on 1) identifying effective teachers, 2) retaining those deemed effective and 3) exiting those deemed ineffective. While the District of Columbia is making progress toward meeting a few of the goals, it lags behind other states in most others. It completely missed 12 goals, met a small portion of one, partially met one and nearly met one. The District's best performance is in its effort to close loopholes that allow teachers who have not met licensure requirements to continue teaching. Remaining work includes making tenure decisions meaningful, strengthening policies regarding teacher compensation issues, ensuring its pension system is neutral and fair, and articulating consequences for teachers with unsatisfactory evaluations. The District of Columbia's progress toward meeting these goals is summarized. The body of the report provides a more detailed breakdown of the District's strengths and weaknesses in each area. District of Columbia has an overall performance of F for 2008. Goals for each area are appended. (Contains 57 figures.) [Additional support for the 2008 "State Teacher Policy Yearbook" was provided by the Teaching Commission. For the national report, see ED514690.] (ERIC).
Anmerkungen	National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10