State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. District of Columbia State Summary

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Institution	National Council on Teacher Quality
Titel	State Teacher Policy Yearbook: Progress on Teacher Quality, 2007. District of Columbia State Summary
Quelle	(2007), (132 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Teaching (Occupation); Teacher Effectiveness; Yearbooks; State Standards; State Government; Special Education Teachers; Educational Policy; Policy Analysis; Government Role; Teacher Education; Teacher Certification; Compensation (Remuneration); Annual Reports; Elementary Secondary Education; Objectives; Program Evaluation; Teacher Evaluation; Schools of Education; Accreditation (Institutions); Program Effectiveness; Accountability; Program Improvement; Teacher Recruitment; Federal Legislation; Guidelines; District of Columbia + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Yearbook; Jahrbuch; Bund-Länder-Beziehung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Politikfeldanalyse; Lehrerausbildung; Lehrerbildung; Abfindung; Kompensation; Lohnausgleich; Annual report; Tätigkeitsbericht; Goal definition; Zielsetzung; Programme evaluation; Programmevaluation; Teacher appraisal; Lehrerbeurteilung; Erziehungswissenschaftliche Fakultät; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Verantwortung; Lehrerrekrutierung; Bundesrecht; Richtlinien
Abstract	The "State Teacher Policy Yearbook" examines what is arguably the single most powerful authority over the teaching profession: state government. This District of Columbia edition of the National Council on Teacher Quality's (NCTQ's) "State Teacher Policy Yearbook" is the first of what will be an annual look at the status of state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers could make improvements to benefit both students and teachers. This policy evaluation is broken down into six areas that include a total of 27 goals. Broadly, these goals examine the impact of state policy on the preparation, certification, licensure, compensation and effectiveness of teachers across the elementary, secondary and special education spectra. The District of Columbia's progress towards meeting these goals is summarized. Overall, the district has met some goals, but it lags behind other states in the strengths of its teacher policies. The District of Columbia completely missed 15 goals, met a small portion of five, partially met one, nearly met four and fully met two. The district's best performance is in Area 2, "Teacher Licensure," though it still has room for improvement. It has the most work to do in Area 4, "State Approval of Teacher Preparation Programs," and Area 6, "Preparation of Special Education Teachers." Positive aspects of the District of Columbia's policy include requiring middle school and high school teacher candidates to complete a minimum of 30 credit hours in a major content area. The district, however, needs to improve its special education teacher preparation requirements. The body of the report provides a more detailed breakdown of the District of Columbia's strengths and weaknesses in each area. Detailed rationale and "Food for Thought" for each area and corresponding goal are appended. (Contains 72 figures.) [Additional funding for this first edition of the "State Teacher Policy Yearbook" was provided by the Achelis Foundation, Bodman Foundation, Daniel's Fund, Fisher Family Foundation, Gleason Foundation, and The Teaching Commission. This state report is part of NCTQ's State Teacher Policy Yearbook series. For the national summary, see ED506661. (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