|
Health and Wellness
|
| What is the maximum portion of the employee's health insurance premium paid by the employer? |
72%
District website: https://dcps.dc.gov/node/997622
Past Policy
75%
District website: http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Benefits/Health+Benefits
Past Policy
not specified; employees are required to contribute varying amounts towards their health insurance
Human Resources Employee Benefits Information: http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Employee+Benefits+Information#4
Past Policy
issue not addressed in scope of NCTQ reviewed documents
Employees are required to contribute varying amounts towards their health insurance, depending on the plan selected.
Human Resources Employee Benefits Information: http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Employee+Benefits+Information#4
|
| What is the maximum portion of the employee's dependents' health insurance premium paid by the employer? |
72%
District website: https://dcps.dc.gov/node/997622
Past Policy
75%
District website: http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Benefits/Health+Benefits
Past Policy
percentage not specified; employees are required to contribute varying amounts towards their health insurance
Human Resources Employee Benefits Information: http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Employee+Benefits+Information#4
Past Policy
issue not addressed in scope of NCTQ reviewed documents
Employees are required to contribute varying amounts towards their health insurance, depending on the plan selected.
Human Resources Employee Benefits Information: http://dcps.dc.gov/DCPS/About+DCPS/Human+Resources/Employee+Benefits+Information#4
|
| Does the employer specify a dollar cap for the portion of the premium they cover? If so, what is the cap? |
No, district specifies the percentage (72%) of the premium it covers.
District website: https://dcps.dc.gov/node/1122166
|
|
Pensions/Retirement
|
| Are there incentives for a teacher to take early retirement? |
Issue not addressed in scope of NCTQ reviewed documents
|
| By what date must a teacher give notification that he/she intends to resign or retire? |
April 1
p. 98, Art. 36.17.1.
Past Policy
April 30
p. 99, Art. 36.17
Past Policy
April 30; however, teachers who notify by April 1 receive a $1,000 bonus
p. 99, Art. 36.17
Past Policy
Resignation or retirement - April 1
p. 74, Art. 20
|
| Does the district offer an incentive to the teacher who notifies the district before the deadline that he/she intends to resign/retire at the end of the school year? |
Yes
teachers who give notice by April 1 receive a $1,000 bonus.
p. 98, Art. 36.17.2.
|
| Is there a penalty for a teacher who fails to notify the district that he/she intends to resign/retire by the district's deadline? |
Yes
teachers incur a $1000 penalty in withheld compensation.
p. 99, Art. 36.17.4.
|
| Can a teacher receive payment for unused sick leave at retirement? How much? |
No
Sick leave does not have a cash value and is therefore, non-compensable.
Off-boarding (Leaving DCPS): http://dcps.dc.gov/page/dcps-boarding-leaving-dcps
|
| Can a teacher receive payment for unused personal leave at retirement? How much? |
No; personal days are taken from sick leave.
p. 54, Art. 17.1.1.
|
|
Tuition Reimbursement
|
| Is tuition reimbursement offered to teachers? |
Yes
for teachers enrolled in graduate coursework or a relevant dual certification program.
p. 97, Art. 36.12.
|
| Can a teacher receive financial support to cover National Board certification fees? |
Issue not addressed in NCTQ reviewed documents
|
|
School Year
|
| STUDENTS: How many days are students in school? |
182
|
| STUDENTS: How many hours, minimum, are students scheduled to be in school each year? |
1,183 hours (total)
Calculation based on a 6 hour, 30 minute day X 182 days.
|
| TEACHERS: How many days are teachers in school? |
196
|
| TEACHERS: How many days is the teacher required to be on-site without students? (including half or partial days) |
15
|
|
School Day
|
| How long is the school day for elementary students? |
6 hours, 30 minutes (total)
|
| How long is the school day for secondary students? |
6 hours, 30 minutes (total)
|
| How long is the scheduled workday for teachers? (total time scheduled on-site, including lunch) |
7 hours, 30 minutes
p. 69, Art. 23.2.1.
|
| How much time is the teacher required to be on-site beyond the length of the student day? (This does not include time for meetings) |
35 minutes before the start of the student day; the amount of time required at the end of the day is not specified.
 The District reports that schedules are subject to change at each school. No citation provided or found (June 2015).
p. 69, 23.3.1.
|
|
Preparation Time
|
| How much planning time does an elementary teacher receive? |
3 hours, 45 minutes per week
p. 70, Art. 23.6.2.1.1.
|
| How much planning time does a secondary teacher receive? |
1 class period per day
p. 73, Art. 23.6.5.1.
|
| How much teacher planning time is designated for collaborative planning? |
The 30 minute daily 'Morning Block' may be used for collaborative planning.
p. 74 & Art. 23.8.1 & p. 75, Art. 23.8.8.1.
|
|
Structure of the Salary Schedule
|
| What type of salary schedule is in use? |
Traditional salary schedule (step and lane)
the base salary schedule is a traditional salary schedule; our analysis does not take into account additional earnings from IMPACTplus or accelerated advancement through the LIFT program.
|
| What is the average percent increase in pay earned for each additional year of experience? |
3.0%
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| Teachers in most districts earn a raise for each additional year of experience and an annual adjustment for cost of living and other factors. What is that average annual adjustment? (reported as a percentage of change from the previous year) |
0%
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the average total change in salary accounting for both earning an additional year of experience and an annual adjustment for cost of living and other factors? (reported as the percentage of change from the previous year) |
3.0%
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the average difference between the master's and bachelor's salary? |
$10,748
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| How many lanes (or columns) based on advanced degrees or credit attainment are on the teacher's salary schedule? |
5: BA, BA+15, BA+30 or MA, MA+30, MA+60 or PhD (lanes are from the DC's base pay salary scale)
|
| In what year of service will a teacher with a bachelor's and/or master's degree reach the maximum salary (assuming no step freezes)? |
Bachelor's lane: 15;
Master's lane: 21;
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
|
Annual Salary
|
| What is the annual salary for a fully certified, first year teacher with a bachelor's degree? |
$51,539
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the annual salary for a teacher with a bachelor's degree and 5 years of experience? |
$58,599
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the annual salary for a teacher with a bachelor's degree on the highest step of the salary schedule? |
$81,724
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the annual salary for a fully certified, first year teacher with a master's degree? |
$54,975
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the annual salary for a teacher with a master's degree and 5 years of experience? |
$66,078
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the annual salary for a teacher with a master's degree on the highest step of the salary schedule? |
$100,839
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
| What is the maximum annual salary available to teachers? What are the education requirements for this salary? In what year of service will a teacher receive this salary? |
$106,540; MA+60 or PhD; 21
Analysis based solely on DC's base salary, assumes an acceptable evaluation rating, and does not take into account accelerated advancement on the base pay salary scale through LIFT or additional earnings due to DC's IMPACTplus performance pay plan.
|
|
Performance Pay
|
| Is annual salary increase tied to evaluation rating? |
Yes
in addition, teachers working in high poverty schools who reach the Advanced, Distinguished and Expert LIFT stages are eligible for additional service credit (i.e., accelerated step and lane advancement).
p. 95, Art. 36.6.
District website: https://dcps.dc.gov/page/compensation-lift-and-impactplus
|
| If an annual salary increase is tied to evaluation rating, how do annual salary increases work? |
Other
Teachers rated Minimally Effective or below will not advance a step & those working in high poverty schools who are on the Advanced, Distinguished and Expert LIFT stages are eligible for additional service credit (accelerated step & lane advancement).
p. 95, Art. 36.6.
District website: https://dcps.dc.gov/page/compensation-lift-and-impactplus
|
| Aside from annual salary increases, are other aspects of a teacher’s pay based on evaluation rating? |
Yes; teachers rated Highly Effective who are teaching in a high poverty school are eligible for an annual bonus of $10,000. Teachers rated Highly Effective who are teaching in one of the 40 lowest performing schools that are also high poverty are eligible to earn an additional $10,000 bonus for a total of $20,000. Teachers rated Highly Effective who are teaching in a low poverty school are eligible to earn an annual bonus of $2,000. Teachers rated Effective or higher with a second certification in special education or secondary math or science earn a bonus of $1,500 following completion of the second certificate.
p. 97 & 98, Art. 36.13.
District website: https://dcps.dc.gov/page/compensation-lift-and-impactplus
|
| Do teachers earn performance pay for factors other than evaluation ratings? |
Issue not addressed in scope of NCTQ reviewed documents
District reports that teachers do not earn performance pay for factors other than evaluation rating.
|
|
Other Differentiated Pay
|
| Can a teacher earn additional pay by working in a school classified as "high-needs"? |
Yes, teachers rated as Highly Effective who teach in schools with a free and reduced lunch rate of 60% or higher will receive an annual bonus of $10,000 and an additional $10,000 if the school is also rated as one of the 40 lowest-performing schools in the district. Teachers rated as Highly Effective who teach in schools with a free and reduced lunch rate below 59% will receive an annual bonus of $2,000.
District website: https://dcps.dc.gov/page/compensation-lift-and-impactplus
|
| Can a teacher earn additional pay by teaching subjects deemed 'hard to staff'? |
Teachers rated Effective or higher with a second certification in special education or secondary math or science earn a bonus of $1,500 following completion of the second certificate.
p. 97 & 98, Art. 36.13.
Past Policy
yes, teachers who receive a highly effective rating and teach in high needs subjects are eligible for additional bonuses; teachers with a second certification in special education or secondary math or science earn a bonus of $1,500 (this bonus is only available for teachers who are certified classroom teachers, and achieve a second certification)
p. 97 & 98, Art. 36.13.
Past Policy
yes
Art. XLI K 2
|
| Can a teacher who has National Board certification earn additional pay? |
Issue not addressed in scope of NCTQ reviewed documents
|
| What compensation is offered to a teacher who serves as a department head at the secondary level? |
$2,500
p. 96, Art. 36.10.1.
|
|
General Salary Information
|
| Are uncertified teachers paid less than fully certified teachers? |
Issue not addressed in scope of NCTQ reviewed documents
|
| Can a teacher get credit on the salary schedule for subject-related work experience? How many years of experience are awarded for subject-related experience? |
Yes; 9 years for each year of work in another field deemed applicable to education.
p. 96, Art. 36.7.1.2.
|
| Are teachers eligible for a longevity bonus? If so, in what year(s) of service is a teacher eligible? |
Yes, in years 17, 19, 21 and every year thereafter (only those teachers in the BA+30 or MA lane (on the base salary schedule) and higher are eligible for longevity bonuses).
pp. 113-115.
|
|
Evaluation System
|
| What is the teacher required to be evaluated on? |
GRADES 1 & 2 WITHOUT VALUE-ADDED OR STUDENT SURVEYS:
Student growth/achievement (15%: Teacher assessed student achievement data)
Commitment to school community (10%)
Core Professionalism (Affects overall evaluation rating only if teacher scores slightly or significantly below standards: Attendance; On-time arrival; Policies and procedures; Respect)
Professional practice (75%: "Essential Practices": Cultivate a responsive learning community; Challenge students with rigorous content; Lead a well-planned, productive learning experience; Maximize student ownership of learning; Respond to evidence of student learning)
GRADES 3+ WITH STUDENT SURVEYS:
Student growth/achievement (15% "Teacher-assessed student achievement data")
Student surveys (10%)
Commitment to school community (10%)
Core professionalism (Affects overall evaluation rating only if teacher scores slightly or significantly below standards: Attendance; On-time arrival; Policies and procedures; Respect)
Professional practice (65%: "Essential Practices": Cultivate a responsive learning community; Challenge students with rigorous content; Lead a well-planned, productive learning experience; Maximize student ownership of learning; Respond to evidence of student learning)
GRADES 4+ WITH VALUE-ADDED DATA & STUDENT SURVEYS:
Student growth/achievement (50%: Individual value-added- 35%; teacher-assessed student achievement data - 15%)
Student surveys (10%)
Commitment to school community (10%)
Core professionalism (Affects overall evaluation rating only if teacher scores slightly or significantly below standards: Attendance; On-time arrival; Policies and procedures; Respect)
Professional practice (30%: "Essential Practices": Cultivate a responsive learning community; Challenge students with rigorous content; Lead a well-planned, productive learning experience ; Maximize student ownership of learning; Respond to evidence of student learning)
See also: See also: Group 2b - Small group intervention & grades 1 & 2, pp. 6, 8 & 40.
pp. 6, 8 & 44.
pp. 6, 8 & 42.
|
| Do impartial third parties from outside the school serve as evaluators? |
Issue not addressed in scope of NCTQ reviewed documents
See also: Group 2b - Small group intervention & grades 1 & 2, p. 9.
p. 11.
p. 9.
|
| Is peer review a component of teacher evaluation; what is the nature of the review? |
No
See also: Group 2b - Small group intervention & grades 1 & 2, p. 9.
p. 9.
p. 9.
|
| Does the evaluation include student input? |
Student survey required-factors into evaluation rating
for teachers in grades 3+
See also: Group 2b - Small group intervention & grades 1 & 2, p. 6
p. 6.
p. 6.
Past Policy
Student survey required-factors into evaluation rating
See also: Grades 1 & 2, General Education teachers without individual value-added (p. 7).
p. 7.
Past Policy
Issue not addressed in scope of NCTQ reviewed documents
Past Policy
Issue not addressed in scope of NCTQ reviewed documents
Past Policy
Student input may be used as a data source to document performance.
p. 3
Past Policy
Issue not addressed in scope of NCTQ reviewed documents
Past Policy
Issue not addressed in scope of NCTQ reviewed documents
|
| What kind of feedback does a teacher receive following a formal observation(s)? |
Conference with evaluator
See also: Group 2b - Small group intervention & grades 1 & 2, p. 12.
p. 12.
p. 12.
Past Policy
Conference with evaluator
Conference with consulting teacher
Web-based written comments
See also: Grades 1 & 2, General Education teachers without individual value-added (p. 12)
p. 14.
Past Policy
Conference with evaluator
Conference with consulting teacher
Web-based written comments
p. 16.
Past Policy
Conference with evaluator
Conference with consulting teacher
Web-based written comments
p. 16
Past Policy
Conference with evaluator
Conference with consulting teacher
Web-based written comments
p. 18
Past Policy
Conference with evaluator
Conference with consulting teacher
Web-based written comments
p. 12
Past Policy
Conference with evaluator
Conference with consulting teacher
Web-based written comments
pp. 12-13
|
| What kind of feedback must the teacher receive following an evaluation? |
Issue not addressed in scope of NCTQ reviewed documents
See also: Group 2b - Small group intervention & grades 1 & 2
|
| How many categories of ratings are there? |
5: Highly Effective, Effective, Developing, Minimally Effective, Ineffective
See also: Group 2b - Small group intervention & grades 1 & 2. p. 49.
p. 53.
p. 51.
|
| Are evaluators required to give notice of an observation? |
No
See also: Group 2b - Small group intervention & grades 1 & 2, p. 12.
p. 12.
p. 12.
|
|
Role of Student Achievement in Teacher Evaluation
|
| How is student growth/achievement calculated for teachers of tested subjects? |
Value-added measure (counts 35%), Teacher assessed student achievement data (15%)
See also: Group 2b - Small group intervention & grades 1 & 2, p. 6.
p. 6.
p. 6.
|
| How is student achievement/growth calculated for teachers of non-tested subjects? |
Teacher-assessed student achievement data (counts 15%)
See also: Group 2b - Small group intervention & grades 1 & 2, p. 6.
p. 6.
p. 6.
|
|
Evaluation Requirements for non-tenured Teachers
|
| How frequently do non-tenured teachers receive an evaluation rating? |
Once a year
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
See also: DC Office of the State Superintendent of Education, p. 2: http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Teacher%20and%20Leader%20Evaluation%20Requirements%20Brochure.pdf
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
|
| What is the minimum number of times a non-tenured teacher must be observed during the evaluation? |
Number of observations is dependent on career ladder step: 3 observations for Teacher, Established Teacher and Advanced teacher stages; 2 observations for Distinguished teacher stage; 1 observation for Expert teacher stage.
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
Past Policy
number of observations dependent on step on career ladder: 4 formal, 1 informal on first two steps; 3-4 formal, 1 informal on step 3; 2-4 formal on step 4; 1-3 formal on step five
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 13.
Past Policy
number of observations dependent on step on career ladder: 4 formal, 1 informal on first two steps; 3-4 formal, 1 informal on step 3; 2-4 formal on step 4; 1-3 formal on step five
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 13.
Past Policy
number of observations dependent on step on career ladder: 4 formal, 1 informal on first two steps; 3-4 formal, 1 informal on step 3; 2-4 formal on step 4; 1-3 formal on step five
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 13
Past Policy
4 formal, 1 informal in 1st 2 years of teaching; other years, 1-5 dependent on career ladder stage
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 15
Past Policy
5
All teachers are observed five times each year. Teachers who have been rated Highly Effective two consecutive years and receive an average observation score of 3.5 or higher on the first two observations may waive the final three observations if they choose. IMPACT Guidebook p. 16
p. 10
Past Policy
5
All teachers are observed five times each year. Teachers who have been rated Highly Effective two consecutive years and receive an average observation score of 3.5 or higher on the first two observations may waive the final three observations if they choose. IMPACT Guidebook p. 16
p. 10
Past Policy
There must be 5 formal observations. Informal observation is optional.
p. 10
Past Policy
There must be 2 formal observations. Informal observation is optional.
D.C. BOE PPEP, p. 19
|
| What is the deadline for the first formal observation of the non-tenured teacher? |
Dec. 14, 2017.
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
|
| What is the deadline for the final evaluation of the non-tenured teacher? |
Issue not addressed in scope of NCTQ reviewed documents
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
The final observation for teachers subject to three observations must be by June 7, 2018. Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
|
| What is the required minimum length of the formal observation for a non-tenured teacher? |
30 minutes
See also: See also: Group 2b - Small group intervention & grades 1 & 2, p. 12.
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
p. 12.
p. 12.
|
|
Evaluation Requirements for Tenured Teachers
|
| How frequently do tenured teachers receive an evaluation rating? |
Once a year
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
See also: DC Office of the State Superintendent of Education, p. 2: http://osse.dc.gov/sites/default/files/dc/sites/osse/publication/attachments/Teacher%20and%20Leader%20Evaluation%20Requirements%20Brochure.pdf
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
|
| What is the minimum number of times a tenured teacher must be observed during the evaluation? |
Number of observations is dependent on step on career ladder: 3 observations for Teacher, Established Teacher and Advanced teacher stages; 2 observations for Distinguished teacher stage; 1 observation for Expert teacher stage.
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
Past Policy
number of observations dependent on step career ladder: 4 formal, 1 informal on first two steps; 3-4 formal, 1 informal on step 3; 2-4 formal on step 4; 1-3 formal on step five
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 13.
Past Policy
number of observations dependent on step career ladder: 4 formal, 1 informal on first two steps; 3-4 formal, 1 informal on step 3; 2-4 formal on step 4; 1-3 formal on step five
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 13.
Past Policy
number of observations dependent on step career ladder: 4 formal, 1 informal on first two steps; 3-4 formal, 1 informal on step 3; 2-4 formal on step 4; 1-3 formal on step five
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 13
Past Policy
4 formal, 1 informal in 1st 2 years of teaching; other years, 1-5 dependent on career ladder stage
5 career ladder stages: 1st and 2nd stage - 4 formal, 1 informal; 3rd stage - 3-4 formal, 1 informal; 4th stage - 2-4 formal; 5th stage - 1-3 formal.
p. 15
Past Policy
5
p. 10
Past Policy
5
Teachers with a 3.5 average on first two observations of the school year and who were rated "highly effective" in previous 2 yrs. may opt to waive the remaining 3 observations. (Sept. 2011 decision by school board).
p. 12
Past Policy
5
D.C. IMPACT (IVA), p.13; IMPACT (non-IVA), p. 12
|
| What is the deadline for the first formal observation of the tenured teacher? |
Dec. 14, 2017
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
|
| What is the deadline for the final evaluation of the tenured teacher? |
Issue not addressed in scope of NCTQ reviewed documents
See also: Group 2b - Small group intervention & grades 1 & 2, pp. 10 & 11.
The final observation for teachers subject to three observations must be complete by June 7, 2017.
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
pp. 10 & 11.
pp. 10 & 11.
|
| What is the minimum length of a tenured teacher's formal observation? |
30 minutes
See also: Group 2b - Small group intervention & grades 1 & 2, p. 12.
Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
p. 12.
p. 12.
|
|
Consequences of a Negative Evaluation
|
| Following an unsatisfactory final evaluation, how much time must a tenured teacher (or annual contract where tenure nonexistent) be in formal remediation before s/he may be dismissed or non-renewed at the end of the school year? |
Other
There is no formal remediation process separate from the regular evaluation process; teachers face consequences if they complete the evaluation year with unsatisfactory ratings (see footnote).
See also: Group 2b - Small group intervention & grades 1 & 2, p. 50.
If a teacher completes the year with an Ineffective rating, s/he is dismissed. If the teacher completes two consecutive years, with a Minimally Effective or lower rating, s/he is dismissed. If the teacher completes three consecutive years with a Developing or lower evaluation rating, s/he is dismissed. Evaluation requirements are dependent on a teacher's position on the career ladder not on tenure status.
p. 54.
p. 52.
|
| Does the district assign a mentor or support team to the teacher in remediation? |
N/A; there is no formal remediation process separate from the regular evaluation process. If a teacher completes the year with an Ineffective rating, s/he is dismissed. If the teacher completes two consecutive years, with a Minimally Effective or lower rating, s/he is dismissed. If the teacher completes three consecutive years with a Developing or lower evaluation rating, s/he is dismissed.
See also: Group 2b - Small group intervention & grades 1 & 2, p. 50.
p. 54.
p. 52.
|
| How many classroom observations (minimum) are required during remediation? |
Other
N/A; there is no formal remediation process separate from the regular evaluation process. Teachers face consequences if they complete the regular evaluation year with an unsatisfactory evaluation.
See also: Group 2b - Small group intervention & grades 1 & 2, p. 50.
p. 54.
p. 52.
|
| How long is the remediation process? |
N/A; there is no formal remediation process separate from the regular evaluation process. If a teacher completes the year with an Ineffective rating, s/he is dismissed. If the teacher completes two consecutive years, with a Minimally Effective or lower rating, s/he is dismissed. If the teacher completes three consecutive years with a Developing or lower evaluation rating, s/he is dismissed.
See also: Group 2b - Small group intervention & grades 1 & 2, p. 50.
p. 54.
p. 52.
|
| Can the teacher file a grievance or formally appeal an evaluation rating if there are no acknowledged procedural violations? |
Yes
teacher may appeal below average or unsatisfactory evaluation ratings pursuant to Title 5 of the DCMR, Sections 1306.8 - 1306.13.
The grievance process is limited to alleged violation of the procedures (Art. 15.6).
p. 50, Art. 15.5.
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| Can a teacher request a second evaluation from a different evaluator? |
Issue not addressed in scope of NCTQ reviewed documents
See also: Group 2b - Small group intervention & grades 1 & 2
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Sick & Personal Leave
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| What is the total possible number of paid general leave days (sick, personal, and other days used for personal reasons) a teacher can get each year? |
12 (12 sick days, 4 of which can be used as personal days)
p. 54, Art. 17.1.1.
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| What is the total number of paid sick and personal days a teacher gets each year? |
12 (12 sick, 4 personal taken from sick leave)
p. 54, Art. 17.1.1.
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| Can unused sick days carry over from one year to the next? |
Yes
p. 54, Art. 17.1.1.
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| Can unused personal days carry over from one year to the next? |
No because personal days are taken from sick leave.
p. 54, Art. 17.1.1.
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| What is the maximum number of sick days a teacher can accumulate? |
Issue not addressed in scope of NCTQ reviewed documents
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| After how many days of absence does a teacher have to provide medical documentation for sick leave? |
3 consecutive days or upon request if leave abuse is suspected
p. 55, Art. 17.1.6.
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Professional Development Leave
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| Is there additional paid leave for any professional development not already scheduled and required by the district? How much? |
Yes
1 day of paid individual professional development leave; paid Administrative leave (amount unspecified) available for workshops, seminars, meetings; 1 year partially paid educational leave (1/2 salary)
Unused "individual professional development leave" days carry over from year to year. Employee must have served six consecutive years in the district to be eligible for educational leave.
p. 54, Art. 17.1.2; p. 57, Art. 17.4.2; pp. 58 & 59, Art. 17.6
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Other Leave
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| Apart from general leave (sick, personal, and other leave for personal reasons) and professional development, what other types of paid leave does the district offer? |
Bereavement (4 days); injury in line of duty; jury/witness
p. 57, Art. 17.3.1; Art. 17.4.3; Art. 17.4.4; & 17.4.7.
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| Is leave available for a teacher to attend union associated activities (not counting leave given to elected union representatives)? |
Issue not addressed in scope of NCTQ reviewed documents
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Attendance Incentives
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| When are leave days restricted or subject to refusal? |
Issue not addressed in scope of NCTQ reviewed documents
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| Can a teacher earn additional pay or leave days for demonstrating good job attendance? How much? |
Yes
teachers with perfect attendance can exchange all of the year's sick days in the buyback program.
p. 55, Art. 17.1.11.1.
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| Can a teacher receive payment for unused sick leave at the end of each school year? How much? |
Yes
daily rate of pay, up to 1/2 of days
pp. 55 & 56, Art. 17.1.11.1 - 17.1.11.2.
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| Can a teacher receive payment for unused personal leave at the end of each school year? How much? |
No; personal days are taken from sick leave.
p. 54, Art. 17.1.1.
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| Can a teacher receive payment for unused sick leave at retirement? How much? |
No
Sick leave does not have a cash value and is therefore, non-compensable.
Off-boarding (Leaving DCPS): http://dcps.dc.gov/page/dcps-boarding-leaving-dcps
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| Can a teacher receive payment for unused personal leave at retirement? How much? |
No; personal days are taken from sick leave.
p. 54, Art. 17.1.1.
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