Dear Parents, Students, Educators, and Residents,

Welcome to a new school year! Public education has changed dramatically since the passage of Mayor Fenty’s Educational Reform Act of 2007—and the DC State Board of Education, which recently celebrated its first anniversary, is a key component of that transformation. The State Board’s primary responsibility is to advise the State Superintendent of Education on policy matters that concern lifelong learning, from preschool programs to adult education. Unlike the old “school board,” which oversaw District of Columbia Public Schools, the State Board’s authority extends to all public charter schools, vocational schools, the home-schooling community, and the University of the District of Columbia as well.

The State Board has embraced this opportunity to be an integral part of education reform and improving schools for all residents of the District of Columbia. Our role has gone from narrow to wide, allowing us to engage the public and experts on such broad topics as teacher effectiveness, student achievement, health education, and truancy reduction. Another core task is ensuring rigorous oversight and reviews of the policies, learning standards and rules set by the State Board.

We have come far in a short time, We now look forward to building on that foundation and realizing the Reform Act’s vision of creating a world-class education system for all District of Columbia residents.

Sincerely,

-- Robert C. Bobb, President of the District of Columbia State Board of Education

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State Board Briefs

DC State Board of Education Involved in Developing Exceptional Teacher Quality Standards

Studies show that a top-notch teacher is the single biggest factor in student achievement. Smart policies can help school systems recruit and retain educators who not only are “highly qualified” but effective, while identifying and removing poor performers. The DC State Board Education (DCSBOE) has been actively involved with the development of cutting-edge teacher-quality standards that propose tying licensure (permission to teach) to effectiveness rather than seat-time in courses, degrees earned, or other substitute for quality. The regulations expand eligibility to a wider array of qualified professionals and explore the qualifications necessary to receive initial licensure. While this new credential would place the District of Columbia at the edge of the "effectiveness frontier," it is important to note that DC is not alone among states that are examining the development of performance-based licensure systems. Arkansas, Ohio, and Connecticut already have implemented some form of a performance measure in their licensure systems; Iowa and California, like DC, are examining ways to include performance measures within the licensure process. The DCSBOE believes that teachers are critical to academic achievement for students and therefore holds them in high regard and holds them to high standards. DCSBOE President Robert C. Bobb stated that, “The teacher quality standards are good for education, good for reform, and good for those involved in the process. I feel that we should recognize those who have been involved in the development of these, including the Washington Teachers’ Union. We believe that these standards identify the necessary requirements for teachers to be highly trained and successful in educating the students of the District of Columbia.” The State Board’s goal is to have the strongest teachers nationwide held to a set of mutually agreed upon standards.

DC State Board of Education First-Year Accomplishments

The State Board, in partnership with the State Superintendent’s office, has made great strides toward enhancing educational opportunities for all residents of the District of Columbia.

The State Board has convened public hearings, working sessions, and panel discussions on all 14 of its mandated areas of authority. In addition, the State Board has approved:

• The District’s first-ever learning standards for Health and Physical Education, enabling schools to help tackle the city’s high rates of childhood obesity and teen AIDS;
• The District’s first-ever standards for visual and the performing arts, which propel students out of the classroom to visit museums and attend shows;
• Changes in residency-verification rules to allow families to enroll their children before schools let out for the summer;
• New Home Schooling Regulations that provide families with maximum flexibility while protecting children who might fall through the academic cracks;
• A new definition of a Highly Qualified Teacher, required by the federal No Child Left Behind Act, so that schools could recruit from a wider talent pool and screen teachers more rigorously;
• A resolution to create a Public Service Academy, similar to the U.S. Naval Academy, in the District of Columbia.

One of the State Board’s most important mandates is to hold regular public hearings. Virtually every week, teachers, parents, students, community advocates, pastors and experts have come to the State Board’s meetings and provided valuable feedback on a host of issues. Among them: restructuring chronically low-performing schools; early childhood education, teacher quality, and principal quality. The State Board also has been working closely with all pertinent government agencies to incorporate this valuable public input into policy and practice. A continuation of rigorous oversight and review of policies implemented by the State Board is on the forefront as this first year concludes.

 

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State and National News Roundup

DC Schools Name New Special Education Chief

Richard Nyankori will become the District of Columbia’s new deputy chancellor for special education, according to a school district spokesperson. Nyankori previously served as an administrator for Baltimore public schools. His appointment is the third to that post – which oversees a $300 million budget – in the last 15 months. Chancellor Michelle Rhee has pledged to reform the special education system, which critics say doesn't address the mental and physical disabilities of thousands of children. However, a federal monitor criticized Rhee last month for shifting her focus away from reform. Source: WTOP (9/28/08)

DC School Modernization Plan Criticized by Community, Lawmakers

Mayor Adrian Fenty’s $2 billion school modernization plan, originally created to renovate and modernize existing schools rather than build new ones, was assailed by citizens and policymakers at a recent public hearing because of the plan’s lack of details. Many of the DC City Council’s questions at the hearing went unanswered because neither the mayor nor schools Chancellor Michelle Rhee sent any representatives to the hearing. Source: News Channel 8 (9/26/08)

Chancellor and Union Face Off Over Pay and Performance Issues

Teachers are not going for Chancellor Michelle Rhee’s new salary proposal because they do not trust her, according to Washington Teachers' Union President George Parker. The two-tiered salary plan could pay some teachers more than $100,000 in salaries and performance bonuses per year in return for a year on probation, thus putting their jobs on the line. The other tier would allow teachers to keep their tenure, but they would receive lower raises. The chancellor has been pushing the teachers’ union for a yes-or-no vote, but Parker said Rhee has not offered any give-and-take on other aspects if the plan. Union members are reportedly split on the idea, with veteran teachers more concerned about job security than newer teachers.

The pay issue can be seen as part of a larger battle between the union and Rhee over her ability to hire and fire teachers based on student outcomes. Specific measurements for student outcomes have not yet been determined. Since making the salary scale proposal, Rhee has bypassed labor negotiations to impose a system to fire ineffective teachers and give others whose students fail to perform well on test scores and reach other benchmarks 90 days to show some improvement or be fired. Other factors in teacher retention would include seniority, but seniority would only rate as one of many rather than as a predetermining issue. Principals have already been asked to deliver lists of teachers who could be placed on the 90-day notice. Sources: Washington Post, Medill Reports (9/24/08); Washington Post (10/3/08)