Almost a year has passed since the National Council on Teacher Quality (NCTQ) published Teacher Quality Roadmap: Improving Policies and Practices in the Dayton Public Schools. The report, funded jointly by the Thomas B. Fordham Institute and Learn to Earn Dayton, analyzed teacher policies and related practices within the district, with the goal of to identifying short- and long-term improvements to policy and practice that could in turn increase the quality of the teaching force.
As Learn to Earn Executive Director Tom Lasley noted in June of 2013, when the report was released, teachers’ impact matters immensely, especially in a region and district that has seen significant population declines and has confronted (and continues to confront) economic challenges.
NCTQ framed its analysis and findings around five key areas: staffing, evaluations, tenure, compensation, and work schedules. Analysts met with teachers, principals, community leaders, and other stakeholders, and they reviewed district policies and state law. A slate of recommendations—some easier to tackle (e.g., maintain the current schedule of teacher observations under the new evaluation framework) and some harder (e.g., giving principals the authority to decide who works in their buildings)—resulted.
District superintendent Lori Ward and her colleagues got to work and, by December of 2013, accomplished several significant improvements. Among them, principals are no longer forced to accept transferred teachers to fill vacancies; rather, principals have the ability to select the most qualified candidate (including new hires).
Additionally, reductions in force, which in the past were based on seniority...