Teacher Compensation Policy
Shortage-subject areas: The District of Columbia supports differential pay by which a teacher can earn additional compensation by teaching certain subjects. "The Board of Education, upon recommendation of the Superintendent, shall authorize rates of pay above the minimum for categories of positions where it is extremely difficult to recruit at the minimum step rate of a salary schedule. These categories shall be identified at least once yearly and shall remain in effect for one (1) school year following approval." These categories include shortage-subject areas.
High-need schools: The District of Columbia supports differential pay by which a teacher can earn additional compensation by teaching at high-need schools. "The Board of Education, upon recommendation of the Superintendent, shall authorize rates of pay above the minimum for categories of positions where it is extremely difficult to recruit at the minimum step rate of a salary schedule. These categories shall be identified at least once yearly and shall remain in effect for one (1) school year following approval." These categories include high-need schools.
As a result of the District of Columbia's strong high-need schools and subjects policies, no recommendations are provided.
The Districts of Columbia was helpful in providing NCTQ with the facts necessary for this analysis. The District added that DCPS also offers incentives to teach in high-need schools and subjects.
8B: High-Need Schools and Subjects
States should help address chronic shortages and needs. States should ensure that state-level policies (such as a uniform salary schedule) do not interfere with districts' flexibility in compensating teachers in ways that best meet their individual needs and resources. However, when it comes to addressing chronic shortages, states should do more than simply get out of the way. They should provide direct support for differential pay for effective teaching in shortage subject areas and high-need schools.[1] Attracting effective and qualified teachers to high-need schools or filling vacancies in hard-to-staff subjects are problems that are frequently beyond a district's ability to solve. States that provide direct support for differential pay in these areas are taking an important step in promoting the equitable distribution of quality teachers.[2] Short of providing direct support, states can also use policy levers to indicate to districts that differential pay is not only permissible but necessary.