Licensure Requirements: District of Columbia
Elementary Teacher Preparation Policy
Analysis of District of Columbia's policies
Content Test Requirements:
The District of Columbia's early childhood education teachers are only required to pass the Praxis Early Childhood Education (5025) test. This test does not report separate
subscores in the core content areas of language arts, math, science, or social
studies.
The District of Columbia requires enrollment in, but not completion of, a teacher preparation program. While this initial license is nonrenewable, it is valid for three years. Teachers must complete a teacher preparation program and complete other requirements, including passage of a basic skills test and a pedagogy test, in order to obtain a standard license.
Scientifically Based Reading Instruction—Tests and Standards:
The District of Columbia does not require early childhood education candidates, who can teach up through grade 3, to pass a test of scientifically based reading instruction, nor does the District require preparation programs to address it in their preparation standards.
Provisional and Emergency Licensure: Because provisional and emergency licensure requirements are scored in Provisional and Emergency Licensure, only the test requirements for the state's initial license are considered as part of this goal.
Recommendations for District of Columbia
Require all early childhood candidates who are eligible to teach elementary grades to pass a subject-matter test designed to ensure sufficient content knowledge of all subjects.
The District of Columbia should require all early childhood education teacher candidates who teach elementary grades to pass a core content test. Although requiring a content test is a step in the right direction, the District should require separate, meaningful passing scores for each core subject covered on the test, including reading/language arts, mathematics, science and social studies. The District's current practice of using a composite passing score offers no assurance of adequate knowledge in each subject area and therefore fails to ensure that a candidate who achieves a passing score has the necessary subject-matter knowledge to teach a particular subject area.
Require all teacher candidates who teach elementary grades to pass a rigorous assessment in the science of reading instruction.
The District of Columbia should require a rigorous reading assessment tool to ensure that its early childhood candidates are adequately prepared in the science of reading instruction before entering the classroom. The assessment should clearly test knowledge and skills related to the science of reading and address all five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. If the test is combined with an assessment that also tests general pedagogy or elementary content, it should report a subscore for the science of reading specifically. Early childhood teachers who do not possess the minimum knowledge in this area should not be eligible for licensure.
Ensure that teacher preparation programs prepare elementary teaching candidates in the science of reading instruction.
The District of Columbia should require teacher preparation programs in the state to train candidates in scientifically based reading instruction to help ensure that all teachers are well prepared in the science of reading instruction before entering the classroom.
Require program completion as a condition of initial licensure.
The
District of Columbia should require all teacher candidates to complete
their respective preparation programs as a condition of initial
licensure. Allowing teachers in the classroom as teachers of record
prior to program completion risks students' being taught by teachers
with inadequate preparation.
State response to our analysis
The District of Columbia indicated that teachers must complete a teacher preparation program and complete other requirements, including passage of a basic skills test, content test, and a pedagogy test, in order to obtain a standard license.
Updated: February 2020
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District of Columbia
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Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
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Elementary Teacher Preparation
Secondary Teacher Preparation
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How we graded
2D: Elementary Licensure Requirements
- Adequate Content Knowledge: The state should ensure that all new elementary teacher candidates teaching under an early childhood license possess sufficient elementary content knowledge in all core subjects, including mathematics.
- Scientifically Based Reading Instruction: The state should ensure that all new elementary teacher candidates teaching under an early childhood license are required to pass a rigorous test of scientifically based reading instruction. The design of the test should ensure that prospective teachers cannot pass without knowing the five scientifically based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it requires early childhood teachers to pass the same content tests as elementary teachers that contain four or more separately scored content exams to ensure appropriate content knowledge in all core academic subject areas.
- One-quarter credit: The state will earn one-quarter of a point if it requires early childhood teachers to pass the same content tests as elementary teachers, but the content test does not contain four separately scored tests.
- OR
- The state will earn one-quarter of a point if it requires an early childhood test with at least two separately scored content exams to ensure appropriate content knowledge in core academic subjects. Both exams must result in a score for one core content area each.
Scientifically Based Reading Instruction
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it requires all new early childhood teachers to pass a rigorous test of scientifically based reading instruction. The design of the test must ensure that all prospective teachers are competent in the five research-based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- One-quarter credit: The state will earn one-quarter of a point if it requires all new early childhood teachers to pass a stand-alone reading test of scientifically based reading instruction, but the test includes content not aligned to scientifically based reading instruction.
- One-quarter credit: The state will earn one-quarter of a point if early childhood teacher preparation standards address the five components of scientifically based reading instruction, but the state does not require an adequate - or any - scientifically based reading instruction test.
Research rationale
Early childhood teachers who teach elementary grades must be ready for the demands of the elementary classroom. Many states have early childhood licenses that include some elementary classroom grades, usually up to grade three.[1] Because teachers with this early childhood license can still teach many elementary grades, they should not be held to a lower bar for subject-matter knowledge than if they held more standard elementary licenses. Given the focus on building students' content knowledge and vocabulary in college- and career-readiness standards,[2] states would put students at risk by not holding all elementary teachers to equivalent standards.[3] That is not to say the license requirements must be identical; there are certainly different focuses in terms of child development and pedagogy. But the idea that content knowledge is only needed by upper-grade elementary teachers is clearly false.
Focus on reading instruction is especially critical for early childhood teachers. Although some states do not ensure that any elementary teachers know the science of how to teach young children to read, in the states where this is a priority, it is inexcusable to hold elementary teachers on an early childhood license to a lower standard. Research is clear that the best defense against reading failure is effective early reading instruction.[4] Therefore, if such licenses are neglecting to meet the needs of the early elementary classroom, of which learning to read is paramount, they are failing to meet one of their most fundamental purposes.
[1] National Council on Teacher Quality. (2016, June). Some assembly required: Piecing together the preparation preschool teachers need. Retrieved from http://www.nctq.org/dmsView/Preschool
[2] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf
[3] Numerous research studies have established the strong relationship between teachers' vocabulary (a proxy for being broadly educated) and student achievement. For example: Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.; See also: Whitehurst, G. J. (2002, March). Scientifically based research on teacher quality: Research on teacher preparation and professional development. In White House Conference on Preparing Tomorrow's Teacher.; Ehrenberg, R. G., & Brewer, D. J. (1995). Did teachers' verbal ability and race matter in the 1960s? Coleman revisited. Economics of Education Review, 14(1), 1-21.; Research also connects individual content knowledge with increased reading comprehension, making the capacity of the teacher to infuse all instruction with content of particular importance for student achievement.; Willingham, D. T. (2006). How knowledge helps: It speeds and strengthens reading comprehension, learning, and thinking. American Educator, 30(1), 30. Retrieved from https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps
[4] Torgesen, J.K. (November 2005). Preventing reading disabilities in young children: Requirements at the classroom and school level. Presented at the Western North Carolina LD/ADD Symposium.; Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. National Council on Teacher Quality. Retrieved from http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf