Summary of new Teacher and Administrator Evaluation bills
Administrators (HB 5224):
- Begins in 2014-15
- Will have two components; student growth and “practice”
- For the first 3 years, 25% of the evaluation must be based on student growth and in 2017-18 student growth will be 50% of the evaluation
- Student growth is determined by the “aggregate data that is used in teacher annual evaluations”
- 4 rating categories: highly effective, effective, minimally effective, or ineffective
- If rated minimally effective or ineffective, an improvement plan must be implemented. If ineffective for 3 consecutive years, dismissal is mandated.
- If rated highly effective for 3 consecutive years, ok to evaluate every other year.
- PRACTICE component consists of: 1) how well you evaluate others, 2) progress on the school improvement plan, 3) pupil attendance
Teacher (HB 5223):
- Will have 2 components; student growth and “practice”
- Begins in 2014-15 and until the 2016-17 school year, 25% of the evaluation must be based on student growth, after that, it moves to 50%
- The student growth instrument must be determined by MDE no later than 3/1/14. The bill lists all the required components of that instrument
- Each teacher must be evaluated twice – one unscheduled – one by an administrator
- If rated ineffective for 3 consecutive years, teacher must be dismissed – as long as the exact same instrument was used
- The MCEE moves to the Department of Technology Management and Budget. Once the evaluation instrument as described in this bill is fully implemented, the MCEE will be disbanded
- For teachers in core content areas where growth data is available on state mandated student assessment, 40% of their evaluation is based on this data. For non-core and special education teachers the same 40% applies, but the assessment may differ and be a locally developed one.
- Each local board determines the percentage weight of these 3 components of student growth: state assessments, local assessments and school level growth (but that component cannot be more than 10%)
- PRACTICE component: classroom observations using one of the 4 models (Danielson, Marzano, Thoughtful Classroom or 5 Dimensions) or a district developed one makes up 80% of the “practice” category
- The other 20% of the evaluation is based on leadership, attendance, contributions, school improvement, peer input, parent/student input. Districts are free to use any of these factors
- All evaluators must be trained
- Annually, districts are to send copies of teacher evaluation data to the state
- Beginning 7/1/15, no professional teacher certificate may be issued unless the teacher has been rated effective or highly effective for 3 consecutive years or, if these evaluations are not consecutive, a recommendation for issuance must come from the chief school administrator in that district