Educators (Teachers/Principals) 2010 Enacted Evaluation Legislation 

Aug. 26, 2010

States increasingly are focusing on teacher and principal effectiveness as a way to improve student success. Thirteen states have taken some legislative action to address the issue. This chart summarizes those actions.

 AZ | CA | CO | CT | IL | LA | ME | MD | MI | NV | NY | OK | TN

State

 

Summary

 Creates advisory group?

 Reforms tenure?

 Reforms hiring?

 Includes principals?

 Specifies measures of performance?

 Indicates specific percentage of performance measures?

Specifies evaluation for teachers of untested subjects?  (art, music etc)

 Timeline?

 Arizona

 AZ SB 1040

Quantitative data on student progress must account for 35-50% of evaluation outcomes.

Evaluations using State Board requirements must begin by the 2012-2013 school year.

No

No

Yes

Yes

No

Yes - 35-50%

No

SBOE must adopt model by December 15, 2011.

Evals begin 2012-2013

 California

 CA SB 1

 

Allows CALPADS data system to be used to evaluate teachers and administrators and when making employment decisions. Can also be used in conjunction with data from another system.

Establishes structures and processes to assist “persistently low-achieving” schools.

Regional consortia can provide assistance in developing a “rigorous, transparent and equitable” evaluation system that includes the use of student growth data and other factors.

No

No

No

Yes

Yes - CALPADS (optional) and others

No

No

Superintendent of SBOE must provide final evaluation by June 1, 2014

 Colorado

 CO SB 191

 

 

 

 

 

 

 

 

 

 Colorado (cont.)

Local school boards can create their own evaluation systems, but they must be aligned with state expectations.

At least 50% of a teacher's evaluation must be determined by the academic growth of the teacher's students.

Academic growth must take diverse factors into account.

Creates the State Council for Educator Effectiveness, which must adopt a definition of effectiveness to recommend to the State Board of Education. The Board must act on that definition by September 2011.

Department of Education must create a “resource bank” that identifies assessments, tools, policies and processes to help districts create an evaluation system that aligns with state criteria.

Evaluation system must have ongoing training to ensure that all evaluators and educators fully understand it.

Allows appeals process for non-probationary teachers who receive an “ineffective” rating.

The new evaluation system must provide each teacher with a professional development plan.

Yes

Yes

Yes

Yes

No

Yes - 50%

No

Tested 2012-2013, implemented 2013-2014

 Connecticut

 CT SB 438

Superintendents must evaluate teachers on multiple indicators of student academic growth

Creates the Performance Evaluation Advisory Council under the State Board of Education, which will adopt guidelines for model teacher evaluation programs

Yes

Yes

Yes

No

No

No

No

Model adopted by July 1, 2013

 Illinois

 IL SB 315

Student growth must be “significant factor” in rating performance.

State Board must adopt new rules establishing “fairness factors.”

Chicago may use state assessment as sole measure in rating performance.

No

No

 No

Yes 

 

 

 

 

No 

 

 

 

 

No – “significant factor”

(Chicago may use performance as sole factor)

 

No 

 

 

 

 

Each school district must establish their plan ready by September 1, 2012

 Louisiana

 LA HB 1033

50% of teacher/administrator evaluations must be based on evidence of growth in student achievement using a value-added assessment model.

The value-added assessment model must take into account factors such as special education status, eligibility for free/reduced lunch, student attendance and discipline.

Charter schools must follow the same general guidelines.

No

 No

No

Yes

No

Yes - 50%

Yes

Begins 2011-2012 school year, fully implemented by 2012-2013

 Maine

 ME LD 1799

 

The Department of Education will develop models for evaluation of teachers and principals. Models must include multiple measures.

School districts may use one or more of the models. If they include student growth data, one of the Department’s models must be used. 

The models must be approved by six different stakeholder groups.

No

No

No

Yes

No

No

No

5-part stakeholder group must approve models by July 1, 2011

 Maryland

 MD HB 1263

 SBOE must develop guidelines for a new teacher evaluation model.

If district school boards and exclusive employee representation cannot agree on their own evaluation criteria, the State Board model will take effect.

Student growth must be a significant factor in evaluation outcomes. No single criterion can account for more than 35%.

 No

Yes

 Yes

 Yes

No

No – “significant factor”

No

 

 Michigan

 MI SB 981

 

Student growth must be a “significant factor” and measured by national, state or local assessments or other objective criteria.

Local performance evaluation systems must be used to inform multiple personnel decisions.

 No

Yes

Yes

Yes

No

 No – “significant factor”

 No

 

 Nevada

 NV SB 2

 

 Student growth data must be considered, but may not be the sole factor in evaluating teachers and other professionals.

 

No

No

No

No

No

No, but student growth may not be sole factor

No

 

 New York

 NY AB 11171

Annual performance reviews are required for teachers and principals.

40% of evaluation outcomes will be based on student growth.

 

No

Yes

No

Yes

Yes - state assessments and others

Yes - 40%

No

 Phase in 2011-2012, begins 2012-2013

 Oklahoma

 OK SB 2033

 Creates the Race To The Top Commission (RTTT).

State Board of Education will create a Teacher and Leader Effectiveness Evaluation System (TLE) that will focus on incentive pay. RTTT Commission will advise State Board on TLE.

50% of evaluation outcomes must be based on student growth. 35% must be based on multiple years of standardized tests, 15% on other measures.

State Board will identify persistently low-achieving schools.

Yes

Yes

Yes (in persistently low achieving schools)

Yes

No

Yes - 50%

Yes

SBOE must adopt TLE by December 15, 2011

 Tennessee

 TN SB 7005A/

HB 7010 A

Creates Teacher Evaluation Advisory Committee, which will consist of 15 members including Commissioner of Education (chair), Exec. Director of SBOE, chairs of house and senate education committees.

50% of evaluation outcomes will be based on student achievement data. 35% must be from TVAAS (state assessment) and 15% on other measures identified by the new Committee.

Sunset on committee July 1, 2011.

Yes

Yes

No

Yes

Yes - TVAAS and others

Yes – 50%

No

Policies must be implemented before 2011-2012 school year