The state should require that tenure decisions are based on evidence of teacher effectiveness. This goal remains unchanged in 2021.
Link to evidence of effectiveness: The District of Columbia does not connect tenure decisions to evidence of teacher effectiveness.
Basis for tenure: The District of Columbia does not require any process that evaluates cumulative evidence of teacher effectiveness in order to receive tenure.
Ensure that tenure decisions are based on evidence of effectiveness.
The District of Columbia should make cumulative evidence of effectiveness, rather than number of years in the classroom, the basis for awarding teachers the leap in professional standing that tenure represents.
The District of Columbia asserted that although OSSE does not articulate tenure requirements, all public school teachers in DC teach in either DCPS or in one of our public charter school LEAs. DC's charter school LEAs do not award tenure. DCPS maintains an evaluation system, IMPACT, which includes objective evidence of student learning and growth and requires individuals who receive a rating of "developing" for three consecutive years or "minimally effective" for two consecutive years to be subject to separation from the school system. The IMPACT system also requires that individuals who receive an "ineffective" rating are subject to separation. DCPS policy is included in some, but not all, of the relevant analyses. To help ensure internal consistency, we've included it here.
Tenure should be a significant and consequential milestone in a teacher's career. The decision to give teachers tenure (or permanent status) is usually made automatically, with little thought, deliberation or consideration of actual performance. State policy should reflect the fact that initial certification is temporary and probationary, and that tenure is intended to be a significant reward for teachers who have consistently shown effectiveness and commitment. Tenure and advanced certification are not rights implied by the conferring of an initial teaching certificate. No other profession, including higher education, offers practitioners tenure after only a few years of working in the field.
States should also ensure that evidence of effectiveness is the preponderant (but not the only) criterion for making tenure decisions. Most states confer tenure at a point that is too early for the collection of sufficient and adequate data that reflect teacher performance. Ideally, states would accumulate such data for four to five years. This robust data set would prevent effective teachers from being unfairly denied tenure based on too little data and ineffective teachers from being granted tenure.