Retaining Effective Teachers Policy
The state should require that tenure decisions are based on evidence of teacher effectiveness. This goal was reorganized in 2017.
Link to Evidence of Effectiveness: Kentucky does not connect tenure decisions to evidence of teacher effectiveness.
Basis for Tenure: Kentucky awards tenure automatically after the probationary period; it is not based on an additional process that evaluates cumulative evidence of teacher effectiveness.
Kentucky Revised Statute 161.740(1)(b)
End the automatic awarding of tenure.
Kentucky should deliberately base its decision to grant tenure on actual evidence of a teacher's classroom effectiveness.
Ensure that evidence of effectiveness is the determinative factor in tenure decisions.
Kentucky should make cumulative evidence of effectiveness, rather than number of years in the classroom, the most significant factor when awarding teachers the leap in professional standing that tenure represents.
Articulate a process that local districts must administer when deciding which teachers get tenure.
Kentucky should require a clear process, such as a hearing, to ensure that the local district reviews a teacher's performance before making a tenure determination.
Kentucky asserted that teachers are awarded tenure after four years based upon a principal's decision to renew the contract annually and award/not award tenure at the conclusion of the fourth year. During the nontenured time, teachers are evaluated annually in order to provide evidence of their effectiveness. Although a principal may nonrenew a teacher based upon other factors, such as staffing allotments, etc., effectiveness is certainly a consideration for non-renewal and ultimately not achieving tenure.
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.