Dismissal for Poor Performance: Maryland

2015 Exiting Ineffective Teachers Policy

Goal

The state should articulate that ineffective classroom performance is grounds for dismissal and ensure that the process for terminating ineffective teachers is expedient and fair to all parties.

Does not meet
Suggested Citation:
National Council on Teacher Quality. (2015). Dismissal for Poor Performance: Maryland results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/MD-Dismissal-for-Poor-Performance-73

Analysis of Maryland's policies

Maryland does not explicitly make teacher ineffectiveness grounds for dismissal, nor does the state distinguish the due process rights of teachers dismissed for ineffective performance from those facing other charges commonly associated with license revocation, such as a felony and/or morality violations. The process is the same regardless of the grounds for dismissal, which include immorality, misconduct, insubordination, incompetency and willful neglect of duty.

Tenured teachers who are dismissed have multiple opportunities to appeal. After receiving written notice of dismissal, the teacher has 10 days to file the first appeal to the county board. The state does not specify a time frame for this hearing, only that it must occur "promptly." The teacher may then file an additional appeal with the state board within 30 days, as well as a request for reconsideration within 30 days after that decision has been rendered. An additional appeal may be filed with the circuit court. 

Citation

Recommendations for Maryland

Specify that classroom ineffectiveness is grounds for dismissal.
Euphemistic terms such as "incompetency" are ambiguous at best and may be interpreted as concerning dereliction of duty rather than ineffectiveness. Maryland should explicitly make teacher ineffectiveness grounds for dismissal so that districts do not feel they lack the legal basis for terminating consistently poor performers. 

Ensure that teachers terminated for poor performance have the opportunity to appeal within a reasonable time frame.
Nonprobationary teachers who are dismissed for any grounds, including ineffectiveness, are entitled to due process. However, cases that drag on for years drain resources from school districts and create a disincentive for districts to attempt to terminate poor performers. Therefore, the state must ensure that the opportunity to appeal occurs only once and only at the district level. It is in the best interest of both the teacher and the district that a conclusion is reached within a reasonable time frame. 

Distinguish between the process and accompanying due process rights for dismissal for classroom ineffectiveness and dismissal for morality violations, felonies or dereliction of duty.
While nonprobationary teachers should have due process for any termination, it is important to differentiate between loss of employment and issues with far-reaching consequences that could permanently affect a teacher's right to practice. Maryland should ensure that appeals related to classroom effectiveness are decided only by those with educational expertise.  


State response to our analysis

Maryland recognized the factual accuracy of this analysis. The state added that there is no linkage as of now between effectiveness and either certification or continued employment at the state level.

Last word

The state‚Äôs response is puzzling. The issue in this goal is not whether requirements for certification or continuing status are associated with teacher effectiveness, but rather it is about the grounds and process for dismissing clearly and chronically underperforming teachers. There is extensive evidence of the educational harm caused by ineffective teaching. The 2011 study by Raj Chetty and colleagues, just to name one, showed the impact on students well into adulthood of having ineffective teachers. 

How we graded

Research rationale

States need to be explicit that teacher ineffectiveness is grounds for dismissal.
Most states have laws on their books that address teacher dismissal; however, until recently these laws were much more likely to consider criminal and moral violations than performance. While many states have amended their dismissal policy to be more explict about classroom ineffectiveness, some still retain euphemistic terms such as "incompetency," "inefficiency" or "incapacity." These terms are ambiguous at best and may be interpreted as concerning dereliction of duty rather than ineffectiveness. Without laws that clearly state that teacher ineffectiveness is grounds for dismissal, districts may feel they lack the legal basis for terminating consistently poor performers.

Due process must be efficient and expedited.
Nonprobationary teachers who are dismissed for any grounds, including ineffectiveness, are entitled to due process. However, due process rights that allow for multiple levels of appeal are not fair to teachers, districts and especially students. All parties have a right to have disputes settled quickly. Cases that drag on for years drain resources from school districts and create a disincentive for districts to attempt to terminate poor performances. Teachers are not well served by such processes either, as they are entitled to final resolution quickly.

Decisions about teachers should be made by those with educational expertise.
Multiple levels of appeal almost invariably involve courts or arbitrators who lack educational expertise. It is not in students' best interest to have the evidence of teachers' effectiveness evaluated by those who are not educators. A teacher's opportunity to appeal should occur at the district level and involve only those with educational expertise. This can be done in a manner that is fair to all parties by including retired teachers or other knowledgeable individuals who are not current district employees.

Dismissal for Poor Performance: Supporting Research

One of the greatest shortcomings of teacher performance appraisals has been school systems' unwillingness and inability to differentiate instructional competency. The New Teacher Project, 2009, "The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness" at http://widgeteffect.org.

See NCTQ, State of the States: Trends and Early Lessons on Teacher Evaluation and Effectiveness Policies (2011) as well as studies by The New Teacher Project of human resource and dismissal policies in various districts at: http://tntp.org/ideas-and-innovations.

For information on the high cost of teacher dismissals, see Steven Brill, "The Rubber Room," The New Yorker, August 31, 2009 at: http://www.newyorker.com/reporting/2009/08/31/090831fa_fact_brill.

Also, see S. Reeder, "The Hidden Costs of Tenure: Why are Failing Teachers Getting a Passing Grade?" Small Newspaper Group, 2005 at: http://thehiddencostsoftenure.com.