The state should have a data system that contributes some of the evidence needed to assess teacher effectiveness.
Maryland now has a data system with the capacity to provide evidence of teacher effectiveness.
Maryland has all three necessary elements of a student- and teacher-level longitudinal data system. The state has assigned unique student identifiers that connect student data across key databases across years and has assigned unique teacher identifiers that enable it to match individual teacher records with individual student records. It also has the capacity to match student test records from year to year in order to measure student academic growth.
Data Quality Campaign www.dataqualitycampaign.org
Develop a clear definition of "teacher of record."
Maryland has not yet established a definition of teacher of record, which is essential in order to use the student-data link for teacher evaluation and related purposes. To ensure that data provided through the state data system are actionable and reliable, Maryland should articulate a definition of teacher of record and require its consistent use throughout the state.
Maryland was helpful in providing NCTQ with the facts necessary for this analysis. The state added that it released individual student growth data (a modified version of the Colorado growth model) to the seven pilot systems last August as required by the Teacher Evaluation Project. Maryland also noted that, along with Local Education Agencies, it is currently exploring a definition for the term teacher of record for official accountability purposes. Although there is a preliminary definition being used for data-collection purposes, the state is analyzing collected data and getting feedback from teachers and other stakeholders before this definition is finalized.