The state should have a data system that contributes some of the evidence needed to assess teacher effectiveness.
Maine does not have a data system that can be used to provide evidence of teacher effectiveness.
However, Maine does have two of three necessary elements that would allow for the development 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 it has the capacity to match student test records from year to year in order to measure student academic growth.
Although Maine assigns teacher identification numbers, it cannot match individual teacher records with individual student records.
Develop capacity of state data system.
Maine should ensure that its state data system is able to match individual teacher records with individual student records.
Develop a clear definition of "teacher of record."
Maine 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, Maine should articulate a definition of teacher of record and require its consistent use throughout the state.
Maine pointed out that it is the recipient of a multi-year, multi-million-dollar grant for the development of its state longitudinal data system (SLDS). The state added that its growth model has been developed, and it enables parents, schools, districts and the state to understand how individual students are progressing from year to year and provides a common measure to show how much growth is needed for each student to reach state standards. This data source is designed to enable the match of individual student records with individual teacher records.