2019 Teacher and Principal Evaluation Policy
The state should require objective measures of student growth to be included in a teacher's evaluation score.
Impact of student growth: Beginning with the 2019-2020 school year, Michigan will require 40 percent of a teacher's evaluation to be comprised of student growth and assessment data. Recent legislation delayed this increase one year; for the current 2018-2019 school year, student growth will count for 25 percent. For tested core content areas, half of a teacher's student growth component will be measured using state assessments, and half will be measured using "multiple research-based growth measures or alternative assessments that are rigorous and comparable across schools." Student learning objectives may also be used.
State's role in evaluation system: Michigan provides criteria for districts to use when designing teacher evaluation systems.
Public Act of 173 of 2015 SB 122 (2019)
Due to Michigan's strong policies in this area, no recommendations are provided.
Michigan was helpful in providing NCTQ with facts that enhanced this analysis. The state added that it also provides technical assistance through workshop models, webinars, and other face-to-face engagement with stakeholders in the field.
7A: Measures of Student Growth
Many factors should be considered in formally evaluating a teacher; however, nothing is more important than effectiveness in the classroom. Value-added models are an important tool for measuring student achievement and school effectiveness. These models have the ability to measure individual students' learning gains, controlling for students' previous knowledge and background characteristics. While some research suggests value-added models are subject to bias and statistical limitations, rich data and strong controls can eliminate error and bias. In the area of teacher quality, examining student growth offers a fairer and potentially more meaningful way to evaluate a teacher's effectiveness than other methods schools use.
Unfortunately, districts have used many evaluation instruments, including some mandated by states, which are structured so that teachers can earn a satisfactory rating without any evidence that they are sufficiently advancing student learning in the classroom. Teacher evaluation instruments should include factors that combine both human judgment and objective measures of student learning.