Frequency of Evaluations : Minnesota

Identifying Effective Teachers Policy

Goal

The state should require annual evaluations of all teachers.

Nearly meets
Suggested Citation:
National Council on Teacher Quality. (2011). Frequency of Evaluations : Minnesota results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/MN-Frequency-of-Evaluations--8

Analysis of Minnesota's policies

Although a new statute specifically articulates an annual evaluation requirement, it also speaks to a three-year professional review cycle that includes the following: an individual growth and development plan, a peer review process, the opportunity to participate in a professional learning community and at least one summative evaluation performed by a qualified and trained evaluator. It is, therefore, unclear whether what occurs in the years without a summative evaluation will result in an adequate review of teacher performance. 

New teachers must be evaluated at least three times a year, and the first evaluation must occur within the first 90 days of teaching services. 

Citation

Recommendations for Minnesota

Ensure annual review of teacher performance.
Minnesota should clarify its requirements regarding the three-year professional review cycle to ensure that a tenured teacher's performance is adequately reviewed, especially for those years when a summative evaluation is not required. 

Base evaluations on multiple observations.
To guarantee that annual evaluations are based on an adequate collection of information, Minnesota should require multiple observations for all teachers, even those who have nonprobationary status. 

State response to our analysis

Minnesota was helpful in providing NCTQ with the facts necessary for this analysis.

Research rationale

For the frequency of evaluations in government and private industry, see survey results from Hudson Employment Index's report: "Pay and Performance in America: 2005 Compensation and Benefits Report" Hudson Highlands Group (2005).

For research emphasizing the importance of evaluation and observations for new teachers in predicting future success and providing support for teachers see, D. Staiger and J. Rockoff, "Searching for Effective Teachers with Imperfect Information." The Journal of Economic Perspectives. (24:3) American Economic Association (2010).