2017 Teacher and Principal Evaluation Policy
The state should require instructional effectiveness to be the determinative criterion of any teacher evaluation. The bar for this goal was raised in 2017.
Impact of Student Growth: Minnesota requires that 35 percent of teacher's overall evaluation rating must be comprised by an agreed-upon value-added assessment model. For grade levels and subject areas for which value-added data are not available, state or local measures of student growth must be established. The state model uses student learning goals. A shared performance goal is also incorporated for all teachers, and at least three performance levels must be used.
Minnesota does not explicitly require that teachers meet their student growth goals or be rated at least effective for the student growth portion of their evaluation to earn an overall rating of effective.
State's Role in Evaluation System: Minnesota requires districts to develop their own teacher evaluation process consistent with the state's framework, or if one cannot be agreed on, districts must adopt the state's model.
Minnesota Statute 122A.40 Implementation Handbook http://education.state.mn.us/MDE/dse/edev/mod/
Require instructional effectiveness to be a determinative criterion of any teacher evaluation.
Although Minnesota requires that objective evidence of student growth be included in a substantial way in a teacher's evaluation rating, it does not play a profound role in a teacher's overall evaluation rating. Minnesota should ensure that a teacher is not able to earn an overall rating of effective if he or she is rated less-than-effective at increasing student growth.
Minnesota declined to respond to NCTQ's analyses.
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.