Teacher and Principal Evaluation Policy
The state should require objective measures of student growth to be included in a teacher's evaluation score. This goal is reorganized for 2019.
Impact of Student Growth: Minnesota requires that 35 percent of a teacher's overall evaluation rating must be from valid and reliable assessments aligned to state and local academic standards, and must use state and local measures of student growth and literacy that may include value-added models or student learning goals. The state model uses a combination of value-added models and student learning goals, and includes a shared performance goal for all teachers.
State's Role in Evaluation System: Minnesota requires districts to develop their own teacher evaluation process consistent with state law, 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/
Due to Minnesota's strong policies in this area, no recommendations are provided.
Minnesota was helpful in providing NCTQ with facts that enhanced this analysis.
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.