Professional Development: Minnesota

Retaining Effective Teachers Policy

Goal

The state should require professional development to be based on needs identified through teacher evaluations.

Meets in part
Suggested Citation:
National Council on Teacher Quality. (2011). Professional Development: Minnesota results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/MN-Professional-Development-9

Analysis of Minnesota's policies

New legislation in Minnesota requires that staff development activities be coordinated with "the evaluation process and teachers' evaluation outcomes." The state does not require that teachers receive feedback from their evaluations.

Citation

Recommendations for Minnesota

Require that evaluation systems provide teachers with feedback about their performance.
In order to increase their effectiveness in the classroom, teachers need to receive feedback on strengths and areas that need improvement identified in their evaluations. As such, Minnesota should require that evaluation systems provide teachers with feedback about their classroom performance.

State response to our analysis

Minnesota was helpful in providing NCTQ with facts that enhanced this analysis.

Research rationale

For evidence of the benefits of feedback from evaluation systems, and the potential for professional development surrounding that feedback, see T. Kane et al, "Evaluating Teacher Effectiveness." Education Next. Vol 11, No. 3 (2011); E. Taylor and J. Tyler, "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-Career Teachers." National Bureau of Economic Research (2011).

Much professional development, particularly those that are not aligned to specific feedback from teacher evaluations, has been found to be ineffective.  For evidence see M. Garet, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation." Institute of Education Sciences (2011).

For additional evidence regarding best practices for professional development, see "The Deliver, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training." The Finance Project (2003).