Identifying Effective Teachers Policy
The state should require that tenure decisions are based on evidence of teacher effectiveness.
Mississippi does not connect tenure decisions to evidence of teacher effectiveness.
Teachers in Mississippi are awarded nonprobationary status automatically after a one-year probationary period, absent an additional process that evaluates cumulative evidence of teacher effectiveness. Although not referred to as "tenure," the awarding of nonprobationary status has the same implications.
Mississippi Department of Education Employee Procedure Manual http://www.mde.k12.ms.us/human_resources/mdepolicy/5_employ.pdf
End the automatic awarding of tenure.
The decision to grant tenure should be a deliberate one, based on consideration of a teacher's commitment and actual evidence of classroom effectiveness.
Ensure evidence of effectiveness is the preponderant criterion in tenure decisions.
Mississippi should make evidence of effectiveness, rather than the number of years in the classroom, the most significant factor when determining this leap in professional standing.
Articulate a process that local districts must administer when deciding which teachers get tenure.
Mississippi should require a clear process, such as a hearing, to ensure that the local district reviews a teacher's performance before making a determination regarding tenure.
Require a longer probationary period.
Mississippi should extend its probationary period, ideally to five years. This would allow for an adequate collection of sufficient data that reflect teacher performance.
Mississippi recognized the factual accuracy of this analysis.