Retaining Effective Teachers Policy
The state should require that tenure decisions are based on evidence of teacher effectiveness. This goal remains unchanged in 2021.
Link to Evidence of Effectiveness: Mississippi does not connect tenure decisions to evidence of teacher effectiveness.
Basis for Tenure: Mississippi awards nonprobationary status automatically after the probationary period; it is not based on an additional process that evaluates cumulative evidence of teacher effectiveness. Although not referred to as "tenure," awarding nonprobationary status has the same implications.
State Employee Handbook, 1/1/20 http://www.dmh.ms.gov/wp-content/uploads/2020/01/Mississippi-State-Employee-Handbook-Effective-01.01.2020.pdf
Ensure that tenure decisions are based on evidence of effectiveness.
Mississippi should make cumulative evidence of effectiveness, rather than number of years in the classroom, the basis for awarding teachers the leap in professional standing that tenure represents.
Mississippi asserted that NCTQ's definition of tenure is unclear and holds an assumption that nonprobationary status equates to tenure, which is problematic because the state of Mississippi is a "Right to Work" state.
For the purposes of this goal, the term "tenure" refers to the point at which a teacher is granted nonprobationary or continuing contract status.
Tenure should be a significant and consequential milestone in a teacher's career. The decision to give teachers tenure (or permanent status) is usually made automatically, with little thought, deliberation or consideration of actual performance. State policy should reflect the fact that initial certification is temporary and probationary, and that tenure is intended to be a significant reward for teachers who have consistently shown effectiveness and commitment. Tenure and advanced certification are not rights implied by the conferring of an initial teaching certificate. No other profession, including higher education, offers practitioners tenure after only a few years of working in the field.
States should also ensure that evidence of effectiveness is the preponderant (but not the only) criterion for making tenure decisions. Most states confer tenure at a point that is too early for the collection of sufficient and adequate data that reflect teacher performance. Ideally, states would accumulate such data for four to five years. This robust data set would prevent effective teachers from being unfairly denied tenure based on too little data and ineffective teachers from being granted tenure.