Tenure: New Jersey

2013 Identifying Effective Teachers Policy

Goal

The state should require that tenure decisions are based on evidence of teacher effectiveness.

Nearly meets
Suggested Citation:
National Council on Teacher Quality. (2013). Tenure: New Jersey results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NJ-Tenure-22

Analysis of New Jersey's policies

New Jersey has recently expanded its probationary period to four years. 
New teachers must complete a one-year mentorship program. Then they must score effective or highly effective reviews on their summative evaluations for two of the next three years of employment. 
Because New Jersey's teacher evaluation ratings are not centered primarily on evidence of student learning (see Goal 3-B), basing tenure decisions on these evaluation ratings ensures that classroom effectiveness is considered, but it does not ensure that it is the preponderant criterion.





Citation

Recommendations for New Jersey

Ensure that evidence of effectiveness is the preponderant criterion in tenure decisions. 

New Jersey 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.

Ensure that the probationary period is adequate. 

To ensure that tenure decisions are based on adequate assessment and sufficient evidence of teacher effectiveness in the classroom, New Jersey should consider strengthening its policy by requiring at least three consecutive effective ratings prior to the award of tenure. 

State response to our analysis

New Jersey added that it now requires, by new statute, a four-year probationary period rather than the former three-year period. The state further noted that statute, rather than administrative law, determines the length of this period. 

How we graded

Research rationale

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 evidence. 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 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.

Tenure: Supporting Research

Numerous studies illustrate how difficult and uncommon the process is of dismissing tenured teachers for poor performance. These studies underscore the need for an extended probationary period that would allow teachers to demonstrate their capability to promote student performance.

For evidence on the potential of eliminating automatic tenure, articulating a process for granting tenure, and using evidence of effectiveness as criteria for tenure see D. Goldhaber and M. Hansen, "Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions." Calder Institute, February 2010, Working Paper 31.  Goldhaber and Hansen conclude that if districts ensured that the bottom performing 25 percent of all teachers up for tenure each year did not earn it, approximately 13 percent more than current levels, student achievement could be significantly improved. By routinely denying tenure to the bottom 25 percent of eligible teachers, the impact on student achievement would be equivalent to reducing class size across-the-board by 5 students a class.

For additional evidence see R. Gordon, T. Kane, and D. Staiger, "Identifying Effective Teachers Using Performance on the Job," The Hamilton Project Discussion Paper, The Brookings Institute, April 2006.