The state should require that tenure decisions are based on evidence of teacher effectiveness.
New York could do more to connect tenure decisions to evidence of teacher effectiveness.
New York has a three-year probationary period for new teachers. At the conclusion of this period, the state's policy regarding tenure decisions requires evaluation of the "candidate's effectiveness over the applicable probationary period in contributing to the successful academic performance of his or her students."
Now that New York has repealed its law forbidding local districts to base teacher tenure on student performance data, it appears the state is able to take a cumulative approach to making tenure decisions.
Ensure evidence of effectiveness is the preponderant criterion in tenure decisions.
New York 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.
Require a longer probationary period.
New York should extend its probationary period, ideally to five years. This would allow for an adequate collection of sufficient data that reflect teacher performance.
New York asserted that it requires annual professional performance reviews (APPRs) to result in a single composite teacher or principal effectiveness score, which incorporates multiple measures of effectiveness. The results of the evaluations must be a significant factor in employment decisions, including but not limited to promotion, retention, tenure determinations, termination and supplemental compensation, as well as teacher and principal professional development.