Tenure : Michigan
Identifying Effective Teachers Policy
Analysis of Michigan's policies
Commendably, Michigan has discontinued its policy of automatic tenure. The state now bases the leap in professional standing from probationary to nonprobationary status on evidence of classroom effectiveness.
Michigan's recently passed tenure legislation has increased the probationary period for new teachers to five years. The state also now articulates that a teacher has not successfully completed this probationary period unless he or she has been rated as effective or highly effective on the three most recent annual performance evaluations.
Further, teachers who are rated ineffective on three consecutive annual evaluations are dismissed.
Because Michigan's teacher evaluation ratings will be centered primarily on evidence of student learning as of the 2015-2016 school year (see Goal 3-B), basing tenure decisions on these evaluation ratings ensures that classroom effectiveness will be appropriately considered.
Recommendations for Michigan
State response to our analysis
Michigan recognized the factual accuracy of this analysis.
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Michigan
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Delivering Well Prepared Teachers
- Admission into Preparation Programs
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science
- Secondary Teacher Preparation in Social Studies
- Special Education Teacher Preparation
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale
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, "Assuming the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions." Center for Reinventing Public Education. (2009). 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 Robert Gordon, et al., "Identifying Effective Teachers Using Performance on the Job," Hamilton Project Discussion Paper, Brookings Institute, March 2006.