2017 General Teacher Prep Programs Policy
The state should have a data system that contributes some of the evidence needed to assess teacher effectiveness. The bar for this goal was raised in 2017.
Teacher of record: The District of Columbia defines teacher of record as an educator who provides student instruction and evaluation that result in a student's recorded course grades. However, this definition is not explicitly articulated in District policy.
Teacher roster verification: The District of Columbia has a process in place for teacher roster verification. However, this process is not explicitly articulated in District policy.
Linking student-level data and teacher performance: The District of Columbia mandates the use of a longitudinal educational data warehouse system that must be used to "compile, analyze, research, and organize student, teacher, and school-level data."
Teacher mobility data: The District of Columbia does not track teacher mobility data and make it publicly available.
Data Quality Campaign (2014 survey results) www.dataqualitycampaign.org Code of the District of Columbia 38-2609
Formalize a definition of teacher of record that can be used to provide evidence of teacher effectiveness.
Although the District of Columbia appears to have a working definition for teacher of record, NCTQ strongly urges the District to incorporate this definition into articulated policy; doing so will help ensure that data provided through the District's data system are actionable and reliable.
Formalize a process for teacher roster verification.
Although the District of Columbia appears to have a process in place for teacher roster verification, it should make this process part of District policy. This is of particular importance for using the data system to provide evidence of teacher effectiveness.
Track teacher mobility data and make it publicly available.
The District of Columbia should not only track teacher mobility data, but it should also make these data publicly available, consistent with applicable privacy constraints. Providing detailed analyses of teacher mobility and attrition will help provide a clearer picture of the District of Columbia's teaching force.
The District of Columbia asserted that it uses the standard education industry definition of the term teacher of record as an educator who provides student instruction and evaluation that result in a student's recorded course grades. The District of Columbia also indicated that it uses a teacher roster verification process during the yearly student enrollment audit verification process. This audit is conducted in the first quarter of every school year for all local school districts.
In addition, the District of Columbia noted that it does not have a mechanism to track teacher mobility data because District policy must allow local school districts autonomy and flexibility in their school operations and data reporting outside of required federal ESSA mandates. Currently, there are no federal ESSA regulations that mandate the reporting of teacher mobility, thus data are not available to the public.
7E: Data Systems Needed for Evaluation
It is an inefficient use of resources for individual districts to build their own data systems for value-added analyses. States need to take the lead and provide districts with state-level data that can be used not only for the purpose of measuring teacher effectiveness, but also to track teacher mobility across the state. As such, multiple years of data are necessary to enable meaningful determinations of teacher effectiveness and to identify staffing trends.
Teacher effectiveness analysis, including teachers' value-added measures, requires both student and teacher identifiers and the ability to match test records over time. Such data are useful not just for teacher evaluation, but also to measure overall school performance and the performance of teacher preparation programs.
States need to have some advanced elements in place in order to apply data from the state data system fairly and accurately to teacher evaluations. Each state must have a clear definition of "teacher of record" that connects teachers to the students they actually instruct and not just students who may be in a teacher's homeroom or for whom the teacher performs administrative but not instructional duties. There should also be in place a process for roster verification, ideally occurring multiple times a year, to ensure that students and teachers are accurately matched. Systems should also have the ability to connect multiple educators to a single student. While states may establish different business rules for such situations, what is important is that the mechanism exists, in recognition of the many possible permutations of student and teacher assignments.
Additional elements are needed to use data to assess teacher supply and demand. For example, states should include in their data systems means of tracking when teachers leave schools or districts, as well as when they re-enter new ones, and should make these data publicly available. These data can support the state's effort to build a cohesive picture of the state's teacher labor market and workforce needs.