Frequency of Evaluations: Michigan
Identifying Effective Teachers Policy
Analysis of Michigan's policies
All teachers in Michigan must be evaluated annually. However, the state's evaluation regulation stipulates that teachers who are rated highly effective on three consecutive evaluations may be evaluated biennially instead of annually.
Michigan also articulates that, as part of any teacher evaluation, multiple observations must be conducted. However, the state allows teachers who have received ratings of effective or highly effective on their two most recent year-end evaluations to forego multiple observations.
Teachers in their first year of the probationary period, and those who receive a rating of minimally effective or ineffective, must receive a midyear progress report, which includes feedback from observations. The state does not include any further guidance on when observations should occur with other teachers.
Recommendations for Michigan
Require annual formal evaluations for all teachers.
All teachers in Michigan should be evaluated annually, even those who receive high ratings on previous evaluations. Rather than treated as mere formalities, these teacher evaluations should serve as important tools for rewarding good teachers, helping average teachers improve and holding weak teachers accountable for poor performance. While the state may find it practical to reduce the number of observations for its highest-performing teachers, eliminating the evaluation completely denies these teachers feedback while also suggesting that an annual evaluation is punitive in nature.
Ensure that new teachers are observed and receive feedback early in the school year.
Because it is critical that schools and districts closely monitor the performance of new teachers, Michigan should ensure that its new teachers get the support they need early, and that supervisors know from near the beginning of the school year which new teachers may be at risk for ineffective performance. The state's policy regarding the midyear progress report for first-year teachers is a step in the right direction, but Michigan should consider early feedback and support for the first few years that a teacher is in the classroom.
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 Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Early Childhood
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science and Social Studies
- Special Education Teacher Preparation
- Special Education Preparation in Reading
- 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
Pensions
Research rationale
Annual evaluations
are standard practice in most professional jobs.
Although there has been much progress on this front
recently, about half of the states still do not mandate annual evaluations of
teachers who have reached permanent or tenured status. The lack of regular
evaluations is unique to the teaching profession and does little to advance the
notion that teachers are professionals.
Further, teacher evaluations are too often treated as mere
formalities rather than as important tools for rewarding good teachers, helping
average teachers improve and holding weak teachers accountable for poor
performance. State policy should reflect the importance of evaluations so that
teachers and principals alike take their consequences seriously.
Evaluations are
especially important for new teachers.
Individuals new to a profession frequently have reduced
responsibilities coupled with increased oversight. As competencies are
demonstrated, new responsibilities are added and supervision decreases. Such is
seldom the case for new teachers, who generally have the same classroom
responsibilities as veteran teachers, including responsibility for the academic
progress of their students, but may receive limited feedback on their
performance. In the absence of good metrics for determining who will be an
effective teacher before he or she begins to teach, it is critical that schools
and districts closely monitor the performance of new teachers.
The state should specifically require that districts observe
new teachers early in the school year. This policy would help ensure that new
teachers get the support they need early and that supervisors know from the
beginning of the school year which new teachers (and which students) may be at
risk. Subsequent observations provide important data about the teacher's
ability to improve. Data from evaluations from the teacher's early years of
teaching can then be used as part of the performance-based evidence to make a
decision about tenure.
Frequency of Evaluations: Supporting Research
For
the frequency of evaluations in government and private industry, see survey
results from Hudson Employment Index's report: "Pay and Performance in
America: 2005 Compensation and Benefits Report" Hudson Group (2005).
For
research emphasizing the importance of evaluation and observations for new
teachers in predicting future success and providing support for teachers see,
D. Staiger and J. Rockoff, "Searching for Effective Teachers with Imperfect Information." Journal of Economic Perspectives. Volume 24, No. 3, Summer 2010, pp. 97-118.