Dismissal: California
Retaining Effective Teachers Policy
Analysis of California's policies
Link to Ineffectiveness: California does not explicitly make teacher ineffectiveness grounds for dismissal.
Due Process Distinction: California does not distinguish the due process rights of teachers dismissed for ineffective performance from those facing other charges commonly associated with license revocation, such as a felony and/or morality violations. The process is the same regardless of the grounds for cancellation, which include immoral or unprofessional conduct; commission, aiding or advocating the commission of acts of criminal syndicalism; dishonesty; unsatisfactory performance; evident unfitness for service; physical or mental condition unfitting him or her to instruct or associate with children; persistent violation of or refusal to obey the school laws; conviction of a felony; and alcoholism or other drug abuse that makes the employee unfit to instruct or associate with children. California has an expedited hearing process for teachers dismissed due to egregious and immoral conduct; however, this process does not address the issue of dismissal for ineffective classroom performance.
Appeals Process: California's tenured teachers who are terminated may appeal multiple times. After receiving written notice of dismissal, the teacher may request a hearing with the Commission on Professional Competence, which must take place within 60 days. Teachers may then file an additional appeal with "a court of competent jurisdiction." The time frame of this appeal is not addressed by the state.
Recommendations for California
Specify that classroom ineffectiveness is grounds for dismissal.
California should explicitly make teacher ineffectiveness grounds for dismissal. Doing so will help ensure that districts do not feel they lack the legal basis for terminating consistently poor performers. The state's creation of an expedited hearing process for teachers dismissed due to egregious and immoral conduct is certainly commendable, but it is equally important to legislate similar policy for ineffective teachers.
Ensure that teachers terminated for poor performance have the opportunity to appeal within a reasonable time frame.
Nonprobationary teachers who are dismissed for any grounds, including ineffectiveness, are entitled to due process. However, cases that remain open over multiple years drain resources from school districts and disincentivize districts from terminating poor performers. Therefore, California must ensure that the opportunity to appeal occurs only once and only at the district level. It is in the best interest of both the teacher and the district that a conclusion is reached within a reasonable time frame.
Distinguish between the process and accompanying due process rights for dismissal for classroom ineffectiveness and dismissal for morality violations, felonies or dereliction of duty.
Although nonprobationary teachers should have due process for any termination, it is important to differentiate between loss of employment and issues with far-reaching consequences that could permanently affect a teacher's right to practice. California should ensure that appeals related to classroom effectiveness are decided only by those with educational expertise.
State response to our analysis
California recognized the factual accuracy of this analysis.
Updated: March 2021
-
California
Select another topic
Teacher Preparation
- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice
Elementary Teacher Preparation
Secondary Teacher Preparation
- Middle School Content Knowledge
- Middle School Licensure Requirements
- Secondary Content Knowledge
- Secondary Licensure Requirements
Special Education Teacher Preparation
Alternate Routes
Teacher Diversity
Hiring
Teacher and Principal Evaluation
Teacher Compensation
Early Childhood Preparation
Retaining Effective Teachers
How we graded
9D: Dismissal
- Evidence of Effectiveness: The state should articulate that teachers may be dismissed for ineffective classroom performance. Any teacher who receives two consecutive, summative ratings of ineffective, or two such ratings within five years, should be formally eligible for dismissal, regardless of tenure status.
- Appeals Process: A teacher who is terminated for poor performance should have the opportunity to appeal only once. The state should require that the appeals process occurs within a reasonable time frame.
- Due Process: The state should ensure that there is a clear distinction between the appeals process and accompanying due process rights for teachers dismissed for ineffective classroom performance and those dismissed, or are facing license revocation, for felony, morality violations, or dereliction of duties.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it articulates that teachers may be dismissed for ineffective classroom performance regardless of tenure status.
- One-quarter credit: The state may earn one-quarter of a point if it makes performance grounds for dismissal but does not explicitly link it to teacher effectiveness.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires the appeals process for teachers facing dismissal for ineffective classroom performance to occur within a reasonable time frame.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if there is a clear distinction between the appeals process and accompanying due process rights for teachers dismissed for ineffective classroom performance and those dismissed for felony, morality violations, or dereliction of duties.
Research rationale
States need to be explicit that teacher ineffectiveness is grounds for dismissal.
Most states have laws on their books that address teacher dismissal; however, until recently these laws were much more likely to consider criminal and moral violations than performance. While many states have amended their dismissal policy to be more explicit about classroom ineffectiveness, some still retain euphemistic terms such as "incompetency," "inefficiency," or "incapacity." These terms are ambiguous at best and may be interpreted as concerning dereliction of duty rather than ineffectiveness. Without laws that clearly state that teacher ineffectiveness is grounds for dismissal, districts may feel they lack the legal basis for terminating consistently poor performers.[1]
Due process must be efficient and expedited. Non-probationary teachers who are dismissed for any grounds, including ineffectiveness, are entitled to due process. However, due process rights that allow for multiple levels of appeal are not fair to teachers, districts and especially students. All parties have a right to have disputes settled quickly. Cases that drag on for years drain resources from school districts and create a disincentive for districts to attempt to terminate teachers for poor performance.[2] Teachers are not well served by such processes either, as they are entitled to final resolution quickly.[3]
Decisions about teachers should be made by those with educational expertise.
Multiple levels of appeal almost invariably involve courts or arbitrators who lack educational expertise. It is not in students' best interest to have the evidence of teachers' effectiveness evaluated by those who are not educators. A teacher's opportunity to appeal should occur at the district level and involve only those with educational expertise. This can be done in a manner that is fair to all parties by including retired teachers or other knowledgeable individuals who are not current district employees.
[1] One of the greatest shortcomings of teacher performance appraisals has been school systems' unwillingness and inability to differentiate instructional competency. See: Weisberg, D., Sexton, S., Mulhern, J., & Keeling, D. (2009). The widget effect: Our national failure to acknowledge and act on differences in teacher effectiveness. The New Teacher Project. Retrieved from http://files.eric.ed.gov/fulltext/ED515656.pdf&sa=D&ust=1508185360843000&usg=AFQjCNG_FOzv9usICvWem-xNf0Ny71KcMg
[2] For information on the high cost of teacher dismissals, see: Brill, S. (2009). The rubber room: The battle over New York City's worst teachers. The New Yorker, 85(26), 31. Retrieved from http://www.newyorker.com/reporting/2009/08/31/090831fa_fact_brill; Also, see: Small Newspaper Group. (2005). The hidden costs of tenure: Why are failing teachers getting a passing grade? Retrieved from http://thehiddencostsoftenure.com
[3] National Council on Teacher Quality. (2011). State of the states: Trends and early lessons on teacher evaluation and effectiveness policies. Retrieved from http://www.nctq.org/dmsView/State_of_the_States_Teacher_Evaluation_and_Effectiveness_Policies_NCTQ_Report; Refer also to studies by The New Teacher Project of human resource and dismissal policies in various districts at: https://tntp.org/publications/scroll/school-staffing-employment-policy