Identifying Effective Teachers Policy
Maryland does not connect tenure decisions to evidence of teacher effectiveness.
Teachers in Maryland are awarded tenure automatically after a three-year probationary period, absent an additional process that evaluates cumulative evidence of teacher effectiveness.
End the automatic awarding of tenure.
The decision to grant tenure should be a deliberate one, based on consideration of a teacher's commitment and actual evidence of classroom effectiveness.
Ensure evidence of effectiveness is the preponderant criterion in tenure decisions.
Maryland 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.
Articulate a process that local districts must administer when deciding which teachers get tenure.
Maryland should require a clear process, such as a hearing, to ensure that the local district reviews a teacher's performance before making a determination regarding tenure.
Require a longer probationary period.
Maryland should extend its probationary period, ideally to five years. This would allow for an adequate collection of sufficient data that reflect teacher performance.
Maryland asserted that the statement regarding its lack of any sort of process that would ensure that tenure decisions are meaningful is not accurate. The state makes clear that tenure after three years can only be granted if the employee is qualified based on established performance evaluation criteria. Further, the Education Reform Act of 2010 requires a mentoring support system be in place for all new teachers during the three-year probationary period. Additional support must be provided for new teachers experiencing problems with their performance.
The state has not presented any evidence that an additional process evaluating cumulative evidence of teacher effectiveness is required for tenure.