Tenure : New Jersey
Identifying Effective Teachers Policy
Analysis of New Jersey's policies
New Jersey does not connect tenure decisions to evidence of teacher effectiveness.
Teachers in New Jersey are awarded tenure automatically after a three-year probationary period, absent an additional process that evaluates cumulative evidence of teacher effectiveness.
In his education reform package, the Governor of New Jersey has unveiled his proposed tenure policy, which includes granting tenure to teachers who receive the two highest ratings—highly effective and effective—three years in a row on the teacher evaluation system. Those rated partially effective for two years or ineffective for one year could lose their jobs.
Recommendations for New Jersey
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.
New Jersey 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.
New Jersey 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.
New Jersey should extend its probationary period, ideally to five years. This would allow for an adequate collection of sufficient data that reflect teacher performance.
State response to our analysis
New Jersey recognized the factual accuracy of this analysis.
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New Jersey
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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.