State Teacher Evaluation Policies and the Features that Make Their Implementation Successful

Alabama

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and a small role in design and implementation.

Alaska

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and a small role in design and implementation.

Arizona

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and a small role in design and implementation.

Arkansas

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

California

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The SBE adoption of the Local Control Funding Formula Evaluation Rubrics (September 2016) provides districts with wide latitude in the creation and implementation of many parts of their evaluation system.

Colorado

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The State Model Evaluation System is optional for any district. Districts must meet or exceed the expectations outlined in S.B. 191 if they choose to use their own system.

Connecticut

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

Districts must create an evaluation system that meets all state minimum requirements and submit it to the Connecticut State Department of Education for approval.

Delaware

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All districts must implement a strict model in accordance with state and federal law.

District of Columbia

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All district must implement a strict model in accordance with state and federal law.

Florida

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides guidance/requirements through statutory language and administrative codes (State Board of Education rule) and plays a small role in design and implementation.

Georgia

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Hawaii

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

Hawaii is a single LEA/SEA. Therefore as a single district, the evaluation system is one in the same for all schools.

Idaho

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Illinois

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Indiana

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Iowa

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Kansas

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Kentucky

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state, along with steering committees of educators, have guided the creation and pilot of the professional growth and evaluation system; the state provides general guidance for implementation and assists and approves each district’s certified evaluation plan (CEP).

Louisiana

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All districts must implement a strict model in accordance with state and federal law.

Maine

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Maryland

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

With consensus agreement from the LEAs, Maryland exercises a moderate degree of control through the use of State evaluation frameworks, the collection of data, and the application of a State-level approval process. With these in mind, LEAs may in turn exercise a great deal of discretion and autonomy within the design and implementation of their local models.

Massachusetts

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain requirements and provides models but allows flexibility in some areas.

Michigan

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Minnesota

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Mississippi

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All districts must implement a strict model in accordance with state and federal law.

Missouri

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Montana

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Nebraska

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Nevada

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All districts must implement a strict model in accordance with state and federal law.

Nevada Revised Statute 391.465 allows districts to apply to use a performance evaluation system. Proposed system must apply standards and indicators that are equivalent to those prescribed by the State Board.

New Hampshire

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

New Jersey

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

New Mexico

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

New York

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

North Carolina

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All districts must implement a strict model in accordance with state and federal law.

North Dakota

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Ohio

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Oklahoma

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All districts must implement a strict model in accordance with state and federal law.

Oregon

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Pennsylvania

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Rhode Island

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

South Carolina

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

Districts must follow evaluation guidelines issued by the state. Districts may choose to use the state model, or apply for approval to use an aligned, alternative model.

South Dakota

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Tennessee

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

All districts must implement a strict model in accordance with state and federal law.

Texas

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state has certain mandates and provides models but allows flexibility in some areas.

Utah

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Vermont

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Virginia

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Washington

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation. The state determined 8 evaluation criteria and a methodology and rubrics for including student growth. Districts were allowed to choose from among three different instructional frameworks (Danielson, Marzano, and the Center for Educational Leadership 5D), which were cross-walked to the state’s 8 criteria. The state determined a summative scoring methodology for the 8 criteria and student growth; districts decided how to score each criterion. WA has trained over 150 instructional framework specialists (teacher leaders, administrators, etc.) to deliver training to teachers and principals in the three frameworks and the state system, and continues to support their growth and development. The state funds this with $5.7m in grants to districts and another $2m in grants to regional educational service districts. For a complete list of district vs state implementation decisions, please see: http://k12.wa.us/TPEP/pubdocs/State_vs_Local_decisions.pdf

Virginia

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Wisconsin requested that we not publish its state data.

Wyoming

Supporting and Evaluating Teachers

Strength of Attribute

Specificity

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

The state provides only general guidance and plays a small role in design and implementation.

Alabama

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Professional teacher preparation standards are partially or fully aligned in elementary, middle and secondary teacher preparation.

Alaska

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Professional teacher preparation standards are not aligned.

Arizona

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Professional teacher preparation standards are partially or fully alignment in elementary, middle, and secondary teacher preparation.

Arkansas

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Professional teacher preparation standards are aligned in middle and secondary levels but more moderately aligned in elementary teacher preparation.

California

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Aligned with secondary teacher preparation - revised July 2013 to align with the CCSS in Mathematics and ELA/literacy.

Aligned with elementary/multiple subject—updated July 2016 to align with the CCSS and the California’s Next Generation Science Standards (CA NGSS).

Colorado

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Professional teacher preparation standards are moderately aligned at elementary and secondary levels but not middle school.

Connecticut

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment between professional teacher preparation standards and CCR goals.

Delaware

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment with only teaching informational texts incorporated.

District of Columbia

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment with only teaching informational texts incorporated.

Florida

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is partial or full alignment at all grade levels in all domains.

Georgia

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is strong alignment at middle school level but not at elementary or secondary.

Hawaii

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

An alternative route to Licensure Career and Technical Education License Fields was approved on January 24, 2011.

On February 21, 2014 there was affirmation of Hawaii Provisional License, Standard License, Advanced Licenses, Added Fields to Existing Licenses, Renewed Licenses, and Career and Technical Education Special Permits.

The Hawaii Teachers Standards Board includes the following standards that address college and career goals:

● A crosswalk could easily be made between the College- and Career-Readiness definition mentioned above and the Teacher Performance Standards.

● Librarians are expected to collaborate with teachers to provide knowledge and experiences that help students make life and career decisions. (Standard 6: Designs and Provides Meaningful Learning Experiences).

● Counselors are expected to guide individuals and groups of students and their parents or guardians through the development of educational and career plans. (Standard 3: Individual Student Planning).

Idaho

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment at every level.

Illinois

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is strong alignment at middle school but limited alignment at other levels.

Indiana

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Partial or full alignment at every level in every domain.

Iowa

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is no known alignment.

Kansas

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that only incorporates the teaching of informational texts.

Kentucky

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Kentucky has Kentucky Teacher Standards that have been in effect since February, 2008. New standards have been proposed by the Education Professional Standards Board for approval February, 2017.

Louisiana

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is strong alignment except in teaching literacy for all subjects

Maine

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that incorporates the teaching of informational texts.

Maryland

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment that incorporates the teaching of informational texts and support for struggling readers.

Massachusetts

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Professional Standards for Teachers used by MA prep programs are fully aligned with the Standards for Effective Practice that align with the state frameworks

Michigan

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is now known alignment.

Minnesota

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is strong alignment at every level in every domain.

Mississippi

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that incorporates the teaching of informational texts.

Missouri

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment at the middle and secondary level but not at the elementary level.

Montana

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is no known alignment.

Nebraska

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is no known alignment.

Nevada

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that incorporates the teaching of informational texts.

New Hampshire

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is partial or full alignment in every domain at every level.

New Jersey

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is partial or full alignment at every domain and level.

New Mexico

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is no known alignment.

New York

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is strong alignment except for incorporating literacy in all subjects.

North Carolina

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is some alignment at middle and secondary level but not at all elementary level.

North Dakota

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that incorporates the teaching of informational texts.

Ohio

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that incorporates the teaching of informational texts.

Oklahoma

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is no known alignment.

Oregon

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that only incorporates the teaching of informational texts.

Pennsylvania

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is strong alignment at middle and secondary levels but not at elementary.

Rhode Island

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment that does not incorporate literacy in every subject.

South Carolina

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

All teacher preparation programs are required to align standards to state CCR Pk-12 standards.

South Dakota

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment that incorporates the teaching of informational texts.

Tennessee

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is partial or full alignment in every domain at every level.

Texas

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is strong alignment at middle and secondary level but not at elementary.

Utah

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment at middle and secondary but not elementary.

Vermont

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment at middle and secondary but not elementary.

Virginia

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment at every level except for incorporating literacy in every subject.

Washington

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is limited alignment with support for struggling readers at some levels.

Virginia

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

There is fair alignment at every level except for incorporating literacy in every subject.

Wisconsin requested that we not publish its state data.

Wyoming

Supporting and Evaluating Teachers

Strength of Attribute

Consistency

Are the state’s professional teacher preparation standards aligned to CCR goals?

Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook

Not specified

Alabama
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Not specified	0
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning.	The state does not require that teacher improvement plans be based on their performance.	0

Alaska
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state involves stakeholders as advisors in the creation of the teacher evaluation system.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance	1

Arizona
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Arizona’s Framework for Measuring Educator Effectiveness was developed by a task force made up of teachers, administrators, community leaders, and policy makers before its adoption by the State Board of Education. Meetings are open to the public and considerable commentary was sought before and during the writing process. When the Framework needs revision or updating, SBE rules call for the reforming of the Task Force.	2
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Improvement plans can be designed as part of the professional development opportunities outlined in ARS 15-537: Arizona’s Framework for Measuring Educator Effectiveness encourages the use of evaluation results to inform professional development for both teacher and administrators. It is also required in statute (ARS 15-537).	1

Arkansas
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

California
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in the creation of the teacher evaluation system in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Colorado
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	S.B. 191 considers that school accountability committee’s is an advisory committee.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	S.B. 191 states that “each teacher is provided with an opportunity to improve his or her effectiveness through a teacher development plan that links his or her evaluation and performance standards to professional development opportunities.”	1

Connecticut
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in the creation of the teacher evaluation system in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Delaware
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in the creation of a teacher evaluation system in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

District of Columbia
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Florida
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Georgia
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Hawaii
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	For Strive HI we convene a few groups (Technical Advisory Group and more recently an Accountability Design Work Group—specifically to discuss possibilities for change under ESSA) to discuss and make recommendations on Strive HI measures. For EES (teacher evaluations), see the groups listed under the “Feedback groups” section on this page: http://www.hawaiipublicschools.org/TeachingAndLearning/EducatorEffectiveness/EducatorEffectivenessSystem/Pages/home.aspx	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Yes, for all teachers. Hawai‘i State Board of Education Policy: Teacher Performance Evaluation Policy http://boe.hawaii.gov/policies/Board%20Policies/Teacher%20Performance%20Evaluation%20Policy.pdf	1

Idaho
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Illinois
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Indiana
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Iowa
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Kansas
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Kentucky
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role. Link to Kentucky's PGES Steering Committees	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based holistically on the multiple sources of evidence submitted in growth and effectiveness system process.	1

Louisiana
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Maine
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Maryland
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Maryland identifies a performance rating based on effectiveness levels: highly effective, effective, and ineffective. Evaluation should result in the identification of professional development that increases the instructional craft of the teacher and the leadership skills of the principal. The individual design of this process should provide appropriate continuous professional development in response to evaluation for all teachers and principals, regardless of their effectiveness rating.	1

Massachusetts
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	All educators must always be working on an educator plan. The type of educator plan the educator develops is based on his/her last evaluation rating. Educators rated Exemplary or Proficient are placed on self-directed growth plans of up to two years in length. Educators rated Needs Improvement are placed on directed growth plans of up to one year in length that are developed jointly by the educator and evaluator. Educators rated Unsatisfactory are placed on improvement plans ranging from 30 days to one year in length developed by evaluators to target the areas in which the educator’s practice is unsatisfactory.	1

Michigan
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an authoritative, appointed role (Michigan Council on Educator Effectiveness).	2
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Minnesota
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Mississippi
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Missouri
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Montana
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Nebraska
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Nevada
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Teacher improvement plans are embedded within the evaluation process. See Nevada Revised Statute 391.695	1

New Hampshire
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

New Jersey
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base teacher improvement plans on poor performance.	1

New Mexico
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

New York
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

North Carolina
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Not specified	0
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance	1

North Dakota
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Ohio
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Oklahoma
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Oregon
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Pennsylvania
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Rhode Island
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

South Carolina
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders were engaged in system feedback Feb-April 2016 through focus groups and statewide survey. Additionally, an advisory group meets 2 or 3 times annually, and working groups are in session to develop new system guidelines.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state requires that teacher improvement plans be based on their performance.	1

South Dakota
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Tennessee
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Texas
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Utah
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an authoritative, appointed role (Educator Evaluation Advisory Committee).	2
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state requires that teacher improvement plans be based on their performance.	1

Vermont
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Virginia
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Washington
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role. Teachers whose practice has been rated at the “proficient” (3) or “distinguished” (4) level of performance on the Comprehensive evaluation are moved to a Focused evaluation for the ensuing three years, where they focus on one specific criterion. The rules encourage teachers to pursue professional growth in an area in which they struggle for the Focused evaluation.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0

Virginia
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1

Wisconsin requested that we not publish its state data.

Wyoming
Supporting and Evaluating Teachers			Strength of Attribute
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? . Source: National Council of Teaching Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance. This is a local district decision.	0

Alabama
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning.	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Alaska
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Arizona
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	ARS 15-537 outlines requirements for dismissal of teachers receiving the lowest performance rating (as defined in ARS 15-203) for two or more consecutive years.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Performance based compensation systems for districts are governed by ARS 15-977. Arizona voters passed a citizen initiative in 2000 to fund teacher performance based compensation from an increase in the state sales tax.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	ARS 15-503 removed tenure protections and prohibits LEAs from providing retention priority based on seniority.	0

Arkansas
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation structure.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

California
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance	0

Colorado
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	S.B. 191 refers to status (probationary or non-probationary) based on consecutive years of effectiveness or ineffectiveness.	1

Connecticut
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Delaware
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation structure.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

District of Columbia
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	OSSE does not have a policy that bases dismissals and layoffs based on teacher performance, though DCPS does.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	OSSE does not have a teacher performance-based compensation policy but DCPS does.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	DCPS has eliminated teacher tenure.	0

Florida
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Georgia
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Hawaii
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs. There is a school code that outlines procedures for the termination of different employee types. Layoffs (i.e. staff reduction), on the other hand, are regulated by the HSTA (teachers union) contract and are not tied to performance, but rather the school’s academic and financial plans.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Probationary teachers must be rated as Effective on the teacher performance evaluation for two consecutive years to receive tenure. For new hires, probation lasts for three years. Teachers have a maximum of five years to achieve tenure. 2013 Teacher Contract Highlights: http://www.hawaiipublicschools.org/DOE%20Forms/Press%20Release%20items/TeacherContract.pdf The current contract will expire at the end of this fiscal year. The renegotiated new contract will take effect July 1, 2017. http://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/Hawaii-Teachers-Ratify-Historic-Agreement.aspx	0

Idaho
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Illinois
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Indiana
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance	1

Iowa
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Kansas
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Kentucky
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance. Teachers must complete 4 years of successful classroom experience in order to achieve tenure. Although evaluations from the professional growth and effectiveness system are not tied to tenure decisions by statute and/or regulation, evidences gathered during this process are nonetheless informative to principals. The state, however, does not have a role in the process; tenure decisions are made locally.	0

Louisiana
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance	1

Maine
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Maryland
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Massachusetts
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance	1

Michigan
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Minnesota
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Mississippi
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy, but the state recommends, not requires, student growth on CCR assessments to be included as an indicator in the evaluation system	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Missouri
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissals. However, the state recommends, not requires, teacher evaluations to include student growth on CCR assessments as an indicator of performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Montana
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Nebraska
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Nevada
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissals.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

New Hampshire
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

New Jersey
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal based on performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

New Mexico
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance	0

New York
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

North Carolina
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

North Dakota
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Ohio
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Oklahoma
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Oregon
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Pennsylvania
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Rhode Island
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissals.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

South Carolina
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

South Dakota
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Tennessee
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Texas
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissal.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Utah
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissal.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Vermont
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0

Virginia
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Washington
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Virginia
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1

Wisconsin requested that we not publish its state data.

Wyoming
Supporting and Evaluating Teachers			Strength of Attribute
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	There is no state policy–local district decision.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance. Local district decision.	1

Alabama

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.

Alaska

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state has not required student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Arizona

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Arkansas

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

California

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The State Board of Education adopted individual student growth for grades 3-8, when feasible, as a state indicator in the LCFF evaluation rubrics (July 2016). These scores will be used for accountability and continuous improvement and will not be linked to teacher evaluation.

Colorado

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years. S.B. 191 requires 50% of a teacher’s evaluation is based on student growth. In 2014, the legislature gave some flexibility to districts to weigh the student learning portion of the final evaluation rating anywhere from 0-50%.

Connecticut

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Delaware

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

District of Columbia

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

DCPS has required student growth indicators to be significant criteria in teacher evaluation systems as early as 2009.

Florida

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Georgia

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Hawaii

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

On May 17, the HSTA-HIDOE Joint Committee presented recommendations, approved by the Superintendent, to the Board of Education to remove student test scores [measured in the previous version of the evaluation system as median Student Growth Percentiles (SPG)] as required for teacher performance evaluation. The Board approved.

http://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/BOE-approves-policy-changes.aspx

Idaho

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Illinois

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Indiana

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Iowa

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Kansas

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Kentucky

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Link to Summative Decision Rules Matrix

Louisiana

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Maine

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Maryland

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Massachusetts

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Michigan

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Minnesota

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Mississippi

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Missouri

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Montana

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state indirectly mandates that teacher effectiveness in helping students meet rigorous learning goals be included in the teacher evaluation.

Nebraska

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Nevada

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

New Hampshire

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

New Jersey

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

New Mexico

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

New York

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

North Carolina

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

North Dakota

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Ohio

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Oklahoma

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Oregon

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Pennsylvania

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Rhode Island

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

South Carolina

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Board of Education Approved System Guidelines were approved March 2015 requiring student growth be a significant part of teacher evaluation. Those guidelines are in the process of revision to reflect ESSA related, Board approved changes to include the removal of the requirement for test-score based measures to be included in teacher evaluation. SC will continue to incorporate student growth within teacher evaluations but will do so through SLOs.

South Dakota

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Tennessee

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Texas

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Utah

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Vermont

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Virginia

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Section 22.1-253.13.5 of the Code of Virginia states, in part, the following:

B. Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, principal, and superintendent evaluations shall be consistent with the performance standards included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents. Evaluations shall include student academic progress as a significant component and an overall summative rating. Teacher evaluations shall include regular observation and evidence that instruction is aligned with the school's curriculum. Evaluations shall include identification of areas of individual strengths and weaknesses and recommendations for appropriate professional activities.

Washington

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Virginia

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.

Section 22.1-253.13.5 of the Code of Virginia states, in part, the following:

Wisconsin requested that we not publish its state data.

Wyoming

Supporting and Evaluating Teachers

Strength of Attribute

Stability

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.

Alabama
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Professional teacher preparation standards are partially or fully aligned in elementary, middle and secondary teacher preparation.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Not specified	0
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning.	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning.	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	2

Alaska
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Professional teacher preparation standards are not aligned.	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state involves stakeholders as advisors in the creation of the teacher evaluation system.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state has not required student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Arizona
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Professional teacher preparation standards are partially or fully alignment in elementary, middle, and secondary teacher preparation.	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Arizona's Framework for Measuring Educator Effectiveness was developed by a task force made up of teachers, administrators, community leaders, and policy makers before its adoption by the State Board of Education. Meetings are open to the public and considerable commentary was sought before and during the writing process. When the Framework needs revision or updating, SBE rules call for the reforming of the Task Force.	2
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Improvement plans can be designed as part of the professional development opportunities outlined in ARS 15-537: Arizona's Framework for Measuring Educator Effectiveness encourages the use of evaluation results to inform professional development for both teacher and administrators. It is also required in statute (ARS 15-537).	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	ARS 15-537 outlines requirements for dismissal of teachers receiving the lowest performance rating (as defined in ARS 15-203) for two or more consecutive years.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Performance based compensation systems for districts are governed by ARS 15-977. Arizona voters passed a citizen initiative in 2000 to fund teacher performance based compensation from an increase in the state sales tax.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	ARS 15-503 removed tenure protections and prohibits LEAs from providing retention priority based on seniority.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Arkansas
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Professional teacher preparation standards are aligned in middle and secondary levels but more moderately aligned in elementary teacher preparation.	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation structure.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

California
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The SBE adoption of the Local Control Funding Formula Evaluation Rubrics (September 2016) provides districts with wide latitude in the creation and implementation of many parts of their evaluation system.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Aligned with secondary teacher preparation - revised July 2013 to align with the CCSS in Mathematics and ELA/literacy. Aligned with elementary/multiple subject–updated July 2016 to align with the CCSS and the California's Next Generation Science Standards (CA NGSS).	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in the creation of the teacher evaluation system in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The State Board of Education adopted individual student growth for grades 3-8, when feasible, as a state indicator in the LCFF evaluation rubrics (July 2016). These scores will be used for accountability and continuous improvement and will not be linked to teacher evaluation.	2

Colorado
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The State Model Evaluation System is optional for any district. Districts must meet or exceed the expectations outlined in S.B. 191 if they choose to use their own system.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Professional teacher preparation standards are moderately aligned at elementary and secondary levels but not middle school.	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	S.B. 191 considers that school accountability committee's is an advisory committee.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	S.B. 191 states that each teacher is provided with an opportunity to improve his or her effectiveness through a teacher development plan that links his or her evaluation and performance standards to professional development opportunities.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	S.B. 191 refers to status (probationary or non-probationary) based on consecutive years of effectiveness or ineffectiveness.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years. S.B. 191 requires 50% of a teacher's evaluation is based on student growth. In 2014, the legislature gave some flexibility to districts to weigh the student learning portion of the final evaluation rating anywhere from 0-50%.	1

Connecticut
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Districts must create an evaluation system that meets all state minimum requirements and submit it to the Connecticut State Department of Education for approval.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment between professional teacher preparation standards and CCR goals.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in the creation of the teacher evaluation system in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation structure.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Delaware
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All districts must implement a strict model in accordance with state and federal law.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment with only teaching informational texts incorporated.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in the creation of a teacher evaluation system in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation structure.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

District of Columbia
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All district must implement a strict model in accordance with state and federal law.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment with only teaching informational texts incorporated.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	OSSE does not have a policy that bases dismissals and layoffs based on teacher performance, though DCPS does.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	OSSE does not have a teacher performance-based compensation policy but DCPS does.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	DCPS has eliminated teacher tenure.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	DCPS has required student growth indicators to be significant criteria in teacher evaluation systems as early as 2009.	1

Florida
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides guidance/requirements through statutory language and administrative codes (State Board of Education rule) and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is partial or full alignment at all grade levels in all domains.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Georgia
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is strong alignment at middle school level but not at elementary or secondary.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Hawaii
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Hawaii is a single LEA/SEA. Therefore as a single district, the evaluation system is one in the same for all schools.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	An alternative route to Licensure Career and Technical Education License Fields was approved on January 24, 2011. On February 21, 2014 there was affirmation of Hawaii Provisional License, Standard License, Advanced Licenses, Added Fields to Existing Licenses, Renewed Licenses, and Career and Technical Education Special Permits. The Hawaii Teachers Standards Board includes the following standards that address college and career goals: A crosswalk could easily be made between the College- and Career-Readiness definition mentioned above and the Teacher Performance Standards. Librarians are expected to collaborate with teachers to provide knowledge and experiences that help students make life and career decisions. (Standard 6: Designs and Provides Meaningful Learning Experiences). Counselors are expected to guide individuals and groups of students and their parents or guardians through the development of educational and career plans. (Standard 3: Individual Student Planning).	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	For Strive HI we convene a few groups (Technical Advisory Group and more recently an Accountability Design Work Group–specifically to discuss possibilities for change under ESSA) to discuss and make recommendations on Strive HI measures. For EES (teacher evaluations), see the groups listed under the "Feedback groups" section on this page: http://www.hawaiipublicschools.org/TeachingAndLearning/EducatorEffectiveness/EducatorEffectivenessSystem/Pages/home.aspx	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Yes, for all teachers. Hawai'i State Board of Education Policy: Teacher Performance Evaluation Policy http://boe.hawaii.gov/policies/Board%20Policies/Teacher%20Performance%20Evaluation%20Policy.pdf	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs. There is a school code that outlines procedures for the termination of different employee types. Layoffs (i.e. staff reduction), on the other hand, are regulated by the HSTA (teachers union) contract and are not tied to performance, but rather the school's academic and financial plans.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Probationary teachers must be rated as Effective on the teacher performance evaluation for two consecutive years to receive tenure. For new hires, probation lasts for three years. Teachers have a maximum of five years to achieve tenure. 2013 Teacher Contract Highlights: http://www.hawaiipublicschools.org/DOE%20Forms/Press%20Release%20items/TeacherContract.pdf The current contract will expire at the end of this fiscal year. The renegotiated new contract will take effect July 1, 2017. http://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/Hawaii-Teachers-Ratify-Historic-Agreement.aspx	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system. On May 17, the HSTA-HIDOE Joint Committee presented recommendations, approved by the Superintendent, to the Board of Education to remove student test scores [measured in the previous version of the evaluation system as median Student Growth Percentiles (SPG)] as required for teacher performance evaluation. The Board approved. http://www.hawaiipublicschools.org/ConnectWithUs/MediaRoom/PressReleases/Pages/BOE-approves-policy-changes.aspx	0

Idaho
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is fair alignment at every level.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Illinois
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is strong alignment at middle school but limited alignment at other levels.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Indiana
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Partial or full alignment at every level in every domain.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Iowa
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is no known alignment.	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	2

Kansas
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that only incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Kentucky
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state, along with steering committees of educators, have guided the creation and pilot of the professional growth and evaluation system; the state provides general guidance for implementation and assists and approves each district's certified evaluation plan (CEP).	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Kentucky has Kentucky Teacher Standards that have been in effect since February, 2008. New standards have been proposed by the Education Professional Standards Board for approval February, 2017.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role. Link to Kentucky's PGES Steering Committees	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based holistically on the multiple sources of evidence submitted in growth and effectiveness system process.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance. Teachers must complete 4 years of successful classroom experience in order to achieve tenure. Although evaluations from the professional growth and effectiveness system are not tied to tenure decisions by statute and/or regulation, evidences gathered during this process are nonetheless informative to principals. The state, however, does not have a role in the process; tenure decisions are made locally.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system. Link to Summative Decision Rules Matrix	0

Louisiana
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All districts must implement a strict model in accordance with state and federal law.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is strong alignment except in teaching literacy for all subjects	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Maine
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Maryland
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	With consensus agreement from the LEAs, Maryland exercises a moderate degree of control through the use of State evaluation frameworks, the collection of data, and the application of a State-level approval process. With these in mind, LEAs may in turn exercise a great deal of discretion and autonomy within the design and implementation of their local models.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is fair alignment that incorporates the teaching of informational texts and support for struggling readers.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Maryland identifies a performance rating based on effectiveness levels: highly effective, effective, and ineffective. Evaluation should result in the identification of professional development that increases the instructional craft of the teacher and the leadership skills of the principal. The individual design of this process should provide appropriate continuous professional development in response to evaluation for all teachers and principals, regardless of their effectiveness rating.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Massachusetts
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain requirements and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Professional Standards for Teachers used by MA prep programs are fully aligned with the Standards for Effective Practice that align with the state frameworks	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	All educators must always be working on an educator plan. The type of educator plan the educator develops is based on his/her last evaluation rating. Educators rated Exemplary or Proficient are placed on self-directed growth plans of up to two years in length. Educators rated Needs Improvement are placed on directed growth plans of up to one year in length that are developed jointly by the educator and evaluator. Educators rated Unsatisfactory are placed on improvement plans ranging from 30 days to one year in length developed by evaluators to target the areas in which the educator's practice is unsatisfactory.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Michigan
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is now known alignment.	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an authoritative, appointed role (Michigan Council on Educator Effectiveness).	2
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Minnesota
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is strong alignment at every level in every domain.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Mississippi
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All districts must implement a strict model in accordance with state and federal law.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy, but the state recommends, not requires, student growth on CCR assessments to be included as an indicator in the evaluation system	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	0

Missouri
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is fair alignment at the middle and secondary level but not at the elementary level.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissals. However, the state recommends, not requires, teacher evaluations to include student growth on CCR assessments as an indicator of performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	2

Montana
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is no known alignment.	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state indirectly mandates that teacher effectiveness in helping students meet rigorous learning goals be included in the teacher evaluation.	1

Nebraska
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is no known alignment.	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	2

Nevada
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All districts must implement a strict model in accordance with state and federal law. Nevada Revised Statute 391.465 allows districts to apply to use a performance evaluation system. Proposed system must apply standards and indicators that are equivalent to those prescribed by the State Board.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Teacher improvement plans are embedded within the evaluation process. See Nevada Revised Statute 391.695	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissals.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

New Hampshire
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is partial or full alignment in every domain at every level.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	2

New Jersey
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is partial or full alignment at every domain and level.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base teacher improvement plans on poor performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal based on performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

New Mexico
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is no known alignment.	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

New York
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is strong alignment except for incorporating literacy in all subjects.	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

North Carolina
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All districts must implement a strict model in accordance with state and federal law.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is some alignment at middle and secondary level but not at all elementary level.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Not specified	0
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

North Dakota
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	2

Ohio
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Oklahoma
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All districts must implement a strict model in accordance with state and federal law.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is no known alignment.	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Oregon
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that only incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Pennsylvania
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is strong alignment at middle and secondary levels but not at elementary.	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher dismissal based on their performance but no such policy for layoffs.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Rhode Island
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is fair alignment that does not incorporate literacy in every subject.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissals.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

South Carolina
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Districts must follow evaluation guidelines issued by the state. Districts may choose to use the state model, or apply for approval to use an aligned, alternative model.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	All teacher preparation programs are required to align standards to state CCR Pk-12 standards.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders were engaged in system feedback Feb-April 2016 through focus groups and statewide survey. Additionally, an advisory group meets 2 or 3 times annually, and working groups are in session to develop new system guidelines.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state requires that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Board of Education Approved System Guidelines were approved March 2015 requiring student growth be a significant part of teacher evaluation. Those guidelines are in the process of revision to reflect ESSA related, Board approved changes to include the removal of the requirement for test-score based measures to be included in teacher evaluation. SC will continue to incorporate student growth within teacher evaluations but will do so through SLOs.	0

South Dakota
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment that incorporates the teaching of informational texts.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Tennessee
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	All districts must implement a strict model in accordance with state and federal law.	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is partial or full alignment in every domain at every level.	4
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Texas
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has certain mandates and provides models but allows flexibility in some areas.	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is strong alignment at middle and secondary level but not at elementary.	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissal.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

Utah
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is fair alignment at middle and secondary but not elementary.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an authoritative, appointed role (Educator Evaluation Advisory Committee).	2
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state requires that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state has a policy for teacher layoffs based on their performance but no such policy for dismissal.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a teacher performance-based compensation policy.	1
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Vermont
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is fair alignment at middle and secondary but not elementary.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a policy for teacher dismissal or layoffs based on teacher performance.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not base tenure decisions on teacher performance.	0
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	From 2011 to 2015, the state has not required student growth indicators to be significant criteria in teacher evaluation systems. As of 2015, the state merely recommends that student growth measures be included.	2

Virginia
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is fair alignment at every level except for incorporating literacy in every subject.	3
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does require that teacher improvement plans be based on their performance.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system. Section 22.1-253.13.5 of the Code of Virginia states, in part, the following: B. Consistent with the finding that leadership is essential for the advancement of public education in the Commonwealth, teacher, principal, and superintendent evaluations shall be consistent with the performance standards included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Principals, and Superintendents. Evaluations shall include student academic progress as a significant component and an overall summative rating. Teacher evaluations shall include regular observation and evidence that instruction is aligned with the school's curriculum. Evaluations shall include identification of areas of individual strengths and weaknesses and recommendations for appropriate professional activities.	0

Washington
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation. The state determined 8 evaluation criteria and a methodology and rubrics for including student growth. Districts were allowed to choose from among three different instructional frameworks (Danielson, Marzano, and the Center for Educational Leadership 5D), which were cross-walked to the state's 8 criteria. The state determined a summative scoring methodology for the 8 criteria and student growth; districts decided how to score each criterion. WA has trained over 150 instructional framework specialists (teacher leaders, administrators, etc.) to deliver training to teachers and principals in the three frameworks and the state system, and continues to support their growth and development. The state funds this with $5.7m in grants to districts and another $2m in grants to regional educational service districts. For a complete list of district vs state implementation decisions, please see: http://k12.wa.us/TPEP/pubdocs/State_vs_Local_decisions.pdf	2
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	There is limited alignment with support for struggling readers at some levels.	1
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Yes, in an advisory role. Teachers whose practice has been rated at the "proficient" (3) or "distinguished" (4) level of performance on the Comprehensive evaluation are moved to a Focused evaluation for the ensuing three years, where they focus on one specific criterion. The rules encourage teachers to pursue professional growth in an area in which they struggle for the Focused evaluation.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does have a policy for teacher dismissal or layoffs based on teacher performance.	2
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system.	0

West Virginia
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Statewide evaluation is in place and required of all districts (WVBE Policy 5310).	3
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	State has adopted CAEP standards and phasing in accreditation for all universities–public and private.	2
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Evaluation system is to guide a comprehensive system of support. Districts are required to review evaluation data when determining improvement plan components and timeline.	1
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Evaluation policy (5310) includes Focused Support Plans, Corrective Action Plans, and timelines which can lead to termination.	1
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	Teachers must have three years of effective evaluations to gain tenure in their first three years.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Though the state did not require student growth criteria indicators to be significant criteria in 2011, they have since then required it in their teacher evaluation system. Beginning with the 2016-2017 school year, student learning goals will be used to evaluate student growth.	0

Wisconsin requested that we not publish its state data.

Wyoming
Supporting and Evaluating Teachers			Strength of Attribute
Specificity	Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state provides only general guidance and plays a small role in design and implementation.	1
Consistency	Are the state's professional teacher preparation standards aligned to CCR goals? Source: National Council on Teacher Quality (NCTQ), 2015 State Teacher Policy Yearbook	Not specified	0
Authority	Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system? Source: American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	Stakeholders are involved in an advisory role.	1
Authority	Does the state require teacher improvement plans to be based on poor evaluation results? . Source: National Council of Teaching Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not require that teacher improvement plans be based on their performance. This is a local district decision.	0
Power	Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	There is no state policy–local district decision.	0
	Does the state require teachers to be compensated based on their effectiveness? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does not have a teacher performance-based compensation policy.	0
	Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? Source: National Council on Teacher Quality (2015). State of the states: Evaluating teaching, leading, and learning	The state does base tenure decisions on teacher performance. Local district decision.	1
Stability	Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years? Source: National Council on Teacher Quality (2011). State of the states: Evaluating teaching, leading, and learning; and American Institutes for Research (AIR) Center on Great Teachers & Leaders Databases on State Teacher and Principal Evaluation Policies	The state has required student growth indicators to be significant criteria in teacher evaluation systems for at least the past 5 years.	1

Feature: Specificity

Specificity describes how extensive, detailed, and/or prescriptive a policy is. The explicitness of the goals, guidelines, and resources may help schools implement policies with a greater degree of fidelity.

Policy Activity

Strength of Attribute

Is state control over district flexibility in creating and implementing their own evaluation system low, moderate, or high?

States that exhibit more control over their districts’ teacher evaluation systems are more specific in their expectations for teacher performance.

1 – The state provides general guidance and a small role in design and implementation.
2 – The state has certain mandates and provides models but allows flexibility in some areas.
3 – All districts must implement a model in strict accordance with state and federal law.

Feature: Consistency

Consistency describes the extent to which various policies are aligned and how policies relate to each other (or support each other).

Policy Activity

Strength of Attribute

Are the state’s professional teacher preparation standards aligned to CCR goals?

States that require their teachers to be prepared or developed using standards that are aligned to CCR goals show consistency.

0 – no alignment
1 – some alignment in at least one domain
2 – strong alignment in some areas with less alignment in others
3 – moderate to strong alignment in the majority of levels and domains
4 – strong alignment in every or almost every level and domain

Feature: Authority

Authority describes how policies gain legitimacy and status through persuasion (e.g., rules or law, historical practice, or charismatic leaders). Policies have authority when state and district leaders, parents, community members, and other stakeholders devote time and resources to the reform initiative, which sends the clear signal that the endeavor is an institutional priority. Policies are also deemed authoritative when stakeholders participate in the decision-making processes or when they demonstrate their investment in the reform.

Policy Activity

Strength of Attribute

Does the states mandate or recommend stakeholder involvement in the creation of the teacher evaluation system?

States that involve stakeholders in the design of their evaluation system build the legitimacy, or authority, of the system.

0 – Not specified
1 – Yes, in an advisory role
2 – Yes, in a role with decision-making capability

Does the state require teacher improvement plans to be based on poor evaluation results?

States that require teachers to undergo improvement as a result of their evaluation results demonstrate the importance of enforcing the teaching of CCR standards.

0 – the state does not have a policy
1 – the state does have a policy

Feature: Power

Power describes how policies are reinforced and enacted through systems of reward/sanction.
Policy Activity	Strength of Attribute
Does the state require teacher dismissals and/or layoffs to be based on their effectiveness? States that release teachers with unsatisfactory performance based on evaluation results tied to CCR assessments are using power to enforce the teaching of CCR standards.	0 – the state does not have a policy for teacher dismissal or layoff that is based on how effectively they supported their students’ growth in meeting CCR standards 1 – the state has either a policy for dismissal or layoffs that is based on how effectively they supported their students’ growth in meeting CCR standards 2 – the state has policies for both dismissal and layoffs that is based on how effectively they supported their students’ growth in meeting CCR standards
Does the state require teachers to be compensated based on their effectiveness? States that reward teachers for their performance based on evaluation results tied to CCR assessments are using power to enforce the teaching of CCR standards.	0 – the state does not have a compensation structure that is based on how effectively they supported their students’ growth in meeting CCR standards 1 – the state does have a policy that is based on how effectively they supported their students’ growth in meeting CCR standards
Does the state require tenure decisions to be based on evidence of classroom effectiveness, rather than the number of years in the classroom? States that reward teachers with tenure for their performance based on evaluation results tied to CCR assessments are using power to enforce the teaching of CCR standards.	0 – the state does not have a tenure policy that is based on how effectively they supported their students’ growth in meeting CCR standards 1 – the state does have a policy that is based on how effectively they supported their students’ growth in meeting CCR standards

Feature: Stability

Stability describes the extent to which policies change or remain constant over time.

Policy Activity

Strength of Attribute

Did the state change the teacher evaluation system by adding a student growth indicator as a significant criterion over the past several years?

States that have changed teacher evaluation systems by adding in student growth as an indicator are influencing the stability of the system. No change, and no addition of student growth as an evaluative measure, represents the most stable system.

0 – the state added student growth as significant criteria to the teacher evaluation system sometime between 2010 and 2015
1 – the state has included student growth as significant criteria for at least the past 5 years
2 – the state has omitted student growth as significant criteria for at least the past 5 years

In today’s era of college- and career- ready (CCR) standards, most states and D.C. have enacted policies to support and evaluate teachers’ implementation of these standards in their classrooms. The policies range from state policies that prescribe the teacher evaluation systems that districts must implement to policies that tie tenure or compensation to teacher effectiveness.

Our organizing framework is the policy attributes theory which hypothesizes that there are five components to successful policy implementation: specificity, consistency, authority, power, and stability. We use the five different components to describe how states developed an ecosystem of teacher policies as states transitioned to CCR-aligned instruction and assessments. We draw from the databases compiled by American Institutes of Research (AIR) and the National Council of Teacher Quality (NCTQ) to juxtapose policies to support and evaluate teachers. There are many more published and unpublished policies that C-SAIL has not documented in the below interactive maps. Our hope is to display examples of how all 50 states and D.C. compare across a small sample of relevant actions to support and hold teachers accountable to their implementation of CCR standards.

Below are the five attributes associated with effective policy designs and implementation. We demonstrate the connection between each attribute and the policy activity of interest. We also explain the scale that indicates how strongly linked the policy activities are to the attributes. Please note that the scales are not intended to be evaluative—they merely highlight differences in the ways states have undergone implementation of teacher policies as they undertake CCR standards-based reform.

Notes on Methodology:

We asked all the 50 states and D.C. to verify the information in our maps, giving each state one month to review the information and respond with edits. We specified that we would follow up with them weekly and if we do not hear back by the deadline, we would take their silence as approval of the data. Forty-six percent of the states and D.C. responded to our requests. If your state requires corrections, please email us at gse-csail@gse.upenn.edu.
The data for D.C. includes policies from both the Office of State Superintendent for Education (OSSE) and the D.C. Public Schools (DCPS) Central Office, since D.C. only has one district and DCPS policies largely affect school and teacher performance.
Wisconsin officials requested that we not publish their state data.

Mean = 7.84
SD = 2.60

View the Bar Graph

Overall

The Overall score associated with each state is the sum of all the other scores that the state received regarding specificity, consistency, authority, power, and stability.

Rating Key

Mean = 1.80
SD = 0.78

View the Bar Graph

Feature:

Specificity

Specificity Rating Key

Mean = 1.98
SD = 1.38

View the Bar Graph

Feature:

Consistency

Consistency describes the extent to which various policies are aligned and how policies relate to each other (or support each other).

Consistency Rating Key

Mean = 1.71
SD = 0.61

View the Bar Graph

Feature:

Authority

Authority Rating Key

Mean = 1.59
SD = 1.40

View the Bar Graph

Feature:

Power

Power describes how policies are reinforced and enacted through systems of reward/sanction.

Power Rating Key

Mean = 0.76
SD = 0.71

View the Bar Graph

Feature:

Stability

Stability describes the extent to which policies change or remain constant over time.

Stability Rating Key

State Teacher Evaluation Policies and the Features that Make Their Implementation Successful

Overall

Feature:

Specificity

Feature:

Consistency

Feature:

Authority

Feature:

Power

Feature:

Stability

Funded by

CONTACT US

Search form

State Teacher Evaluation Policies and the Features that Make Their Implementation Successful

Overall

Feature:

Specificity

Feature:

Consistency

Feature:

Authority

Feature:

Power

Feature:

Stability

Funded by

CONTACT US