Selección de Segmentos Meta

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure Yes

Professional

Development Yes Improvement Plans Yes

Public Reporting of Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation Yes

Dismissal Yes

Layoffs Yes

Licensure

Advancement No Require evidence of effectiveness to be a factor in determining whether teachers can renew their licenses or advance to a higher-level license. Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Place student teachers with cooperating teachers with evidence that they are effective in terms if student learning. Prep Program

Accountability No Include data that connect student achievement gains to teacher preparation programs in the state's accountability system.

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

46

www.nctq.org

Florida

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure Yes

Professional

Development Yes Improvement Plans Yes

Public Reporting of Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation Yes

Dismissal Yes

Layoffs Yes

Licensure

Advancement No Require evidence of effectiveness to be a factor in determining whether teachers can renew their licenses or advance to a higher-level license. Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching Placements Yes Prep Program Accountability Yes Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

Georgia

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure No Base tenure decisions on evidence of classroom effectiveness, rather than the number of years in the classroom.

Professional

Development Yes

Improvement Plans No Require that teachers who receive even one unsatisfactory evaluation be placed on structured improvement plans focused on areas that directly connect to student learning.

Public Reporting of Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation No Develop compensation structures that recognize teachers for their effectiveness. Dismissal Yes

Layoffs Yes

Licensure

Advancement Yes Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Utilize the teacher evaluation results, which provide evidence of effectiveness in the classroom, in the selection of effective cooperating teachers Prep Program Accountability Yes Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

48

www.nctq.org

Hawaii

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure Yes

Professional

Development No Ensure that districts utilize teacher evaluation results in determining professional development needs and activities. Improvement Plans Yes

Public Reporting of Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation Yes

Dismissal Yes

Layoffs No Require that districts consider classroom performance as a factor in determining which teachers are laid off during reductions in force.

Licensure

Advancement No Require evidence of effectiveness to be a factor in determining whether teachers can renew their licenses or advance to a higher-level license. Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Place student teachers with cooperating teachers with evidence that they are effective in terms if student learning. Prep Program

Accountability No Include data that connect student achievement gains to teacher preparation programs in the state’s accountability system.

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

Idaho

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Evaluation of Teacher

Effectiveness No Require that evidence of student learning be the most significant criterion in any teacher evaluation system. A teacher should not be able to receive a satisfactory rating if found to be ineffective in the classroom.

Tenure No Base tenure decisions on evidence of classroom effectiveness, rather than the number of years in the classroom.

Professional

Development No Ensure that districts utilize teacher evaluation results in determining professional development needs and activities.  Improvement Plans No Require that teachers who receive even one unsatisfactory evaluation be placed

on structured improvement plans focused on areas that directly connect to student learning.

Public Reporting of Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation No Develop compensation structures that recognize teachers for their effectiveness. Dismissal No Specify that classroom ineffectiveness is grounds for dismissal so that districts do not

feel they lack the legal basis for terminating consistently poor performers.

Layoffs No Require that districts consider classroom performance as a factor in determining which teachers are laid off during reductions in force.

Licensure

Advancement No Require evidence of teacher effectiveness to be a factor in determining whether teachers renew or advance their licenses. Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Place student teachers with cooperating teachers with evidence that they are effective in terms if student learning. Prep Program

Accountability No Include data that connect student achievement gains to teacher preparation programs in the state’s accountability system.

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

50

www.nctq.org

Illinois

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure Yes

Professional

Development No Ensure that districts utilize teacher evaluation results in determining professional development needs and activities. Improvement Plans Yes

Public Reporting of Aggregate Teacher Ratings

Yes

Compensation No Develop compensation structures that recognize teachers for their effectiveness. Dismissal Yes

Layoffs Yes

Licensure

Advancement Yes Require evidence of teacher effectiveness to be a factor in determining whether teachers renew or advance their licenses, in addition to the current policy which allows for license revocation of those with low ratings.

Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements Yes Prep Program

Accountability No Include data that connect student achievement gains to teacher preparation programs in the state's accountability system.

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

Indiana

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure Yes

Professional

Development No Strengthen current policy by requiring that all teachers receive professional development that is aligned with their evaluation results, not just those with low ratings. Improvement Plans No Require that teachers who receive even one unsatisfactory evaluation be placed on

structured improvement plans focused on areas that directly connect to student learning. Public Reporting of Aggregate Teacher Ratings Yes Compensation Yes Dismissal Yes Layoffs Yes Licensure

Advancement No Require evidence of teacher effectiveness to be a factor in determining whether teachers renew or advance their licenses. Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Place student teachers with cooperating teachers with evidence that they are effective in terms if student learning. Prep Program

Accountability No Include data that connect student achievement gains to teacher preparation programs in the state's accountability system.

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

52

www.nctq.org

Iowa

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Evaluation of Teacher

Effectiveness No Require that evidence of student learning be the most significant criterion in any teacher evaluation system. A teacher should not be able to receive a satisfactory rating if found to be ineffective in the classroom.

Tenure No Base tenure decisions on evidence of classroom effectiveness, rather than the number of years in the classroom.

Professional

Development No Ensure that districts utilize teacher evaluation results in determining professional development needs and activities. Improvement Plans No Require that teachers who receive even one unsatisfactory evaluation be placed on structured

improvement plans focused on areas that directly connect to student learning. Public Reporting of

Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation No Develop compensation structures that recognize teachers for their effectiveness. Dismissal No Specify that classroom ineffectiveness is grounds for dismissal so that districts do not

feel they lack the legal basis for terminating consistently poor performers.

Layoffs No Require that districts consider classroom performance as a factor in determining which teachers are laid off during reductions in force.

Licensure

Advancement No Require evidence of effectiveness to be a factor in determining whether teachers can renew their licenses or advance to a higher-level license. Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Place student teachers with cooperating teachers with evidence that they are effective in terms if student learning. Prep Program

Accountability No Include data that connect student achievement gains to teacher preparation programs in the state's accountability system.

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

Kansas

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure No Base tenure decisions on evidence of classroom effectiveness, rather than the number of years in the classroom.

Professional

Development No Ensure that districts utilize teacher evaluation results in determining professional development needs and activities. Improvement Plans No Require that teachers who receive even one unsatisfactory evaluation be placed

on structured improvement plans focused on areas that directly connect to student learning.

Public Reporting of Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation No Develop compensation structures that recognize teachers for their effectiveness. Dismissal No Specify that classroom ineffectiveness is grounds for dismissal so that districts do not

feel they lack the legal basis for terminating consistently poor performers.

Layoffs No Require that districts consider classroom performance as a factor in determining which teachers are laid off during reductions in force.

Licensure

Advancement No Require evidence of teacher effectiveness to be a factor in determining whether teachers renew or advance their licenses. Licensure

Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Place student teachers with cooperating teachers with evidence that they are effective in terms if student learning. Prep Program

Accountability No Include data that connect student achievement gains to teacher preparation programs in the state’s accountability system.

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

54

www.nctq.org

Kentucky

POLICY AREA

Is state connecting this policy area to teacher evaluation/

effectiveness? Recommendation for State Action

Tenure No Base tenure decisions on evidence of classroom effectiveness, rather than the number of years in the classroom.

Professional

Development No Strengthen current policy by requiring that all teachers receive professional development that is aligned with their evaluation results, not just those with low ratings.

Improvement Plans No Require that teachers who receive even one unsatisfactory evaluation be placed on structured improvement plans focused on areas that directly connect to student learning. Public Reporting of

Aggregate Teacher Ratings

No Make aggregate school-level data about teacher performance publicly available to shine a light on how equitably teachers are distributed across and within school districts. Compensation No Develop compensation structures that recognize teachers for their effectiveness. Dismissal No Specify that classroom ineffectiveness is grounds for dismissal so that districts do not

feel they lack the legal basis for terminating consistently poor performers.

Layoffs No Require that districts consider classroom performance as a factor in determining which teachers are laid off during reductions in force.

Licensure

Advancement No Require evidence of effectiveness to be a factor in determining whether teachers can renew their licenses or advance to a higher-level license. Licensure Reciprocity No Make evidence of teacher effectiveness the basis for granting licenses to out-of-state

candidates, especially for those who come from states that make student growth a significant factor in evaluations.

Student Teaching

Placements No Place student teachers with cooperating teachers with evidence that they are effective in terms if student learning. Prep Program

Accountability No Collect data that connect student achievement gains to teacher preparation programs. 

Prep Program Accountability Tenure Licensure Advancement Student Teaching Placements Licensure Reciprocity

Evaluation of

teacher effectiveness

Professional Development Improvement Plans Reporting of Aggregate Teacher Ratings Compensation Dismissal Layoffs

In document Determinar el comportamiento de compra del consumidor que vive en el Distrito Metropolitano de Quito, mayor a 45 años de edad con respecto al sector de la moda textil, que pertenezcan a los niveles Socioeconómicos medio y alto (página 43-45)