Tenure: What the DOE’s new framework means for you

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Realizing how many probationary teachers in her Brooklyn district needed help preparing for tenure, UFT District 20 Representative Ellen Driesen invited them and District 20 Superintendent Karina Constantino to an Oct. 4 informational seminar. Some 80 flocked to the workshop including (from left) Katy Fang and Maria Schierenbeck, both from PS 310, and Vicky Liu of PS 105, where they discussed what constitutes good teaching practice.

Do you expect to be up for tenure? If so, become familiar with the Department of Education’s new Tenure Decision-making Framework.

The new new framework, which was introduced in the 2010-2011 school year, guides principals in making tenure decisions. It is available here. Here are the important changes:

Four levels of effectiveness

Besides recommending a “completion of probation,” principals will now also file a Tenure Recommendation Form, indicating whether tenure should be: 1. granted; 2. extended; or 3. denied.

The framework spells out four categories of effectiveness: “highly effective,” “effective,” “developing” and “ineffective.” Principals are encouraged to recommend for tenure only teachers they deem “highly effective” or “effective” using the framework’s criteria.

Teachers whom principals consider “developing” will have their probation extended for another year to see if they improve; those whom principals judge “ineffective” will have tenure denied.

Criteria to justify principal recommendations

The new framework asks principals to base their tenure recommendations on three broad areas of teacher performance, which they must justify with evidence:

Instructional Practice as reflected in planning, classroom delivery, the creation of student assessments and a commitment to self-improvement. Evidence can include formal and informal classroom observations, teacher work products and annual reviews.

Professional Contributions to the school, community and profession. Evidence can include feedback from students, parents and colleagues; attendance and punctuality; work products related to Comprehensive Educational Plan (CEP) goals; and teacher teams.

Impact on Student Learning, defined as gains on state standards as evidenced by student work products and portfolios; passing rates; and achievement on Regents and other exams.

The UFT is monitoring the implementation of these criteria to make sure they are appropriately and fairly applied.

Tips for probationary teachers

Here are some steps you can take to prepare for your tenure decision:

Know your tenure date: This is when your principal will make a recommendation. It should be three years from your appointment date, but check with your payroll secretary.

Keep good records. Gather records that reflect on your performance such as annual reviews: observation reports; and letters or notes from your supervisor, mentor, colleagues or parents. Also keep a record of your nonteaching activities in your school.

Be proactive. The DOE has instructed principals to “meet personally with each tenure-eligible teacher to review his or her work well in advance of the tenure decision.” If you have such a meeting and think you are in danger of not being recommended for tenure, or if your principal does not meet with you and you are concerned, call your UFT borough office and ask if someone can review your records. Also, plan to check what is in your personnel file. If you find anything inappropriate or unexpected, consult your chapter leader.

Stay informed. Read the FAQs on the DOE’s website. Attend one of the UFT’s upcoming seminars for probationary teachers. To learn when such meetings will be held, check the new teacher events calendar.