For the past two years, as part of a larger set of efforts to recognize outstanding teaching and build school capacity to foster teacher development, the DOE has focused on elevating teacher tenure so it is understood as a reward that distinguishes our most effective teachers.
In the 2010-11 school year, the DOE introduced a framework to guide the tenure decision-making process in order to ground tenure decisions in a discussion about the quality of teacher practice. The framework encourages the review of multiple measures of teacher effectiveness across three categories: impact on student learning, instructional practice, and professional contributions. Principals are expected to recommend the granting of tenure only to those teachers who have demonstrated effective practice in all three categories.
This year, we have introduced a citywide instructional expectation focused on all teachers’ practice – that principals engage in short, frequent cycles of classroom observation and feedback using a common, research-based rubric. This expectation conveys the DOE’s intention that teachers receive regular formative feedback and support, and that there be processes in place to capture evidence of the quality of teacher practice.