Chapter 57 of the Laws of 2007 stipulates that New York State teachers cannot be awarded tenure unless they successfully use student performance data (including, but not limited to, performance on state assessments) to guide their instruction. A 2008 amendment to Chapter 57 prohibits districts from using test scores to evaluate teachers, while maintaining the requirement that teachers use test scores to improve instruction.

School districts must therefore provide teachers with "timely and relevant student data." Districts, schools of education, and other professional development services must help teachers learn how to integrate assessment results into their planning and classroom practices.

This is big. What are districts doing to help teachers meet this tenure requirement and professional obligation? How are teachers meeting this personal challenge?

This entry is also posted in the Data Group at https://schoolleadership.ning.com/group/data. Please post your comments in the Data Group so others can follow the discussion!

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Comment by Karenann Volinski on May 8, 2008 at 8:52pm
It is critical for teachers and administrators to access and interpret their student data to inform the instruction provided intheir district to help students maximize not only their performance on state assessments but also their learning and critical thinking skills. Helping remove the "fear" of the data and make it user friendly goes a long way to empower teachers to see the data as a useful tool in their lessons. This legislation illuminates the importance of using the tools that are available (data). Formative and summative assessments along with observation can all produce valuable data to inform instruction at any level.

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