1. Teacher Development & Evaluation Statute (TDE)
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2. Education Minnesota Resources
Access Education Minnesota’s Resources at
Lots more here besides the booklet we are giving you – including links to the actual statute and the state’s model plan
First, let people know that there are tons of resources on the Education Minnesota website. We will be providing this particular booklet to each member in their mailboxes. There are tons and tons of questions surrounding how this will look. You won’t be able to answer them all today. Some of our questions can be answered on EdMN’s site.

3. What is TDE?
State Statute 122A.40 and 122A.41 mandates each district has a TDE (Teacher Development & Evaluation) plan in place by
Each district must either:
Develop our own plan through joint agreement OR
Use the state default model OR
Develop a hybrid of our own and state model
Our last round of bargaining approved developing local plan (Letter of Understanding).

4. Teacher/Principal Development & Evaluation Investigation Committee
Members:
Jane Sorensen, Gail Tratz (OEA – represent Executive Board, Instruction and Professional Development chair, Member Rights, and Negotiations between them)
Linda Skrien, Teri Preisler (DO representatives)
Mark Randall, Julie Sullivan (Building principals)
Group has attended three meetings in learning about what the statute requires and examining the Minnesota Department of Education’s default model
Updates were shared via by Superintendent Grant
If anyone asks – statute was also developed for the annual evaluation of principals alongside the teacher development and evaluation statute. Principals must implement their evaluation plan next school year ( ).

5. Background and Context
The statute was designed “to improve student learning and success” and to “develop, improve and support teachers and effective teaching practices”.
Statute provides for consistency and accountability in teacher development and evaluation
We have an opportunity to be part of designing own evaluation and development processes for the first time.
Emphasize that this is our opportunity to take part in designing our own evaluation and professional development, and we have had minimal opportunity before.
This should be viewed as a growth model.

6. How will teachers be evaluated?
Evaluation will be based on the components of teacher practice, student engagement and connection, and student learning & achievement.
At least 35% of the evaluation must be based on student learning and achievement. We decide how to proportion everything else.
We will need to decide how to create a numerical representation of teacher performance
Teachers not performing adequately must receive support according to statute
3-year review cycle
Supported by peer review and professional development all three years
One summative evaluation every three years by a trained evaluator
35% of our evaluation is based on student growth data (Student Learning and Achievement). The committee will decide how to divide everything else up.
Teachers who are not on continuing contract still have three evaluations annually – the first one must occur in the first 90 days of employment. This part is not changed from previous statute.
It seems most likely that our “trained evaluator” for summative evaluations would be an administrator. Ultimately the TDE committees will decide that.
35%

7. Major Components of the TDE Statute
Teacher Growth
Development and Evaluation
Measurement
Individual Growth and Development Plans
Peer Review Process
Value-Added Assessment Models
Professional Learning Communities
Summative Evaluations
Growth Models
Job-Embedded Professional Development
Portfolio Option
Student Engagement and Connection
Mentoring and Induction
Teacher Improvement Process
These are some of the components of the TDE statute that will need further exploration and specific guidelines. We anticipate that some or all of these might have subgroups working on the specifics for each of these, so consider if you are interested in being involved in the work for these areas.
Subgroups of a larger committee are working on each of these areas.

8. Next Steps…
Formed an Advisory Committee that will create our local plan
Committee consists of administrators and teachers
Timeline: Have a plan to present to OEA and School Board by end of March

9. TDE Advisory Committee
Will make major decisions and oversee creation of our plan
Joint committee comprised of approximately 25 union members and 10 administrative representatives
Characteristics important for members:
Reliable
Thoughtful
Honest with authority figures
Have earned the trust and respect of colleagues
Command respect in the district and community

10. Major Tasks of TDE Advisory Committee
Expect two meetings this spring and ongoing meetings throughout next year
Elect Co-Chairs (OEA Chair – Matt McCartney, Administrator Chair- Amy LaDue)
Develop joint belief statement
Beliefs will guide committee’s planning decisions
Union belief survey data is available on TDE section in Staff Links
Develop communication model
District website: “Staff Links” has section for TDE
All minutes and documents for sharing will be posted there
Develop and communicate TDE plan for by next spring
OEA and School Board then vote and ratify the plan
Failure to reach joint agreement on plan = use state model

11. Selection Process for TDE Advisory Committee
Interested members submit a letter of interest to President Andrix (form is posted on website)
Executive Board will review the submissions and advise President Andrix to appoint union members to the joint committee. Will check for representation from:
Buildings
Grade levels
Specialists (counselors, special education, ECSE, TOSA, media specialist)
Leadership experience
Bargaining experience
Teacher rights experience
Submit letter of interest to Matt McCartney by March 22
TDE Advisory Members notified by March 29
Go here and then select “Documents” on the left to download the form.

12. Be informed Be involved
We can do this together!
Be informed Be involved
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