Removing Barriers

Why does this matter?

While well-intended, some state policies, like class-size restrictions, can inhibit districts’ ability to innovate with strategic staffing models, since some approaches require implementing larger class sizes or allowing highly effective teachers to take on additional students. Waivers, if accompanied by a well-detailed plan and evaluation process, can be a powerful tool to give districts flexibility to innovate.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does North Dakota allow districts to request waivers for class size or student-teacher ratio policies or do they not have a policy in this area?

How did North Dakota respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.

Why does this matter?

Creating meaningful leadership opportunities requires flexibility for teachers to serve as team leaders. As a team leader, teachers need to observe and guide their teams, which may consist of teachers, residents, and paraprofessionals. When policy restricts the ability of teachers to be formal observers,¹ it limits career pathways for teachers who do not want to be administrators yet want to serve in a leadership capacity. As team leaders, teachers can provide content-specific, consistent, ongoing, and meaningful feedback—filling a void that often exists in most current structures.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does North Dakota permit or not restrict teachers from formally observing other teachers?

How did North Dakota respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.

Why does this matter?

Many strategic staffing models ask teachers to work alongside each other on teams. But some state policy may restrict how teachers leverage their planning time. States can create waivers for districts implementing strategic staffing models, ensuring that planning time can be leveraged more flexibly and creatively to provide teacher teams with time to collaborate.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does North Dakota permit districts and schools to determine how teachers use their planning time?

How did North Dakota respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.

Why does this matter?

When state policy restricts the roles of paraprofessionals, residents, and other support staff (assuming they are being supervised by a licensed teacher), it limits how schools can think creatively about using all the adults in the building to best meet student needs.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does North Dakota permit or not restrict paraprofessionals or teachers aides from supporting instructional activities under the supervision of a licensed teacher?

What are NCTQ’s recommendations for North Dakota?

• Allow districts to apply for a waiver to use paraprofessionals or instructional aides to support instructional activities if under the supervision of a licensed teacher

How did North Dakota respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.

Why does this matter?

States have an interest in tracking student progress and linking it to specific teachers to effectively measure and assess student growth. In many strategic staffing models, state policy may need to be flexible to allow local districts to create team-based accountability, where teachers are held accountable for team outcomes.

How did we evaluate state policy for this action?

NCTQ analyzed state policy to identify: Does North Dakota restrict districts from attributing team outcomes to teacher evaluation or do they not have a policy in this area?

How did North Dakota respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.