Removing Barriers - State Teacher Policy Database

Rhode Island's Performance

Ungraded

NCTQ evaluates whether states are effectively using a policy lever by examining if they allow certain waivers to support strategic staffing, permit teachers to observe their colleagues, allow districts and schools to determine how teachers use their planning time, permit paraprofessionals or aides to support instruction, and allow districts to use team outcomes in teacher evaluations. Explore the key actions below to learn more about how Rhode Island is implementing policies that Remove Barriers to Strategic Staffing.

Why does this matter?

Although state policy is often not a significant hurdle to implementing strategic staffing models, there are several barriers that states can eliminate to support districts implementing innovative staffing models, including class size restrictions, restrictions on how teachers use their time, and more.

What are the key actions Rhode Island should take?

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 Rhode Island allow districts to request waivers for class size or student-teacher ratio policies or do they not have a policy in this area?

Yes

How did Rhode Island 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 Rhode Island permit or not restrict teachers from formally observing other teachers?

Yes

How did Rhode Island respond to NCTQ’s analysis?

The state provided additional information that modified the original 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 Rhode Island permit districts and schools to determine how teachers use their planning time?

Yes

How did Rhode Island 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 Rhode Island permit or not restrict paraprofessionals or teachers aides from supporting instructional activities under the supervision of a licensed teacher?

Yes

How did Rhode Island 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 Rhode Island restrict districts from attributing team outcomes to teacher evaluation or do they not have a policy in this area?

Yes

How did Rhode Island respond to NCTQ’s analysis?

The state verified the accuracy of this analysis.

See what these exemplars are doing in this policy area:

North Carolina

Texas

Arizona

Key Resources

Reimagining the Teaching Role

Explore NCTQ’s detailed 2024 analysis of strategic staffing policies.

Explore resource

Reimagining the Teaching Role: Models and Approaches

Learn more about popular national models for restructuring schools to better meet student and teacher needs.

Explore resource

Outdated models won’t drive future success : Six reasons to reimagine the teaching role

Read more about why some state leaders are investing in strategic staffing policies.

Explore resource

Reimagining the Teaching Role: Research Summary

Dive into the research leading states and districts to innovate with strategic staffing models.

Explore resource

References

NCTQ defines observations in this context as those that count toward a teacher’s evaluation.

Rhode Island's Performance

Ungraded

Why does this matter?

What are the key actions Rhode Island should take?

The state allows districts to request a waiver for class size or student-teacher ratio policies, or the state does not have a policy in this area

Why does this matter?

How did we evaluate state policy for this action?

How did Rhode Island respond to NCTQ’s analysis?

The state permits or does not restrict teachers from formally observing other teachers

Why does this matter?

How did we evaluate state policy for this action?

How did Rhode Island respond to NCTQ’s analysis?

The state permits districts and schools to determine how teachers use their planning time

Why does this matter?

How did we evaluate state policy for this action?

How did Rhode Island respond to NCTQ’s analysis?

State policy permits or does not restrict paraprofessionals or teacher’s aides from supporting instructional activities under the supervision of a licensed teacher

Why does this matter?

How did we evaluate state policy for this action?

How did Rhode Island respond to NCTQ’s analysis?

The state permits or does not restrict districts from attributing team outcomes to teacher evaluations

Why does this matter?

How did we evaluate state policy for this action?

How did Rhode Island respond to NCTQ’s analysis?

See what these exemplars are doing in this policy area:

Key Resources

Reimagining the Teaching Role

Reimagining the Teaching Role: Models and Approaches

Outdated models won’t drive future success : Six reasons to reimagine the teaching role

Reimagining the Teaching Role: Research Summary

References