Teacher Development and Evaluation (TDE)

The Purpose of Teacher Evaluation

Excellence in student achievement comes from great school systems and highly qualified teachers. Research continues to support what many parents, students, business and civic leaders, teachers, and administrators have long known to be true: effective teaching is among the most important education system factors in student learning.

The state of Minnesota requires school districts to evaluate licensed educators using a system that meets guidelines in statute (Minn. Stat,, §§ 123B.147 and 122A.40, Subd. 8, and § 122A.41, Subd. 5). This law, passed in 2012, changed the way public school systems evaluate licensed professional staff and continuing contract teachers. The Teacher Development and Evaluation system (TDE), as it is now known, was created to establish a uniform system that focuses on evidence-based reflective practice, peer review, student achievement, and summative administrative evaluation.

Lakeville Area Schools (LAPS) is committed to excellence in education and to building a highly qualified workforce. To meet these goals, LAPS uses a comprehensive approach to supporting and developing LAPS educators so that our district recruits, hires, supports, develops, and retains the best professionals to educate and support our students.

Teacher development and evaluation is at the heart of this philosophy and serves as the basis for the improvement of professional practice for teachers and student service professionals in LAPS. Use of research based and best practice evaluation models, such as the Charlotte Danielson Framework for Professional Practice, create the foundation of the TDE system.

How Teacher Development and Evaluation (TDE) in Lakeville Area Schools Works

The ultimate goal of the Lakeville Area Schools TDE system is to improve student achievement to the highest level through the assurance of quality instruction.

The Danielson model of teacher evaluation is aimed at giving teachers and administrators a common language in working toward continuous professional growth.

Goals of the Lakeville TDE System are to:

  • Set forth a set of shared definitions and values of professional practice
  • Promote a spirit of support and assistance among teachers
  • Provide clarity and equity to the evaluation process
  • Provide constructive feedback
  • Observe and reinforce outstanding service
  • Provide direction for professional development and growth
  • Create student learning goals and factor achievement data into the instructional process


Quality Compensation (Q Comp) law was enacted through a bipartisan agreement in the Minnesota Legislature in July 2005. It is a voluntary program that allows local districts and exclusive representatives of the teachers to design and collectively bargain a plan that meets the four components of the law. The four components under Q Comp include Career Ladder/Advancement Options, Job-embedded Professional Development, Teacher Evaluation, and Performance Pay and Alternative Salary Schedule.

Approved school districts receive up to $260 per student ($169 per student in state aid and $91 per student in board-approved levy) for the program. Charter schools and the Perpich Center for the Arts receive approximately $254 per student in state aid through an equalized levy, since these entities do not have authority to impose local tax levies. Intermediate, Education and Cooperative Districts receive $3,000 per teacher in state aid.

Currently, 105 school districts, 77 charter schools, one intermediate district and one education district have implemented programs or have been approved to implement Q Comp for the 2017-18 school year. These programs serve approximately half of the students in Minnesota public schools.

Lakeville Area Schools became a QComp district starting with the 2016-17 school year.

QComp Days added to the district calendar

QComp also includes what is called Job-Embedded Professional Development that comes in many different forms. The QComp days we have in our district calendar are used for professional development/training, PLC collaboration, student achievement data analysis, and non-student contact time to complete Teacher Development and Evaluation requirements.

When it comes to the fall and spring QComp days, professional objectives will always be the same. The parameters for professional development (PD) include: professional learning communities collaboration, student achievement data analysis, site-based PD determined by building leadership teams, growth-focused/reflective practice meetings with instructional coaches or administrators, and any district-driven PD determined by system needs or objectives.

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