Professional Growth & Evaluation

All districts in Maine are required to have a new system of teacher and principal evaluation approved by June of 2015.  According to the law, an initial stakeholders' group will do the work of designing the plan.

The law reads "each unit shall develop a system that meets the standards of this chapter, in collaboration with teachers, principals, administrators, school board members, parents and other members of the public."  

In AOS 93, we have established a Professional Growth & Professional Evaluation (PGPE) Committee with representation from teachers, administration, school board and parents.  This initiative is an opportunity to improve administrator, teacher and student learning. The work of the Committee, as well as links to other important information are posted.

RESOURCES

Maine DOE Teacher Performance Evaluation & Professional Growth Model (T-PEPG Model) Handbook & Implementation Guide for SAUs (PDF; MS Word version The guide used by the PEPG Committee for meeting the requirements of the Maine statute and rule.

Maine DOE Student Learning Objective (SLO) Framework Handbook for Teachers and Administrators. (PDF); MS Word version This companion to the Maine DOE T-PEPG Model (above) provides detailed guidance on developing Student Learning Objectives (SLOs) to satisfy the state’s requirements for using student academic data to foster and evaluate the impact of teachers on student learning and growth.

Maine DOE Educator Effectiveness Website
  A guide to local SAUs in developing and implementing a model.  Most current information and updates.
PGPE MEETING MINUTES
January 12, 2015
December 8, 2014
November 24, 2014
October 27, 2014
September 29, 2014
September 8, 2014

WHY ARE MAINE SCHOOLS IMPLEMENTING SLOs?



The SLO process provides a valuable opportunity for teachers and principals to have rich professional conversations that are focused on educational expectations. Research demonstrates that educators who set rigorous objectives for their students often realize greater improvement in student performance. In addition, SLOs give educators, districts, and state leaders an additional means by which to understand, value, and recognize success in the classroom.

HOW DO SLOs FIT INTO AN EDUCATOR’s EVALUATION?
SLOs will be used as part of each teacher’s evaluation as a measure of student growth.

In the 2014–15 school year, each teacher will write two SLOs. The SLO development process will give teachers a voice in how they will be evaluated while providing a vehicle for connecting teacher-set goals to content standards, district goals, and local initiatives.


WHAT ARE SLOs?
SLOs are measurable goals that teachers set for their students at the start of a course or period of study and are approved by administrators.

SLOs target the specific learning needs of students, focusing on specific local, state, or national standards that require emphasis based on a thorough review of available data.

Within each SLO, teachers specify a growth target—a quantifiable amount of student learning expected by the end of the course, usually measured as growth between pre-assessment and post-assessment.

The creation of SLOs, in most cases, is a team effort. Each SLO is the result of collaboration and consultation among teacher colleagues and administrators.


Links to sample SLOs will be provided here as examples.