Regulation 04 - Local School Model

The Office of Leadership Development and School Improvement is in the process of improving the teacher and principal evaluation system in Maryland. Revisions to the regulations focus on improving the professional practice domains and student growth measures for the teacher and principal evaluation system. 

The purpose of the survey is gather information on the proposed draft regulations for the teacher principal evaluation system. Draft regulations have been shared with stakeholder groups around the state to allow participants an opportunity to provide feedback and input. All information in this survey will be confidential and will only be used to improve the draft regulations. 

For more information read Regulation .04. Please contact Edmund Mitzel, Executive Director, with any questions at edmund.mitzel@maryland.gov.

Thank you.

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* 1. Identify your current role.

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* 2. What school system are you in?

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* 3. A. An evaluation system for teachers and principals developed by a local education agency in mutual agreement with the exclusive employee representatives shall include performance evaluation criteria, at a minimum, based on multiple measures, and on the general standards set forth in §§B and C of this regulation.

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* 4. (1) An evaluation model shall include professional practice measures aligned to the Framework for Teaching. The Framework for Teaching identifies rigor required to meet the standard and claims of evidence of observed instruction. The domains for professional practice include:

(a) Planning and preparation;

(b) Classroom environment;

(c) Instruction; and

(d) Professional responsibility; where Instruction carries more weight.

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* 5. (2) An evaluation system shall provide, at a minimum, for an overall rating of highly effective, effective, developing or ineffective.

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* 6. (3) Classroom observations shall play a role in the evaluation system, at a minimum, in the following ways:

(a) Classroom observations of teachers’ professional practice shall be conducted by a qualified observer;

(b) An evaluation of a teacher’s professional practice, including planning and preparation, classroom environment, and instruction shall be based on at least two classroom observations during the school year;

(c) An evaluation report that evaluates a teacher as ineffective shall include observations by more than one qualified observer;

(d) At the beginning of an observation, announced or unannounced, the qualified observer shall inform the teacher;

(e) A written observation report, hard copy or electronic, shall be shared with the teacher within a reasonable period of time and shall provide for written comments or reactions by the teacher being observed and shall be attached to the written report;

(f) A teacher shall sign electronically or manually the observation report to acknowledge receipt; and

(g) An observation shall provide actionable feedback, supports and a reasonable timeline to demonstrate improvement in areas marked as developing or ineffective.

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* 7. (4) An evaluation model shall include student growth measures. The student growth component shall comprise, at a minimum, 30 percent of the evaluation. Student growth must be assessed by multiple measures from a clearly articulated baseline to one or more points in time. Student growth can be measured in the following ways:

     (a) Two student learning objectives developed by local school system supervisors and/or school-based administrators in collaboration with teachers that are informed by state or local assessment data or

   (b) Objective measures of student performance that assess the progress of students over a specified timeframe. Other growth measures shall be approved by the Maryland State Department of Education.

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* 8. (C) General Standards: Principal Evaluation model. A principal’s evaluation model shall include:

(1) A whole school measure that comprises at a minimum, 30 percent of the evaluation. The whole school measure must include student growth. Student growth assessed by multiple measures from a clearly articulated baseline to one or more points in time in the following ways:

(a) The total earned points percent on Maryland Report Card;

(b) Two student learning objectives developed by the principal in collaboration with the principal supervisor that is informed by state or local assessment data; or

(c)   Other objective whole school measures. Measures shall be approved by the Maryland State Department of Education.

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* 9. (2) A professional practice component shall comprise 70 percent of the evaluation. The Professional Standards for Educational Leaders (PSEL) Rubric shall be used to evaluate the professional practice component. The rubric identifies the standards for performance evaluations, the rigor required to meet the standard, and the claims and evidence of leadership practice.

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* 10. (3) The summative rating is the composite of the whole school measure and professional practice measures assigned by a principal supervisor. School-level administrators will earn an overall rating of highly effective, effective, developing, or ineffective.

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