Regulation 05 - State 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 .05. Please contact Edmund Mitzel, Executive Director, with any questions at edmund.mitzel@maryland.gov.

Thank you.

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* 3. A. The purpose of the state evaluation model is to foster student achievement through the continuous improvement of educators and school leaders. If the school system and the exclusive employee representative do not reach agreement on an evaluation system or if the state does not approve the local evaluation model then the state evaluation model shall be adopted by the school system.

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* 4. B. The state evaluation model for teachers shall include:

(1) A student growth component that comprises 30 percent of the evaluation. Student growth shall be assessed by multiple measures from a clearly articulated baseline to one or more points in time. Student growth shall 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 is 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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* 5.  (2) A professional practice component that comprises 70 percent of the teacher’s evaluation. The Danielson Framework for Teaching shall be used to evaluate the professional practice of teachers. The Danielson Framework aligns to the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards and the National Board Teaching Standards Five Core Propositions.  The Danielson Framework identifies the rigor required to meet the standard and the claims and evidence of observed instruction. The Danielson Framework is divided into four domains that will be weighted in the following ways:

(a) Planning and preparation — 17.5 percent;

(b) Classroom environment — 17.5 percent;

(c) Instruction —20 percent; and

(d) Professional responsibility — 15 percent;

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* 6. (3) Classroom observations shall be conducted in the following way:  

(a) Classroom observations shall be conducted by a qualified observer.

(b) An evaluation of a teacher’s professional practice 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 the observation, announced or unannounced, the qualified observer shall inform the teacher.

(e) An observation report, hard copy or electronic, shall be shared with the teacher within 7 work days.

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

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

(4) The summative rating is the composite of student growth and professional practice measures assigned by a qualified evaluator. Teachers will earn an overall rating of highly effective, effective, developing, or ineffective.  

(5) Professional learning, resources, and mentoring shall be provided for teachers who are evaluated as ineffective and for all non-tenured teachers. 

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* 7. C.  The state evaluation model for school-level administrators (principals, assistant principals) shall include:

     (1) A whole school measure that comprises 30 percent of the evaluation. The whole school measure shall 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 or percent from the 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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* 8. (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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* 9. (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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