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Educator Effectiveness

Planning

November 19-20, 2015

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Topics

PEPG system implementation timeline and expectations

Overview of PEPG system components

PEPG system development grant money and DOE support

Biennial budget provisions

ESEA Waiver Renewal and ESEA Reauthorization

Equitable Access Plan

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PEPG System

Implementation Timeline

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Timeline

May 2015- Pilot Readiness guide resources provided on website

Spring 2015—As a follow-up to the guidance document, in early June, the

Department released an Intent to Pilot Survey, to be completed by July 15th

Fall 2015- PEPG development grant monies will be awarded to all eligible

districts

School Year 2015-2016—Both teacher and principal PEPG plans should be

piloted in 2015-16 school year

Mid-end of School Year, 2015-2016—The Department will seek submittal of

system plans for approval at the end of the pilot year, after districts have

had the opportunity to make adjustments to their plans. The submittal

reporting will likely be in increments to make data input manageable for

SAUs.

Plans should be submitted not less than 90 days before the

beginning of the school year in which the PEPG system will be used.

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Submittal Requirements: Overview of

PEPG System Components

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5 Approved DOE Models for Teachers

1. The National Board for Professional Teaching Standards (NBPTS)

Five Core Propositions and Indicators, along with the rubrics

created by the Maine Schools for Excellence;

2. The Framework for Teaching, by Charlotte Danielson; and

3. The Marzano Art and Science of Teaching Framework.

4. The Kim Marshall Teacher Evaluation Rubrics

5. MSAD 49 Teacher Evaluation Rubric, based on the Kim

Marshall Teacher Evaluation Rubrics

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1. National Board Core Propositions for Accomplished Educational Leaders,

adopted by the National Board for Professional Teaching Standards in

2009, along with the rubrics created by the Maine Schools for

Excellence; and

2. The principal professional practice evaluation model created by the

Supervision and Evaluation Committee of the Maine Principal’s

Association, dated September 2013 and posted on the Association’s

Website at www.mpa.cc.

3. The Marzano School Leader Evaluation Model

4. The Kim Marshall Principal Evaluation Rubrics

4 DOE Approved Models for Principals

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A system for the selection, development, review and

approval of individual educators’ student learning and

growth measures.

Explanation of how growth measure is a “significant factor”

(Section 7 Subsection 1).

If a school chooses to use team-wide, school-wide or other

collective measures of student learning and growth in the

evaluation of a teacher, the process for creating such

measures and seeking teacher approval of the use of

collective measures.

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A description of other measures of

educator effectiveness, if any, that will

be used in determining educators

summative effectiveness rating.

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A description of the four summative effectiveness categories.

The method of combining multiple measures of educator effectiveness.

Weights and / or targets and actual performance to arrive at summative

effectiveness ratings.

Consequences of being placed at each rating level.

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Training requirements for educators

Process for selecting teacher of record

A description of how educators

understand that they can fully

participate in the system

Can be… but not limited to:

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A description of how teachers and principals were fully involved

in the development process of the PEPG system.

A description of when and how steering committee members

were formed and the mechanism by which they will ensure system

alignment to district goals.

A description of PEPG system pilot and what if any changes were

made as a result of the pilot.

School board approval

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Biennial Budget

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14©2015 U.S. Education Delivery Institute

Approximately $1M in funding to support PEPG

development for 2015-2016

Grants in the amount of $4,600 will be awarded to

eligible SAUs (Grant $ is contingent on June 9th survey

completion and application)

Some funds will be utilized to consolidate and update

PEPG development resources (DOE Planning SLO

Regional SLO Events February 9-11).

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ESEA Waiver Renewal

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ESEA Waiver Renewal Impacts

Title II

No required district level plan for districts with less

than 100% HQT for 2 years

$ can be used for PD or any other support to

implement PEPG systems

PEPG –

Use of state assessments is required

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ESEA Waiver Reauthorization

If ESEA is reauthorized then there may be changes to

state and federal requirements.

See Commissioner’s Weekly Update

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Equitable Access Plan

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Maine’s Equity Gaps

Students from high-poverty, isolated-small and high-risk schools

are served by inexperienced and out-of-field teachers more

often than students in other settings.

Students in high-poverty, isolated-small schools and high-risk

schools are served by teachers who work in the school for shorter

periods of time (higher turnover) than students in other settings.

Students in high school are served by principals who work in the

school for shorter periods of time (higher turnover) more often

than students in elementary schools and, overall, principal

turnover is higher than teacher turnover.

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Development Process

1. Identify Relevant and Available Data

2. Analyze Data and Identifying Equity Gaps

3. Brainstorm Root Causes and Strategies

4. Map Strategies to Root Causes

5. Develop Plan – including ongoing stakeholder

engagement

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Three Strategic Action Areas

Recruitment and Retention

State Policies Driven Incentives

Educator Preparation Enhancements

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Educator Effectiveness Contact

Charles Lomonte, Educator Effectiveness Coordinator

23 State House Station Augusta, ME 04333

Charles.lomonte@maine.gov

Phone(207)-624-6748

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