Developing and Evaluating

Teachers in Montgomery
County Public Schools
SMHC Presentation
November 4, 2009
 The MCPS Strategic Plan:
Our Call to Action

GOAL 4: PROFESSIONAL GROWTH

SYSTEM – BUILDING WORKFORCE
CAPACITY FOR HIGH-QUALITY SCHOOLS
Policy GAA: Positive Work Environment in a Self-
renewing Organization
HIGHLY QUALIFIED WORKFORCE
THAT REFLECTS THE DIVERSITY
OF OUR COMMUNITY

Retain
Recognize
Evaluate
Develop
Mentor
Hire
Recruit
Attract
WHAT IS “IT?”
 The concept of the PGS is based on research that showed
a good teacher is the most important factor in student
success.

 Initiated by a partnership between the teacher’s union

and the district as a part of a mutual focus on teacher
quality.

 The T PGS is not the typical approach to evaluation and

professional growth and development in public
education.
HISTORY
Late ’90’s
New Evaluation System Needed

Interest-Based Bargaining

New Contract Article on

Professional Development
HISTORY

SYSTEM COMMITMENT

Professional Development Joint

Workgroup

Increased Funding for organizational

development
HISTORY

Union Vice President and a

Principal became the
ambassadors to schools

Three year phase-in

Components of Teacher PGS

have been in operation for 10
years
CURRENT STATE
Teacher PGS Administrator Support
PGS Professional
PGS
Six professional Six leadership Seven
standards standards professional
competencies
Developed with Developed with Developed with
MCEA MCAASP SEIU Local 500
Common Components:
Attracting/Recruiting; Mentoring; Developing;
Evaluating; Recognizing
HOW THE PGS SUPPORTS A TEACHER:

Candidate Novice or New to Skillful

MCPS Teachers
PGS
components:
PGS Components:
Recruiting PGS
Higher New Teacher Induction Components:
Education Consulting Teachers Teacher
Partnership Leadership
Programs Mentor Teachers Opportunities
Professional Staff Development Ongoing
Development Teachers Professional
Schools Skillful Teaching Development
Hiring Classes Teacher Career
Lattice
STRUCTURES FOR IMPLEMENTATION

Teacher PGS
Implementation Team
Teacher PAR Panel

Consulting Teachers

Labor Management
Collaboration
Committee
Association-Deputy
Committee
EVALUATION
Integrated approach and system of supports in which
evaluation is seen as part of professional growth

Differentiated for novice and underperforming

Common Standards for performance

Approaching evaluation through a common lens

The complexity of the work as represented in the RBT

triangle
 Matching Standards to Standard I
Standard II
Instructional Practice Standard III
Overarching
Objectives
Standard IV
Curriculum
Design

Objectives
Key Concepts
• Areas of Performance Learning
Assessment
• Repertoire Experiences
• Matching Personal Relationship
Building Class Climate

Expectations

Clarity Principles of Models of

Learning Teaching

Space Time Routines

Attention Momentum Discipline

Foundation of Essential Beliefs

WHAT IS THE EXPERIENCE FOR A NEW
TEACHER?

 Being a novice teacher

 Having a CT

 Studying Skillful Teaching

 Working with a Staff Development Teacher

 What is the end result?

PUTTING THE PIECES TOGETHER

 Broad Acres Elementary School

 On the verge of takeover by the state in 2002

 90% students qualify for Free and Reduced Meals

 100% minority student population

 Now student performance on statewide testing is in

the top 20%
WHAT’S NEXT?

The system evolves to meet the needs of current

students
THE TEACHER PROFESSIONAL
GROWTH SYSTEM

 Standards based evaluation system

 Peer Assistance and Review

 Mentoring

 Embedded professional development

Career Lattice
THE CAREER LATTICE
 A framework to recognize and support
exemplary teachers
 A structure for career planning
 Professional opportunities for teacher
leaders while allowing them to continue to
have direct responsibility for student
learning
 Provides opportunities for educators to take
on additional responsibilities
CAREER LATTICE

 Incentives to work in high-needs schools

 Components
 Definitions of leadership responsibilities
 Processes for application, identification, and
evaluation of lead teachers
 Compensation structure
SUSTAINING THE PROGRESS

Student achievement has increased

across-the-board and in every student
subgroup—by race, ethnicity, and
income level.
MARYLAND STATE ASSESSMENT PROGRAM
2003--2009

 Reading
 Grade 3 – 22 point gain
 Grade 4 – 10 point gain
 Grade 5 – 18 point gain

 Math
 Grade 3 – 12 point gain
 Grade 4 -- 10 point gain
 Grade 5 – 16 point gain
MSA ADVANCED LEVEL

 Elementary School Level

 Math – 10 point gain
 Reading – 10 point gain

 Middle School Level

 Math – 10 point gain
 Reading – 15 point gain
MSA AND THE ACHIEVEMENT GAP

The achievement gap narrowed at all grade levels

and in both math and reading.

 Math
 Grades 3, 5 and 7– 16 + point decrease
 Reading
 Grades 3, 5 and 7 – 20 + point decrease
SAT 2009
 SAT scores continue to increase while the
population taking the test continues to become
more diverse

 80% of the MCPS class of 2009 took the SAT

 The mean score on each SAT subtest was 30 points
higher in MCPS than in Maryland as a whole
NUMBER OF STUDENTS TAKING AP EXAMS

75%
24.9pp
17.0pp

50%
61.5%
9.1pp

37.2% 36.6%
25%
25.0% 20.2%
15.9%
0%
Nation Maryland MCPS
2000 2008

Source for national data: The College Board

NUMBER OF STUDENTS SCORING A 3 OR
HIGHER ON AT LEAST 1 AP EXAM

50% 15.7pp

9.3pp 46.4%

5.0pp
25% 30.7%
23.4%
15.2% 14.1%
10.2%
0%
Nation Maryland MCPS
2000 2008

Source for national data: The College Board

NUMBER OF STUDENTS SCORING A 3 OR HIGHER ON
AT LEAST 1 AP EXAM
Percentage by student subgroup

40%

2008 National
32.2% Average All
26.4% Students 15.2%
20%
19.6%

3.7% 13.6%
6.2%
0%
African American Hispanic
Nation Maryland MCPS

Source for national data: The College Board

THE KEYS TO A SUSTAINABLE
SYSTEM

Buy in from all stakeholders

Cohesion

Self monitoring and evaluation

Ability to be agile to meet changing

needs
QUESTIONS?