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Employee Performance

The Office of Employee Performance (OEP) continues its commitment to the vision of having evaluation systems that empower all staff to implement practices which will ensure that Prince George’s County Public Schools (PGCPS) students are college and career ready in a globally competitive world. Our mission is to provide all employees with an effective evaluation system that promotes professional growth and facilitates improved outcomes. Three goals guide the work in support of our vision. The first goal is to develop or improve evaluation systems for all PGCPS employees. The second goal is to provide clear and consistent communication to all employees about their evaluation. The third goal is to ensure all employees have a clear understanding of the evaluation processes that support the instructional core of the Coherence Framework. These three goals support and align with strategic focus areas of a High Performing Workforce.

Contact Information

Thomas Claggett Teacher Leadership Center
2001 Addison Road South
District Heights, MD 20747
Office: 301-952-6240
Fax: 301-952-6199

Dr. Karen Gregory
Director
karen2.gregory@pgcps.org

Tracey Mosley

Administrative Assistant
tracey.mosley@pgcps.org

Unit I Educator Evaluation

The Unit I Employee evaluation models are designed to promote professional growth and enhance job performance. The comprehensive evaluation informs professional development to guide and support career decisions.

Evaluation Models

There are 2 evaluation models that Unit I members may be assigned to. Educators who are responsible for instruction on a regular basis will be assigned the Framework for Teaching (FfT) model. All other educators who do not provide direct instruction on a regular basis will be assigned the Standards for Excellence SFE model

Framework for Teaching Evaluation

All educators assigned the FfT Evaluation tool are evaluated annually on professional practice and student growth measures.

FfT Professional Practice (70 points) is determined through collecting evidence during formal observations, using Danielson’s Framework for Teaching Evaluation Instrument. The points assigned to each of the measures that make up the Professional Practice is listed below.

  • Planning and Preparation                                                    10 points
  • Classroom Environment                                                       15 points
  • Delivery of Instruction                                                          20 points
  • Lesson Reflection                                                                 5 points
  • Goal Setting; Growing and Developing Professionally        15 points
  • Professionalism                                                                    5 points              

FfT Student Growth (30 points) is determined by collecting progress data from various student performance indicators. Student growth measures include one SLO and a Locally Selected Reading Assessment. Educator tenure status, teaching schedule, and observation cycle dictate the components of the evaluation.

  • Student Learning Objective                                                20 points
  • Reading Assessment                                                          10 points

Standards for Excellence Evaluation

The Standards for Excellence tool is a performance-based evaluation system used for continuous improvement of performance and accountability supporting the growth of educators. The comprehensive evaluation informs professional development and guides and supports career decisions. The evaluation system is based on the following professional standards:

Certain educators/specialists, depending on their classification or job responsibilities, who do not provide direct instruction to students, are evaluated using the Standards for Excellence (SFE) evaluation tool.

The SFE Evaluation is comprised of four Professional Practice standards.  Each component is weighted equally in the final evaluation. Student growth is not a measure within the SFE Evaluation.

  • Planning and Preparation                                                    
  • Classroom Environment                                                       
  • Delivery of Instruction
  • Professionalism

Unit II and Unit III ASASP Evaluation

The Association of Supervisory and Administrative School Personnel (ASASP) evaluation system is designed to provide employees with an evaluation that enhances job performance and promotes continuous improvement and growth.

Unit II School-Based Administrator Evaluation

The redesigned school-based administrator evaluation model is a 70/30 model that is in compliance with the State. 

The Professional Practice component comprises of 70% of the final evaluation based on the following Professional Standards for Educational Leaders (PSEL): 

  • Standard 1. Mission, Vision, and Core Values

  • Standard 2. Ethics and Professional Norms

  • Standard 3. Equity and Cultural Responsiveness

  • Standard 4. Curriculum, Instruction, and Assessment

  • Standard 5. Community of Care and Support for Students

  • Standard 6. Professional Capacity of School Personnel 

  • Standard 7. Professional Community for Teachers and Staff

  • Standard 8. Meaningful Engagement of Families and Community

  • Standard 9. Operations and Management

  • Standard 10. School Improvement 

The Student Growth component comprises of 30% of the final evaluation. The 3 Progress Indicators (PI) aligned to the SMART Goals identified in the School Performance Plan (SPP) will be used to evaluate the Student Growth component.    

Units II and III Non-School Based Evaluation

The ASASP Units II and III non-school based evaluation tools are a performance-based appraisal system. The evaluation system is based on the following standards:   

Non-Supervisor

  • Standard 1. Leadership 

  • Standard 2. Productivity and Accountability

  • Standard 3. Decision-Making Strategies 

  • Standard 4. Collaboration with Stakeholders

Supervisor

  • Standard 1. Leadership 

  • Standard 2. Productivity and Accountability

  • Standard 3. Decision-Making Strategies 

  • Standard 4. Collaboration with Stakeholders

  • Standard 5. Supervisory

ACE-ASCME 2250 and SEIU 400 Evaluation

2250/400 employees provide a wide range of support and services that are vital to the success of the school district. The 2250/400 evaluation tools are designed to promote the professional growth of this diverse employee group.

Support Staff Evaluation Overview

Prince George’s County Public Schools (PGCPS) is committed to implementing the support staff evaluation model in order to facilitate continuous improvement and thereby improve student achievement.  PGCPS is working together with the bargaining units and other stakeholders to understand and enhance the way we measure effectiveness for all support staff. The evaluation model is based on the below vision.

  • Assess and improve the performance of all support staff 
  • Provide professional development to support the needs of staff aligned to the evaluation tool
  • Employees are to familiarize themselves with the current evaluation tool and to begin using effective practices to improve their performance
  • The day-to-day relationship keeps the employee informed on how he/she is doing in relation to objectives and helps him/her improve his/her performance and builds morale and teamwork
  • Performance reviews or observations are necessary to provide quality feedback to each employee

The OEP Team

Learn more about the people who work in the Office of Employee Performance.
Employee Performance Team

Peer Assistance and Review

The primary purpose of PAR is for highly effective teachers to provide regular, consistent support to non-tenured teachers in need of assistance in developing the competencies that make teachers successful. The ultimate goal of such support is to increase student achievement by ensuring that the pedagogy of all teachers aligns with the best practices outlined in Charlotte Danielson’s Framework for Teaching (FfT).

Staff Directory

Peer Assistance and Review Staff Directory

What is PAR?

PAR stands for Peer Assistance and Review Program.  The purpose of the PAR Program, is for highly effective teachers to provide regular, intensive, and consistent support to non-tenured teachers in need of assistance.

What is a CT?

A Consulting Teacher (CT) provides high levels of differentiated support for non-tenured teachers in need of additional support in professional practice. A CT receives extensive training in conducting formal observations utilizing Charlotte Danielson’s Framework for Teaching (FfT), analyzing a teacher’s area(s) of growth, and coaching the teachers so their pedagogy aligns with the best practices outline in the Framework for Teaching.

What can a CT do for client teachers?

The CTs observe classroom instruction formally and informally and provide support for teachers in their growth areas.  This support can be in the following areas:

  •         Coaching and mentoring
  •         Lesson Planning and implementation
  •         Co-teaching and lesson demonstration
  •         Professional development across the Domains

How do CTs and Principals work together?

CTs and principals work separately with the client but towards the same goals:

  •        To improve teacher quality
  •        To improve teacher retention
  •        To improve student achievement
This term is called Parallel Paths. In order to maintain the integrity of the program, it is important for CTs to work separately from anyone evaluating the client.

 

To which office does the PAR program belong?

The PAR program is part of the Office of Employee Performance, in the Division of Human Resources 

Who supervises CTs?

The CTs report to the PAR Instruction Supervisor

What is the PAR Panel?

The PAR Panel is charged with making recommendations to the Employee Labor Relations Office regarding the renewal of contracts with non-tenured members of Unit I who have been referred by their principal to the Peer Assistance & Review Program, AND have received the intensive support of a Consulting Teacher (CT).

Each member of the PAR Panel will be placed into PAR Pairs consisting of one member of ASASP and one member of PGCEA. The Peer Assistance & Review Program will assign a number of Consulting Teachers (CT’s) to each PAR Pair. PAR Pairs will meet periodically during the school year with CT’s to discuss the progress of the PAR Client Teachers on their caseload, offer insights and or make suggestions regarding alternative strategies that might be employed to enhance the effectiveness of the Client Teachers.

What is PDR?

The Performance Data Review (PDR) is the process Prince George’s County Public Schools (PGCPS) and Prince George’s County Educators’ Association (PGCEA) have agreed to make employment recommendations to the Board of Education. This process reviews data submitted by the client teacher, administrator and consulting teacher.

Mission and Vision

The mission of the Peer Assistance and Review (PAR) program is to provide intensive and differentiated support to non-tenured teachers who are in need of improvement in the area of professional practice. The vision of the program is to ensure that highly effective teachers are in every classroom.

The vision of the Prince George’s County Educators’ Association (PGCEA), Association of Supervisory and Administrative School Personnel (ASASP), and Prince George’s County Public Schools (PGCPS) PAR program is for all teachers in PGCPS to receive support that allows them to exemplify the highest standards of instructional delivery and to facilitate the highest levels of student achievement.

Goals

The primary purpose of PAR at this time is for highly effective teachers to provide regular, consistent support (particularly peer-coaching and peer-observations) to non-tenured teachers, who have been referred by their principals, with support to select tenured teachers being phased in over time. The ultimate goal of such support is to increase student achievement by ensuring that the pedagogy of all teachers aligns with the best practices outlined in Charlotte Danielson’s Framework for Teaching (FfT).

PGCEA and PGCPS will work to attain this goal through shared accountability, collaboration, open communication, professionalism, high expectations, commitment, mutual respect, and a high level of confidentiality.

Program Description

The PAR program contains several key components:

  1. A joint labor-management practitioner committee (PAR Advisory Board) manages and oversees the program.
  2. A panel of expert practitioners (PAR Panel) ensures that teachers receive appropriate levels of support and fair evaluations.
  3. Expert teachers (Consulting Teachers and Classroom Laboratory Teachers) provide high levels of differentiated support for novice teachers and eventually veteran teachers in need of additional support. This support culminates in personnel decisions that heavily consider the reports of these supporting expert teachers along with principal evaluations.

Partnerships

OEPE continues to build partnerships that strengthen our work and align with strategic focus areas of a High Performing Workforce included in the Promise of PGCPS.  PAR represents a partnership between Prince George’s Educators Association (PGCEA) and Association of Supervisory and Administrative School Personnel (ASASP), with Panel members equally representing both organizations.