Employee Evaluation Resource
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.
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
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.
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.
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.
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.
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.
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
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.
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.
Learn more about the people who work in the Office of Employee Performance.
Employee Performance Team
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).
Peer Assistance and Review Staff Directory
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.
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.
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:
CTs and principals work separately with the client but towards the same goals:
The PAR program is part of the Office of Employee Performance, in the Division of Human Resources
The CTs report to the PAR Instruction Supervisor
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.
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.
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.
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.
The PAR program contains several key components:
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.