The MCEA/MCPS Professional Growth System

1. The MCEA/MCPS Professional Growth System Teacher’s Union and School System Collaboration for the Quality Instruction

2. Context for PGS The Teacher PGS is not the typical approach to evaluation and professional growth and development in public education. Preparation—laying the foundation with members

3. Context for PGS • Initiated by MCEA as a part of its focus on Teacher Quality. • MCEA president introduced the concept of teacher ownership of profession in mid-80’s • Development of a new system began in late 90’s after the acceptance of interest-based bargaining

4. Context for PGS • The concept of the PGS is based on research that showed a good teacher is the most important factor in student success.

5. Context for PGS • A comprehensive professional growth system that was created jointly by the teachers’ union and the system. • Classroom teachers from MCEA, along with school administrators and school system leadership worked together to develop PGS • Phased in over 3 years (2000—2003) • Negotiated it into the contract beginning in 1999

6. Greater teacher ownership of the profession Redefining professional development Decrease traditional isolation of teachers Increase role of peers in assisting peers Allow more time to collaborate with colleagues Program Goals

7. MCPS Professional Growth System Peer Assistance and Review (PAR) & Consulting Teachers (CT’s) for novice new teachers New Teacher Induction Mentors for experienced new teachers Staff Development Teachers (SDT’s) Professional Development Plans (PDP’s) Studying Skillful Teaching (SST) (for teachers) Observing and Analyzing Teaching (OAT) (for observers) Standards Based Evaluation Process Staff Development Substitute Teachers (SDST’s)

8. EVAULATION Performance Standards I. Teachers are committed to students and their learning II. Teachers know the subjects they teach and how to teach those subjects to students III. Teachers are responsible for establishing and managing student learning in a positive learning environment. IV. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement. V. Teachers are committed to continuous improvement and professional development. VI. Teachers exhibit a high degree of professionalism.

9. Standard I Standard II Standard III Standard IV Curriculum Design Principles of Learning Models of Teaching Clarity Space Time Routines Expectations Matching Standards to Instructional Practice Overarching Objectives Curriculum Planning Objectives • Key Concepts • Areas of Performance • Repertoire • Matching Learning Experiences Motivation Assessment Personal Relationship Building Class Climate Instructional Strategies Management Attention Momentum Discipline Foundation of Essential Beliefs

10. Evaluation • Narrative Format • Based on standards • All observers and evaluators must take and pass the same training • Holistic rating • Meets standards • Below standards

11. Getting Help and Support • Concentrated support from Consulting Teacher or mentor • Content area support from Resource Teacher, Math or Reading Specialist • Instructional/resources support from Staff Development Teacher • Informal support from department/team • New Teacher Induction courses available for credit

12. Quality Control Due Process The Union Role in PGS

13. Union Investment in Instructional Program • Teacher Professional Growth System • Councils on Teaching and Learning • Elected Faculty Representatives • Building Representatives • Resource Teacher & Team Leaders • National Board Certification support network

14. Peer Assistance and Review • PAR Panel • Eight Teachers • Eight Principals • Chaired by vice presidents of teacher and principal’s unions • Is the decision-making body

15. Peer Assistance and Review • Consulting Teachers • Full-time release (10 months + 20 days) • Can be released for 3 years • Thirty two currently • Caseloads of 16—20 • Responsible to PAR pairs • Make employment recommendations for both novice and underperforming teachers

16. Role of CT/Mentor • Mentor: • Listens, supports and encourages • Assists with planning, curriculum, assessment, and classroom management • Provides resources for instruction • CT: • Conducts formal and informal observations with structured feedback • Listens, supports and encourages • Assists with planning, curriculum, assessment, and classroom management • Provides resources for instruction • Arranges peer visits • Models lessons • Coordinates school supports

17. Novice Timeline of the Year August October November/December New teachers meet with CT’s or mentors January/February Formal Obs. by CT March Formal Obs. by Admin 2nd & 3rd Formal Obs. June Below standard evaluations for probationary teachers due Meet standard evaluations for probationary teachers due Informal observation, feedback and support from Consulting Teacher and Building Support

18. PGS Successes • Over 95% of probationary novice teachers exit PAR successfully • 2/3 of underperforming teachers exit PAR successfully • Rate of teachers who leave after 5 years is 10-15% lower than the national average • Acclaimed as one of the most structured and through support systems in the US Successful Teachers

19. More Sucesses • Every measure of student learning has improved • 80% of all graduating seniors take the SAT and scores have risen • The number of African American and Hispanic students who pass AP tests with 3 or better is above the national average • Reading and math gaps in elementary and middle schools have decreased by 16 points or better

20. Sustaining Progress • Having a supportive infrastructure: • The Implementation Team • “Working Draft” PGS Handbook

21. The Keys to a Sustainable System Buy in from all stakeholders Cohesion Self monitoring and evaluation Ability to be agile to meet changing needs

22. Current State

23. What’s Next • Career Lattice • New Hiring Processes