In accordance with the recently passed Education Reform Act of 2010, Montgomery County Public Schools (MCPS) and the Montgomery County Education Association (MCEA) have agreed on how student data is factored into teacher evaluations. The Teacher Professional Growth System, already recognized as a national model for teacher evaluation systems, considers student performance data as a primary factor in one-third (33 percent) of a teacher’s evaluation. 

The Education Reform Act of 2010, as passed by the Maryland legislature, requires that student achievement data comprises a “significant component” of a teacher’s performance evaluation. In a statement signed Tuesday by MCPS Superintendent of Schools Jerry D. Weast and MCEA President Douglas Prouty, MCPS and MCEA affirm that the MCPS Teacher Professional Growth System complies with the new law passed on the final day of the 2010 legislative session.

“Once again, our teachers’ association has demonstrated that it is a national leader when it comes to creating progressive and meaningful evaluation systems,” said Weast. “For 10 years, our professional growth system has improved teacher and student performance and led to the resignation or dismissal of nearly 400 underperforming teachers. Our agreement today will enable us to meet the law and continue our progress.”

“Our evaluation system recognizes the complexity of teaching and supports teachers so that each of our students can achieve at the highest levels,” said Prouty, president of MCEA since 2009. “We’ve always considered student performance data in our evaluation system, and now we are more clearly articulating how it is measured in the evaluation.”

The sources considered for student achievement go beyond state tests and will include national assessments, parent input and student class work. The sources will include:

• Samples of student work, tests, assignments, feedback to students.
• Student results: countywide and state test scores; countywide and department final exams, tests, quizzes, papers and project grades; numbers/percents of students who move on from a teacher’s class to the next grade or to a higher level of a subject; other measures of progress or success, such as AP or SAT test scores; Gifted and Talented or Honors course enrollment; customized data reports that document student results over a number of years as part of the system of shared accountability.
• Student and parent surveys.
• Evidence of communication with parents.

MCPS’ current Teacher Professional Growth System is centered on six clear standards based on the core propositions of the National Board for Professional Teaching Standards. It is important to note that if a teacher fails to meet standard in any one of the six areas, then he or she may be considered for placement in the Peer Assistance and Review (PAR) program.  The PAR program—administered in partnership with MCPS and MCEA—pairs new and underperforming teachers with teacher mentors who share best practices and ideas.

Statement on Use of Student Data in Teacher Evaluations