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Performance Evaluation

Employee performance evaluations are about improving what we do for students. A successful evaluation process is one where supervisors and staff members work together to identify how to do the best job possible and to grow as professionals who support strong outcomes for students.

2020-21 Evaluations

Communities across Baltimore City have placed their young people and their trust in our district and in our schools.  We recognize that our work and service on behalf of students and families has continued, and in many ways expanded since March 2020.  We have seen much evidence of employees responding to challenges and leading from their seats in ways they may not have had the opportunity to show before.

We're committed to authentic employee evaluations, grounded by accurate observations of practice and meaningful feedback. We recognize the importance of each employee receiving feedback on their performance and impact and being recognized for the role they play in support of our students and families.

As we continue to navigate new learning environments for our students, we recognize that each team member may continue to be navigating new and unique circumstances. Any performance discussions should be grounded in specific, direct feedback and serve as another opportunity to acknowledge the humanity of our colleagues and help them feel supported and be successful.

You can find more information about evaluation and other impact information by clicking one of the employee group buttons below.

More information: Evaluation process and resources by bargaining unit


BTU (Teacher Chapter)




BTU (PSRP Chapter), CUB, FOP, GSS, L44 and Unaffiliated

The performance evaluation process differs by bargaining unit — but there are some common elements for all City Schools staff members.

Individual development plan

Leadership is an essential component of the district's blueprint for success, and all employees should use the performance evaluation process as a way to plan and document growth as professionals and leaders. An individual development plan is a useful tool in this process. The IDP describes the knowledge, skills, behaviors, attitudes, and interests an employee wants to develop to improve job performance. It includes specific goals, enabling activities, time frames, and outcomes.

Employees should develop an IDP early in the school year and come to an initial meeting with their supervisor in the fall to discuss it. For BTU employees, the initial planning conference takes place by October 31; for all other employees, by November 16. (Note that, if any deadline falls on a weekend or holiday, it moves to the next workday. Please refer to the information by bargaining unit — linked below — for specific details.)

City Schools values a collaborative culture of open professional practice where commitment to continuous improvement is the norm.  An IDP can be a useful tool to help inform an employee’s career development in City Schools, by allowing employees to set, monitor progress towards, and assess attainment of professional goals aligned with employee roles and areas of specialization.

An IDP will include:

  • Specific performance and professional goals,
  • Activities aligned to and in support of achieving these goals.
  • Time frames, and
  • Measurable outcomes.

Employees should reflect on historical performance data, historical or current feedback, and opportunities to increase impact in role and/or to prepare for new responsibilities.

Online tools
  • The Online Performance Management System (OPMS) is used for evaluations of all staff.

All supervisors should have access to the appropriate tool through the Employee Resource Portal (ERP). Supervisors must meet all evaluation deadlines, so they are advised to log in well before each deadline to confirm they can access the appropriate tools. For assistance, submit a service request through the HEAT portal.

Performance improvement plan

The PIP is designed to help employees and supervisors determine areas for improvement and document the improvement and support process. Both the employee and evaluating supervisor can initiate a PIP at any time when an area for growth is noted. While the PIP should reflect consensus between the employee and supervisor, in cases where significant disagreement arises, the decision of the supervisor carries.