BTU members who are classroom teachers are evaluated using the teacher effectiveness evaluation. Other BTU members (e.g., education associates, counselors, library media specialists) are evaluated with the performance-based evaluation system. Not sure which evaluation applies to you? Check out this listing by job title. All BTU members should anticipate meeting with their supervisor to review the evaluation process no later than October 1. IDPs and initial planning conferences must be completed by October 15.
Note that if a deadline falls on a weekend or holiday, the deadline will shift to the next work day.
This evaluation for BTU classroom teachers reflects the complexities of teaching and was designed to help improve student academic outcomes. It includes multiple measures and components that, together, provide an authentic, comprehensive understanding of strengths and areas for improvement aimed at continuous improvement of instructional practice.
An overview of the evaluation is provided below. All BTU members and their supervisors are also encouraged to watch these narrated slide presentations:
Professional practice: Formal classroom observations (40% total)
Formal observations provide evidence of a teacher's strengths and areas for development. When done purposefully and with discussion that includes actionable feedback, they are integral to improving instructional practice.
Professional practice: Professional expectations (10%)
This measure considers the extent to which a teacher meets district expectations for compliance with district and school policies and demonstrates standard skills in communication, professionalism, professional practice, and district expectations.
Supervisors and teachers should review the professional expectations rubric. Teachers are encouraged to reflect and self-assess their performance on this form.
Student growth: Student learning objectives (35%)
SLOs are specific, measurable academic goals for a particular group of students in an academic year. Teachers create SLOs in collaboration with their school leaders and in alignment with the relevant district guidance. SLOs can be used to measure student learning for teachers in both tested and non-tested grades. For 2018-19, the evaluation includes one SLO worth 35% of the total evaluation. Note that without an approved exemption, teachers must have an approved SLO learning target and submit their student data in the appropriate electronic system. Failure to do so results in a score of 25 on the SLO component of the 2018-19 evaluation.
For more information and resources about SLOs, visit the district's Blackboard site, log in, and click the SLO icon.
Student growth: School performance measure (15%)
This measure reflects a whole school’s yearlong performance. Due to the timing when data is available, school performance measure data reflects the previous school year’s performance. As in previous years, data for 2018-19 will include a score in learning environment for all schools. High schools receive additional indicators of college and career readiness. Schools did not receive achievement or student growth data in 2018-19 as a result of the transition to PARCC, but it will be included starting in 2019-20.
For more information and resources on the school performance measure, including how teachers can access their school's report, visit the district's Blackboard page.
For most teachers, the end-of-year rating is determined by a composite score made up of individual scores from each component. Each individual raw score is converted to a 100-point scale, weighted, and combined to yield a single overall composite rating. This overall annual evaluation rating is based on where a teacher's composite score falls within the annual evaluation score ranges. This overview shows an example of an annual evaluation rating calculation; this overview clarifies how evaluation components are re-weighted when data is not available.
The final rating can result in awarding of achievement units which, in turn, contributes to teachers' advancement along their career pathway and their salary.
If a teacher receives a rating of ineffective, City Schools must, at a minimum, offer that teacher (if he or she is certificated) a meaningful appeal process in accordance with Education Article, § 4-205(c)(4), Annotated Code of Maryland. The burden of proof is on the teacher appealing the rating.
Because it includes several components, the teacher effectiveness evaluation unfolds over the course of the school year. Review these key dates and milestones for the 2018-19 teacher evaluation. If any date falls on a weekend or holiday, the due date is the next day.
BTU members who do not work primarily in delivering instruction are evaluated using the performance-based evaluation system. Please note the following dates, tasks, and resources. (As noted in the PBES handbook, "If any due dates fall on a non-work day, the due date is the next work day").
By December 3: First formal observation
By January 15: Midyear report
By April 1: Second formal observation
By one week before last day of school for employees: Annual evaluation
All BTU employees and their evaluators complete steps in the evaluation process electronically. BTU employees will access their information in OPMS via their Employee Self Service and supervisors will access information in OPMS via Manager Self Service.
Guides specific to using Blackboard for SLOs are listed in the SLO course.
Other BTU members:
Classroom teacher supervisors:
Other BTU employee supervisors: