DISCUSSION 3.0 Office of the Superintendent of Schools MONTGOMERY COUNTY PUBLIC SCHOOLS Rockville, Maryland July 14, 2009 MEMORANDUM To: From: Subject: Members of the Board of Education Jerry D. Weast, Superintendent of Schools Goal 4: Professional Growth System Building Workforce Capacity for High-Quality Schools Executive Summary The Montgomery County Public School s (MCPS) strategic plan, Our Call to Action: Pursuit of Excellence, reflects the system s commitment to ensure success for every student. Goal 4 of the strategic plan: Create a Positive Work Environment in a Self-renewing Organization, underscores the understanding that building the capacity of our workforce is critical to the work we do to promote student success. Building staff capacity requires a comprehensive effort that includes attracting and recruiting a highly qualified and diverse workforce, providing employees with effective induction and orientation experiences, designing and implementing ongoing professional development, recognizing excellence in staff performance, and employing procedures to identify and support employees who need additional assistance. The professional growth systems (PGSs) provide the foundation for this work. The PGSs were developed through a collaborative effort by MCPS and the employee organizations representing teachers (Montgomery County Education Association), administrators (Montgomery County Association of Administrators and Principals; formerly, the Montgomery County Association of Administrative and Supervisory Personnel), business and operations managers (Montgomery County Business and Operations Administrators), and supporting services employees (SEIU Local 500). Each of these professional growth systems reflects the MCPS commitment to employ a highly qualified individual in every position within the school system. The PGSs clarify the standards and competencies that all MCPS employees are expected to attain. In addition, the PGSs guide the mission to help each employee develop his/her potential and achieve career advancement. As MCPS completes 10 years of work on the PGSs for all employees, efforts for the next decade will concentrate on building the capacity of all staff members to work at a high level and generate results for students. These efforts include the Teacher Career Lattice, the Career Pathways Program for support professionals, and the nationally recognized MCPS Leadership Development Program. As MCPS pursues and expands
Members of the Board of Education 2 July 14, 2009 these initiatives, the PGSs will continue to be support the school system s efforts to attract, mentor, develop, evaluate, and recognize our employees (Attachment A). Background MCPS has developed comprehensive professional growth systems with all of the employee organizations. This achievement makes MCPS unique among public education systems in the United States. We are one of the few systems in the country that has developed a comprehensive Teacher Professional Growth System (TPGS) that includes clear standards for job performance, ongoing professional development supports, and a Peer Assistance and Review (PAR) component. MCPS currently implements this system for over 11,000 teaching personnel. There are even fewer school systems throughout the country that also have established a professional growth system for administrative and supervisory staff. MCPS has established the Administrative and Supervisory (A&S) PGS, which includes clear standards and expectations for the work of principals, central service administrators, business and operations managers, and other supervisors. The A&S PGS also includes components related to attracting and recruiting, mentoring, developing, evaluating, and recognizing A&S personnel. The A&S PGS encompasses the work of the A&S PAR Panel, which works to provide guidance and support to novice and underperforming administrators. Currently, MCPS is implementing this PGS for over 500 A&S personnel. Finally, MCPS also has established a Supporting Services Professional Growth System (SSPGS), which establishes clear competencies and systems of support for over 9,000 support professionals throughout the system. Our research has not been able to identify a single other school system in the nation that has developed such a comprehensive system for their supporting services employees. The development and implementation of the SSPGS reflects MCPS understanding of the critical role that support professionals play in the success of students and in the efficient operation of the school system. The SSPGS, like the other PGSs, also includes components related to recruiting and staffing, professional development, mentoring, and evaluation. The SSPGS PAR component provides guidance and assistance to support professionals identified as not meeting competency. With comprehensive PGSs in place for each employee group, MCPS is well-positioned to pursue the goals of the MCPS strategic plan to ensure success for every student and help all students to be prepared for success in college. Development of the Professional Growth Systems Over the past 10 years, MCPS and its employee organizations have developed each of the PGSs and implemented them systemwide to serve as a support and guide for all employees. Each PGS has been continually modified to meet the needs of staff members and the school system, while maintaining a focus on core standards and competencies (Attachment B). Prior to the
Members of the Board of Education 3 July 14, 2009 implementation of the professional growth systems, MCPS processes for development and evaluation were less systemic and less coherent. Teacher evaluations were conducted through checklist evaluation forms and there was limited alignment between the evaluation instrument and teacher s day-to-day delivery of instruction to support student learning. There also was little connection between the evaluation process and strategies used to implement professional development for staff. The PGSs set high expectations for all staff members through clear standards. In addition, observations and evaluations are based on research regarding effective teaching and organizational effectiveness. Professional development is an integral part of the PGSs, both in the years that employees are evaluated and in the years that they concentrate on their own personal growth. As a result, the systems that have been developed have created greater alignment of the structures for recruiting, mentoring, developing, evaluating, and recognizing all employees. This creates organizational coherence that is resulting in improved student achievement and reductions in the achievement gap. The development and implementation of the PGSs has been a collaborative effort between the school system and the employee organizations. The Teacher PGS was the first to be developed, beginning in 1999. Early innovations included the addition of a full-time staff development teacher for every school in MCPS so that each building would have a highly trained individual whose primary mission was developing the capacity of staff. The Skillful Teaching and Leading classes were developed in conjunction with Research for Better Teaching to support staff efforts to improve teaching and learning. These classes helped to establish a common language about high quality teaching throughout the district. A PAR Program was established as a mechanism for maintaining quality control of teaching throughout the system. The PAR Program includes a PAR Panel to review staff members cases as well as the Consulting Teacher Program, which provides support to novice teachers and those identified as underperforming. Following the launch of the Teacher PGS, MCPS developed and implemented the PGS for administrators and supervisors. Clear leadership standards are defined and content relates to recruiting, mentoring, recognizing, and developing leaders for MCPS schools and offices. The Consulting Principal position was established to provide support for novice and underperforming administrators and the A&S Review Panel was created to review staff members cases. The SSPGS was established next, beginning with the identification of core competencies for support professionals. Content was developed to support recruitment and staffing, mentoring, recognition, and professional development for MCPS support professionals. In addition, professional development opportunities available to support professionals have significantly increased. The Professional Growth Consultant position was created to provide support for underperforming supporting services staff. The SSPGS PAR Panel was established and convenes to review cases concerning support professional staff (Attachment C).
Members of the Board of Education 4 July 14, 2009 Implementation of the Professional Growth Systems Structures and processes are in place to ensure each PGS is implemented with fidelity and that any necessary adjustments are made in a timely manner. Implementation Teams As MCPS rolled out each of the PGSs, implementation teams were established to monitor PGS practices and to review implementation issues and questions. Each implementation team is cochaired by an executive staff member and the appropriate employee organization president and is comprised of representatives from offices and the employee organizations. PGS implementation teams meet monthly to review issues related to the specific PGS, including standards for new positions, PAR panel activities, professional development opportunities, and unique evaluation situations. Peer Assistance and Review Panels Each PGS includes a PAR Panel whose members review cases of employees who have participated in the PAR Program. The PAR Panels play a critical role in the ongoing implementation of the PGSs for all employees. PAR Panel members are appointed by the superintendent of schools following recommendations from the employee organizations and the school system. The foundational premise of each PGS is that it exists to help all employees build their skills and improve their practice, resulting in better results for students. In cases where it is clear that employees need additional support to meet standard or competency, the PAR programs manage that support and review cases. Teacher PAR Program data for 2000 2009 show that 5,174 teachers (including novice, first-year teachers) have participated in the PAR Program in the first decade of implementation, with 4,771 successfully meeting standard and 403 leaving the system as a result of nonrenewal of contract, dismissal, or resignation/retirement. The A&S PGS PAR Panel has served 151 clients with 133 meeting standard and returning to the professional growth cycle, while 11 were reassigned or retired. During three years of implementation, the SSPGS PAR Program has received over 280 referrals to the Performance Improvement Process, the first step in helping support professionals improve their skills and performance. Of these cases, 116 moved forward to the SSPGS PAR Panel, 37 are still active, 53 resulted in clients meeting competency and returning to the professional growth cycle, 9 staff members returned to previously held positions, and 19 resigned, retired, or were dismissed. More details are available in Attachments D, E, and F. Support for Staff Members Once an employee is identified for support, the PGS provides dedicated assistance from staff whose positions have been created specifically to support these individuals. Novice and underperforming teachers are assigned a Consulting Teacher who conducts formal and informal observations, provides feedback, writes mid-year and summative reports, and reports back to the
Members of the Board of Education 5 July 14, 2009 PAR Panel. Novice and underperforming administrators are assigned a Consulting Principal, an experienced administrator who conducts formal and informal observations, provides feedback and coaching, writes reports, and shares updates with the A&S PAR Panel. Underperforming supporting services staff members are assigned a Professional Growth Consultant, an experienced support professional who conducts a needs assessment, provides guidance and coaching, and reports to the SSPGS PAR Panel. These systemic supports communicate that MCPS is committed to helping all employees improve and succeed. Professional Development Supports for Employees The ongoing professional development of staff is a key component of all MCPS PGSs. MCPS provides continuing opportunities for staff members to develop their knowledge and skills in order to meet the changing needs of our students and communities. A wide array of professional development experiences for teachers, administrators, supervisors, central services administrators, and support professionals has been established. In recent years, there has been an emphasis on providing professional development to teams from schools and offices. The Professional Learning Communities Institute, for example, is a two-year program of professional development for leadership teams from schools. The School Leadership Team Institute conducts intensive two-day workshops to help leadership teams build their capacity and achieve school goals. Training provided by the Equity Training and Development Team centers on the leadership teams of schools and offices, with the goal of building their capacity so they can continue the work with their entire staff. Through these and other efforts, MCPS seeks to continually build the capacity of staff to help students succeed (Attachment G). Supports for Implementation of the PGSs The following PGS supports are available to all employees. PGS Handbooks Each year, detailed handbooks for each PGS are printed and distributed to employees to provide an annual reminder of system standards as well as a reference about system programs for professional growth and support. Handbooks reflect any changes to the standards and provide new information. For example, this year standards for the Montgomery County Business and Operations Administrators were developed and added to the A&S PGS Handbook. In the 2009 2010 school year, the A&S PGS Handbook will be republished as an online reference and fewer paper copies of the handbook will be produced. During summer 2009, a work group will meet to examine all three handbooks to look for ways to increase alignment and to explore opportunities for making the handbooks an online interactive tool for staff members.
Members of the Board of Education 6 July 14, 2009 Monthly PGS Reminders Each month all principals, assistant principals, principal interns, central services administrators, and other evaluators receive a detailed e-mail message from the associate superintendents for organizational development and human resources and the chief school performance officer. The reminder message notes due dates, processes, opportunities for professional development, and links to resources, Attached to each reminder message is a chart of due dates for all three PGSs for the entire evaluation year. PGS Writing Resources During the 2008 2009 school year, a new resource was launched to help principals, administrators, and supervisors complete high quality observations and evaluations in less time. Developed by staff in the Office of Organizational Development (OOD), the PGS Writing Resources can be accessed through the OOD website. Since the launch of the PGS Writing Resources, many stakeholders have given positive feedback, indicating that the tool helps them to complete quality observations and evaluations on time. The Staff Development Cross-functional Team The Staff Development Cross-functional Team (SDCFT) is a group of MCPS personnel representing different offices that meets monthly to review professional development efforts and plans throughout the system. Chaired by the associate superintendent of organizational development, the SDCFT reviews professional development for instructional and operations staff, establishes the slate and schedule for required teacher training, and studies feedback and other data to plan additional professional development efforts. Considerations for Future Implementation As the PGSs mature, MCPS is committed to using these systems to promote excellence in staff performance. Several new initiatives are currently being explored or designed. These efforts will provide veteran staff with additional opportunities for leadership and enrichment. Teacher Career Lattice The Teacher Career Lattice provides educators with the opportunities to make a difference in student achievement beyond their classroom, as well as an incentive to work in high-need schools. Participants in the Career Lattice Program assume greater levels of responsibility for improving student learning, both inside and outside the classroom. The Career Lattice framework includes definitions of leadership responsibilities; processes for application, identification, and evaluation of a lead teacher; and a compensation structure that is aligned to leadership responsibilities. A career lattice differs from a career ladder in that it
Members of the Board of Education 7 July 14, 2009 identifies teacher leadership roles within the teacher bargaining unit. In this way, the Career Lattice encourages accomplished teachers to remain in the classroom. The Career Lattice also differs from merit pay in that any teacher may pursue attaining lead teacher status and having the opportunity to be compensated for additional duties and responsibilities. The Career Lattice Program has goals that are aligned to the school system s strategic plan. These goals are to promote leadership skills among teachers, both in the classroom and in the larger communities of school, cluster, or district to the benefit of the instructional program; attract and retain high performing teachers, especially in high-need schools; promote teacher leadership for measurable educational improvements; and promote and support collaborative and reflective practices that influence school culture and student achievement. Teacher Incentive Fund Grant MCPS is in the process of applying for competitive grant funds from The American Recovery and Reinvestment Act of 2009 (ARRA). These funds will support innovative programs that improve student achievement through school improvement and reform. These funds will be awarded to those districts making progress toward establishing rigorous college standards. We believe that teacher quality is the most critical component in efforts to help all students attain the academic goals of the Seven Keys to College Readiness trajectory. Through ARRA, the Teacher Incentive Fund (TIF) will provide monies to school districts with innovative plans to make improvements in teacher effectiveness and to incentivize the equitable distribution of qualified teachers for all students. Over the last two years, the Joint Career Lattice Panel finalized the designs for the Career Lattice and the lead teacher application. The original plan was to begin implementation of the Career Lattice in 2009 2010; however, due to current fiscal conditions, the deployment of this joint project is on hold. The application for the TIF grant is being developed at this time with the hope that the district will be awarded the grant in the fall. A grant writing work group is ready to finalize the application when the formal requirements are released. This grant would provide the financial start-up for the teacher Career Lattice and support for the development of an administrator component. Career Pathways The Career Pathways is an initiative that focuses on informing and communicating work and career opportunities to current MCPS supporting services staff. The initiative supports Goal 5 of the MCPS strategic plan: Provide High-quality Business Services That Are Essential to the Educational Success of Students, and promotes improving and the efficiencies and competencies of supporting services employees in their current jobs. The Career Pathways Initiative acknowledges the importance of meeting MCPS employee needs as well as raising the standard of living for supporting services employees and their families. A well-trained, effectively
Members of the Board of Education 8 July 14, 2009 functioning workforce is achieved by providing high quality career opportunities that promote individual success and career development plans. The career development plan is critical to achieving the goal of providing a high quality education for every student. The Career Pathways Design Team is comprised of a multistakeholder group knowledgeable about the specific content that will support the success of this project. Additional information about the Career Pathways Design Team can be found in Attachment H. The Career Pathways should lead to employees having greater opportunity in their current job. In addition, full implementation of the Career Pathways will promote equity in the workplace by ensuring that all employees receive the necessary guidance, mentoring, and training they need to seek career advancement within the school system. The design team is expected to make recommendations for program implementation to the Joint Labor-Management Collaboration Committee no later than September 2009. The MCPS Leadership Development Program The MCPS Leadership Development Program (LDP) is recognized throughout the country as a model for preparing staff members for leadership positions within the school system. The LDP provides aspiring administrators with a three-year experience that gradually and cyclically builds their knowledge and skills so that they are ready to take on the complex challenges of becoming a leader in MCPS. The MCPS Principal Intern Program provides aspiring leaders the valuable experience of managing the day-to-day operations of a school for a period of 4 to 12 weeks while their principal works on a system project. While most of the focus of the LDP is on schoolbased administrators (assistant school administrators, assistant principals, principal interns), recently more programming and professional development is being offered for central services administrators, including voluntary brown bag lunch sessions on a variety of topics. The LDP team continually seeks feedback from staff members who have participated in the program and makes adjustments based on that data. For example, focus groups were convened to determine LDP improvements. Several upgrades were instituted, including a more effective integration of Baldrige concepts in the program, a greater alignment of assistant principal tasks with their day-to-day work in schools, a more complete infusion of content related to leading for equity and excellence, and modification of professional development teams (PDTs) to include a consulting principal on the PDTs for principal interns. For 2009 2010, the LDP is working on several new initiatives to increase the capacity of our current and future leaders, including the following: Development of a supervisory course, similar to Observing and Analyzing Teaching, but designed for the needs of central services administrators. Continued development of the online Principal Resource Bank, following its launch in June 2009. Creating a new seminar series for experienced assistant principals and central services administrators.
Members of the Board of Education 9 July 14, 2009 Converting many LDP resources and materials into online interactive tools available on a new Sharepoint site. Conclusion The PGSs developed by MCPS and the employee organizations provide the foundation to build staff capacity in our school system. After ten years of development and implementation, we have continued to revise and improve our supports for all employees. As we enter our second decade as a system devoted to professional growth, we are confident that this valuable foundation will support continuing efforts to have all children learn at high levels so that they are prepared for success in college and the workplace. At the table for today s discussion are Mr. Jamie Virga, associate superintendent, Office of Organizational Development; Ms. Susan Marks, associate superintendent, Office of Human Resources; Mr. Doug Prouty, president, Montgomery County Education Association; Mr. Phil Gainous, vice-president, Montgomery County Association of Administrators and Principals; and Ms. Merle Cuttitta, president, SEIU Local 500. Present in the audience are members of the PGS Implementation Teams, the PAR Panels, and directors from the Office of Organizational Development. JDW:la Attachments
ATTACHMENT A MONTGOMERY COUNTY PUBLIC SCHOOLS Components of the Professional Growth Systems The Montgomery County Public School (MCPS) professional growth systems include critical components that help ensure that the system is supporting all employees throughout the course of their careers, from their first entry into MCPS through their service as a veteran, experienced employee. Attracting/Recruiting: MCPS is committed to attracting high quality employees and a diverse workforce. The Office of Human Resources goes to great lengths to attract, recruit, and hire candidates with comprehensive knowledge, great teaching skills, and the personal characteristics that lead to student success. Mentoring: MCPS believes that employees can benefit from the support of a mentor. For example, teachers who have experience teaching, but who are new to MCPS, receive support from a mentor teacher, usually an experienced MCPS teacher who works in the same building. This kind of on-the-job support helps teachers get acclimated to MCPS and supports their success. Developing: MCPS is committed to ongoing professional development for all employees. The Office of Organizational Development provides professional development to thousands of employees every year through structured professional development, support of schools and offices, courses and classes for individuals and teams, and job-embedded professional development. Evaluating: As previously mentioned, each PGS has clear standards for job performance, which are used to evaluate employee performance. All employees who are identified as not meeting standard are provided with targeted support from a Consulting Teacher, Consulting Principal, or Professional Growth Consultant. PAR panels for each PGS review cases and make recommendations. Recognizing: MCPS believes that exemplary staff should be recognized for their work. A variety of recognition efforts and events take place each year, including awards that are distributed at the Champions for Children Gala, the Mark Mann Excellence and Harmony Award, and the superintendent s red hats which are distributed at A&S meetings to leaders who have done an exceptional job. The three PGS implementation teams are currently examining additional ways to recognize staff.
ATTACHMENT B Montgomery County Public Schools Professional Growth Systems Standards/Competencies Teacher Professional Growth System Six Professional Standards: 1. Teachers are committed to students and their learning. 2. Teachers know the subjects they teach and how to teach those subjects to students. 3. Teachers are responsible for establishing and managing student learning in a positive learning environment. 4. Teachers continually assess student progress, analyze the results, and adapt instruction to improve student achievement. 5. Teachers are committed to continuous improvement and professional development. 6. Teachers exhibit a high degree of professionalism. Administrators and Supervisors Professional Growth System Six Leadership Standards: The principal/administrator is an educational leader who promotes success for all students as he/she 1. Facilitates the development, articulation, implementation, and stewardship of a vision of teaching and learning that is shared and supported by the school community. 2. Nurtures and sustains a school culture of professional growth, high expectations, and an instructional program conducive to student learning and staff professional growth. 3. Ensures the management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 4. Collaborates with the school staff and other stakeholder groups including students, families, and community members. 5. Models professionalism and professional growth in a culture of continuous improvement. 6. Understands, responds to, and influences the larger political, social, economic, legal, and cultural context. Supporting Services Professional Growth System Seven Core Competencies: 1. Commitment to Students (i.e., understands how the job contributes to success for every student) 2. Knowledge of Job (i.e., understands assigned job duties and is knowledgeable about current and new practices and methods) 3. Professionalism (i.e., is calm under pressure, is timely with information, is positive, reliable, and trustworthy) 4. Interpersonal (i.e., treats people with respect, is able to be a team player/member, attempts to understand other perspectives) 5. Communication (i.e., is effective in oral and written skills) 6. Organization (i.e., knows how to get things done in the classroom, school, office, or other work location) 7. Problem Solving (i.e., accesses and uses resources effectively, identifies process improvements)
Montgomery County Public Schools Professional Growth Systems Comparison Table ATTACHMENT C Professional Growth System Foundation of PGS: Ongoing implementation monitored by: Support provided to: Support provided by: Cases heard by: Expectations communicated through: Teacher Six professional standards TPGS Implementation Team meets monthly Novice and underperforming teachers Consulting Teachers (28.0 FTE in FY 2009) TPGS Peer Assistance and Review (PAR) panel (16 members appointed by the superintendent, including eight teachers recommended by MCEA and eight principals recommended by MCAAP). TPGS handbook, distributed to all teachers and principals and through online resources Administrators and Supervisors Six leadership standards A&S PGS Implementation Team meets monthly Novice and underperforming administrators and supervisors Consulting Principals (3.0 FTE in FY 2009) A&S PGS Peer Assistance and Review (PAR) panel (three community superintendents and three sitting principals recommended by MCAAP). Note: There are separate PAR panels for central services administrators and MCBOA members. A&S PGS handbook, distributed to all administrators and through online resources Supporting Services Seven core competencies SSPGS Implementation Team meets monthly Underperforming supporting services employees Professional Growth Consultants (8.0 FTE in FY 2009) SSPGS Peer Assistance and Review (PAR) panel (twelve members appointed by the superintendent: six recommended by SEIU Local 500 and six recommended by MCPS) SSPGS handbook, distributed to all support staff and principals and through online resources
MONTGOMERY COUNTY PUBLIC SCHOOLS Teacher PAR Program 2000-2009 ATTACHMENT D Pre-PAR Years 1995-99 1999-2000 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Nine - Year PAR Program PAR Program PAR Program Phase I Phase II Phase III 34 Schools 96 Schools 191 Schools PAR Program PAR Program PAR Program PAR Program PAR Program PAR Program PAR Totals 2000-2009 TOTAL Probationary Teachers 207 527 725 613 560 675 607 577 444 4935 Probationary Non-Renewal 15 6 7 3 4 6 5 15 12 16 4 72 TOTAL Tenured Teachers Tenured Recommended for Dismissal Chose to Resign/Retire 32 45 18 20 23 26 22 26 27 239 1 0 2 3 3 4 5 9 9 6 2 43 Tenured Dismissal 1 0 0 2 0 1 0 1 0 1 6 11 Probationary or Tenured Resigned/Retired Before Final Recommendation TOTAL Underperformers Leaving System 19 17 33 33 28 29 28 22 17 33 54 277 36 23 42 41 35 40 38 47 38 56 66 403 TOTAL Successfully Released to Professional Growth Cycle 197 531 708 593 545 654 591 547 405 4771
Novice Principals, Principals New to MCPS Principal New to Level Novice Principals (including # acting) MONTGOMERY COUNTY PUBLIC SCHOOLS A&S PGS PAR Panel Data, 2004 2009 2004-05 2005-06 2006-07 2007-08 2008-09 21 20 (15 acting) 31 (2 acting) 22 (3 acting) 14 (4 acting) ATTACHMENT E Five Year PAR Totals 2004-2009 Principals New to MCPS 2 4 5 2 0 13 Principals New to a Level 4 1 1 2 2 10 Total Principals 27 25 37 26 16 131 (Novice + New) Met Standard 26 23 35 24 16 124 108 Reassigned 1 (retired) 1 0 1 (accepted another admin. position) 0 3 In Evaluation Support Cycle Following Year 0 1 2 1 0 4 Principals Not Meeting Standard 2004-05 2005-06 2006-07 2007-08 2008-09 Principals Referred to PAR Panel for Consulting Principal Support 3 3 (2 new clients 1 from 04-05) 4 (3 new clients 1 from 05-06) 3 (1 new client 2 from 06-07) 2 (2 from 07-08) Five Year PAR Totals 2004-2009 13 Met Standard 1 1 1 2 2 7 Reassigned 1 1 2 (accepted other admin. positions) 1 (accepted another admin. position) 0 5 In Evaluation Support Cycle Following Year 1 1 2 2 (new referrals) 0 6 Administrators 2004-05 2005-06 2006-07 2007-08 2008-09 Referred to PAR Panel for Consulting Principal Support 1 AP 2 APs (1 new client, 1 from 04-05) 2 APs (from 05-06) 1 AP (from 06-07) 1 AP (new client) Five Year PAR Totals 2004-2009 3 1 Cen. Serv. 1 Cen. Serv. (from 04-05) 1 Cen. Serv. (from 05-06) 1 MCBOA (new client) 1 Sch.-based Coord. 1 (new client) Met Standard 0 0 1 AP 1 AP N/A 2 Reassigned 0 1 Cen. Serv. Resigned 1Cen. Serv. Retired 0 N/A 2 3 1 Sch.-based Coord. Requested Reassignment, Accepted RT Position 1 In Evaluation Support Cycle Following Year 1 AP Leave of Absence 1 Cen. Serv. 2 APs 1 Cen. Serv. (new client) 1 AP (Eval. Period Extended) 0 1 AP 1 MCBOA 3 3
MONTGOMERY COUNTY PUBLIC SCHOOLS A&S PGS PAR Panel Data, 2004 2009 ATTACHMENT E
ATTACHMENT F MONTGOMERY COUNTY PUBLIC SCHOOLS SSPGS Peer Assistance and Review (PAR) Data, 2006 2009 Current Active Caseloads and Status: Status Number Referred to Peer Assistance and Review (PAR) 25 Currently in Fact-Finding Stage 12 Total Active Cases 37 Clients Referred to Performance Improvement Process (PIP), 2006-2009 and Status/Result: Status/Result Number Total Referred to PIP 286 Cases Currently in Fact Finding 12 Total Cases in PAR program 116 Active PAR Cases 25 Employee Completed PAR Returned to Professional Growth Cycle 52 Employee Completed PAR Panel Recommended Dismissal 10 Employee Completed PAR at Three Month Mark 1 Employee Completed PAR Retired/Resigned/Terminated 1 19 Employee Completed PAR Returned to Previously Held Position 9 Employee Did Not Choose PAR Chose 90 Day Special Evaluation 39 Employee Did Not Choose PAR Returned to Previously Held Successful Position 13 Employee Did Not Choose PAR Resigned/Retired 18 Original Referral Was Reviewed, But Did Not Merit Continuation in PIP 45 Employee was Not Eligible for PIP 2 13 Limited Support Cases 30 1 Employee terminated after referral to PIP but before PAR. 2 Referral rescinded by evaluator or employee in probationary status
Equity Training and Development Building Capacity of Montgomery County Public Schools Staff Selected References from Our Call to Action: Pursuit of Excellence and the Annual Report 2008 Program Audience Purpose Leadership teams, administrators, support professionals Professional Learning Communities Institute School Leadership Teams Institute National Board Certification Professional Development Online (PDO) Asian and Hispanic Leadership Development Curriculum Training and Development Studying Skillful Teaching and Observing and Analyzing Teaching Staff Development Teacher in Every School New Teacher Induction to Support Novice and New-to- MCPS Teachers Other supports Technology Consulting Team Staff Development Specialists Staff Development Programs Team Leadership teams from participating schools Leadership teams from participating schools Candidates for National Board Certification All MCPS staff Asian and Hispanic employees Teachers, principals, support professionals Teachers, administrators, paraeducators All school-based staff Novice teachers and teachers new to MCPS Teachers, principals, support professionals, teams Staff development teachers, participants in system training Supporting services staff, administrators, supervisors ATTACHMENT G Build knowledge and skills of staff to provide equitable learning environments Build organizational culture and improve effectiveness to achieve student results Build capacity of teams to work together and achieve student results. Provide support leading to National Board Certification Provide efficient access to professional development registration and records Increase percentage of Asian and Hispanic employees in leadership positions Build capacity to deliver MCPS curriculum effectively teaching strategies, differentiation Build research-based teaching skills, build capacity of observers Build the capacity of schoolbased staff leading to student results Build knowledge and skills to ensure effective entry into teaching in MCPS Build capacity to maximize use of technology for instruction and processes Build capacity of all staff to support school improvement plans and systemic efforts including Middle School Reform, equity training and standardsbased grading and reporting Build knowledge and skills of staff through a variety of programs, including support professional training, Continuing Professional Development courses, the Workplace English project and others
ATTACHMENT H MONTGOMERY COUNTY PUBLIC SCHOOLS Career Pathways Design Team The Career Pathways Design Team seeks to achieve the objective of offering employees greater pathways to career advancement opportunities. Accordingly, the design team is using an interest-based process that will provide a collaborative structure to develop the career pathways design and make recommendations based on the following: Creating an organizational culture of encouraging employees who are interested in career advancement opportunities, to seek guidance, and providing support in the pursuit of their career goals. Creating an organizational culture of recognizing the potential in highly performing employees and encouraging them to pursue opportunities to further their careers. Evaluating one or more salary banding pilots as a potential, sustainable model for creating career advancement pathways. Reviewing the current employee tuition reimbursement program to create incentives for employees to seek career change and/or advancement opportunities in positions identified by the school system as difficult to fill. Designing and recommending the creation of a network of supporting services mentors to provide professional guidance and support for employees seeking career change and/or advancement opportunities. Evaluating state-of-the-art technologies that can support employees in considering potential career pathways within the school system. Making recommendations to the Office of Human Resources and the Office of Organizational Development on possible ways to realign resources to ensure internal capacity to advise employees seeking guidance from the school system on career change and/or advancement opportunities.