TCPS Master Plan

The Bridge to Excellence in Public Schools Act of 2002 (BTE) requires that each local school system reassess and revise its Master Plan as necessary and submit an Annual Update to the Maryland State Department of Education (MSDE) for review. Each local school system should submit the Annual Update to the county council, and if applicable, county executive, or country commissioners at least 60 days prior to the final submission to MSDE. MSDE can request revisions to ensure that updated plans are having the effect of improving student achievement, eliminating achievement gaps, and increasing progress toward meeting State performance goals.

2012 Master Plan Update

Summary Teacher Evaluation 2011-12

Summary Principal Evaluation 2011-12

Master Plan Supplement

American Recovery and Reinvestment Act (ARRA) of 2009

The purpose of ARRA is to stimulate the US economy in the short term and invest in education and other essential public services to ensure the long-term economic health of the nation. The use of ARRA funds is intended to strengthen education, drive reforms, and improve results for students from early learning through college. These funds are to be used to improve student achievement and help close the achievement gap. A vital part of ARRA reporting is a focus on ensuring that all students are afforded the opportunity to work with effective teachers and principals. This page links to information that will help the reader understand how teachers and principals in Talbot County Public Schools (TCPS) are evaluated.

Achieving Equity in Teacher Distribution:

Teacher Evaluation System

Talbot County Public Schools utilizes a teacher evaluation process in which the evaluator makes a professional judgment about a teacher's overall performance relative to established criteria. The main purpose of performance evaluation is to improve instruction. Another purpose of evaluation is to assess areas of strength and weakness in order to make administrative decisions regarding a teacher's status. A standard evaluation form is used. The building principal is normally the designated evaluator. However, in situations where the teacher works in more than one building, the "base school" principal will coordinate the evaluation process and determine the evaluator. Teacher performance is evaluated with input from principals and/or designated observers from other schools in which they work. A major source of data used in the evaluation process is the Performance Rating Observation Form that reflects a teacher's effectiveness relative to the Ten Essential Skills of Teaching, three Support Skills and Related Responsibilities. The principal or other observer conducts at least two annual Rating Observations during the school year; the principal and/or teacher may request additional Performance Rating Observations. Another source of data used in the evaluation process is the Anecdotal Record of Performance that reflects the teacher's effectiveness relative to Related Responsibilities. Other documents such as the Administrator/Teacher Conference Form, Professional Development Plan, letters, memoranda or surveys may also be used as sources of data to complete the annual performance evaluation.

Achieving Equity in Principal Distribution:

Principal Evaluation System

The Superintendent of Schools evaluates each principal's performance on an annual basis. The evaluation consists of ten criteria: 1. Facilitates the development of a school vision. 2. Aligns all aspects of a school culture to student and adult learning. 3. Monitors the alignment of curriculum, instruction, and assessment. 4. Improves instructional practices through the purposeful observation and evaluation of teachers. 5. Ensures the regular integration of appropriate assessments into daily classroom instruction. 6. Uses multiple sources of data to improve classroom instruction. 7. Provides staff with focused, sustained, research-based professional development. 8. Engages all community stakeholders in a shared responsibility for student and school success. 9. Performs responsibilities in support of the school vision. 10. Other. Each criteria is rated using the following descriptors: Exemplary, Satisfactory, Needs Improvement, Unsatisfactory. Based on the results of the rating criteria, the principal receives an overall performance rating of Exemplary, Satisfactory, Needs Improvement, or Unsatisfactory. Each principal meets with the Superintendent privately to review his/her annual performance evaluation ratings. The principal and Superintendent jointly develop performance goals and objectives for the next school year based on the annual evaluation and determine performance that can be enhanced by additional staff development. Compensation is not tied to performance ratings. Consideration for promotion is directly tied to the performance evaluation. In order to be considered for promotion, principals must obtain a majority of "Exemplary" ratings on their prior year performance evaluation. Job retention is predicated on receiving an overall "Satisfactory" performance rating. Principals may be removed from their leadership position if they receive an "Unsatisfactory" overall performance rating.