Home → Educator Effectiveness
Many factors influence the ability of children to thrive in school. Some factors are school-based, and some are personal. As researchers and educators attempt to identify the major influences on children’s learning and unravel the associated complexities, one fact remains clear: every child deserves excellent teachers and building principals.
Indeed, the more factors in a child’s personal life that present barriers to learning, the greater the need for excellent educators in that child’s school. An Act to Ensure Effective Teachers and School Leaders was signed into law in 2012. But the law in and of itself cannot ensure effectiveness among educators. Such a promise requires a shared vision and commitment among all members of a school community--teachers, administrators, school board members, parents and students. In Maine we value the flexibility that allows individual communities to govern their schools according to the ideals of the local culture and the needs of the local children. We also value our educators.
The work of the Educator Effectiveness Office is to assist school administrative units in implementing performance evaluation and professional growth systems that place a premium on developing viable processes of identifying, maximizing, supporting and maintaining excellence among its teachers and principals.
Performance Evaluation and Professional Growth Systems Resources
An Overview of PEPG System Requirements. (PPT, 1MB) This self-navigating slide presentation answers many questions about the requirements of a performance evaluation and professional growth system, providing the following information:
- The legal context and policy that informs system requirements
- A general overview of the Performance Evaluation and Professional Growth (PEPG) system components and rule requirements
- Details of the two required measures of educator effectiveness, Professional Practice and Student Learning and Growth
- Detailed analysis of the main features and functions of the SLOs (Student Learning Objectives)
- Various approaches to combining multiple measures to arrive at a summative rating
- A compilation of guidance articles that have been published in the Maine DOE newsroom
State Models and Supporting Resources
Maine DOE Principal Performance Evaluation and Professional Growth State Model Handbook and the Maine DOE T- PEPG Model Handbook and the may each be used by SAUs in one of four ways:
- A model to be voluntarily adopted in its entirety prior to June 1, 2015;
- A model to be adopted by default in its entirety by SAUs who are not able to complete the development of a model in accordance with the requirements of Chapter 180 prior to June 1, 2015;
- A model to be adopted in part and merged with locally determined elements by SAUs prior to June 1, 2015; or
- A guide to local SAUs in developing and implementing a model.
- Maine DOE Principal Performance Evaluation and Professional Growth Model: Auburn School Department Administrator Evaluation Framework. (PDF, 491KB) MS Word version
- Maine DOE Quality Assurance Inventory (PDF, 466KB)
- Updated 09/24/2014 Maine DOE Teacher Performance Evaluation and Professional Growth Model (T-PEPG Model) Handbook and Implementation Guide for School Administrative Units. (PDF, 3MB) MS Word version
- Maine DOE Student Learning Objective (SLO) Framework Handbook for Teachers and Administrators. (PDF, 1MB)
MS Word version
This companion to the Maine DOE T-PEPG Model provides detailed guidance on developing Student Learning Objectives to satisfy the state’s requirements for using student academic data to foster and evaluate the impact of teachers on student learning and growth. In preparing this document, the Department sought counsel from many experts, including Maine administrators and teachers.
Coordinator, Educator Effectiveness
Maine Department of Education