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:

Related Resources

  • Center for Best Practice. See best practices from Maine schools for implementation of proficiency-based learning.
  • Educator & School Recognition. Maine is home to countless teachers, principals, superintendents, specialists and support staff who make the difference each day that allows students to succeed in their learning. The Maine DOE manages some award programs that recognize great educators and acts as a liaison between the sponsors of other award programs and the award recipients.
  • Maine DOE Strategic Plan. The second core priority area of the Maine DOE's strategic plan is Great Teachers and Leaders.

Legislative Activity

Contact

Mary Paine
Coordinator, Educator Effectiveness
Maine Department of Education
207-624-6748
mary.paine@maine.gov