Evaluation Model Stakeholders Group

Former Education Commissioner Susan Gendron convened the Evaluation Model Stakeholders Group in April 2010 as directed by Public Law 2010, Chapter 646, and an executive order of the Governor. The group was chartered to review and approve educator evaluation models that used student achievement as a measure of performance before Maine school districts could adopt the models for their own use.

Public Law 2011, Chapter 36 -- passed by the Maine Legislature in 2011 -- removed the requirement that the stakeholders group approve evaluation models before school districts adopt them.

The Evaluation Models Stakeholders Group met five times between April and December 2010, and consulted with the following presenters on educator evaluation models:

  • Jason Culbertson from TAP, the System for Teacher and Student Advancement;
  • Harden Daniels and Joni Henderson from Discovery Education on VAL-ED, the Vanderbilt Assessment of Leadership in Education; and
  • Walter Kimball from the University of Southern Maine and Grace Leavitt from MSAD 51 (Cumberland) on Charlotte Danielson's Framework for Teaching.

Evaluation Criteria

The Evaluation Models Stakeholders Group defined 10 research-based criteria to guide its assessment of educator evaluation models:

  • Evaluation System Goals: The purpose, vision and goals of the evaluation system should be clearly articulated for all stakeholders and the school community.
  • Communication and Stakeholder Investment: There should be stakeholder involvement in the design of the evaluation system.
  • Evaluation Format: There should be multiple measures of teacher performance, in addition to student assessment data.
  • Strength of Measures: The evaluation system should be research-based.
  • Selecting and Training Evaluators: Evaluators should be trained to use the model effectively.
  • Frequency of Evaluation: The frequency of evaluations should be clearly identified.
  • Alignment with Professional Development and Standards: There should be alignment between the evaluation system, identified teacher standards, and professional development.
  • Data Infrastructure and Transparency: The district should demonstrate that the data infrastructure supports the model.
  • Data Uses and Tracking:  The model should demonstrate a clear connection between the use of data, teacher effectiveness, and student learning.
  • Evaluating the System: There should be a plan for implementation, evaluation, and revision of the model.

Stakeholders Group Membership

  • Jill Adams, Maine Administrators of Services for Children with Disabilities
  • Linda Bleile, Maine Principals' Association
  • Susan Campbell, Maine School Boards Association
  • Chris Galgay, Maine Education Association
  • Mark Gray, Maine Education Association
  • Bob Hasson, Maine School Superintendents Association
  • Maureen King, Maine School Boards Association
  • Gus LeBlanc, Maine Principals' Association
  • Sandra MacArthur, Maine School Superintendents Association
  • Carrie Thurston, Maine Administrators of Services for Children with Disabilities
  • Commissioner, Maine Department of Education