Maryland – Educator Effectiveness


This profile summarizes the efforts made by states and districts to implement evaluation and feedback systems, including the SREB Elements of Evaluation—basic information about the state evaluation framework. The sections below correspond to the three sections of the State Actions to Advance Teacher Evaluation report released in February 2016.

SREB Elements of Evaluation

System Name

Maryland Teacher and Principal Evaluation System (TPE)

System Type

State framework, districts develop local system for state education agency (SEA) approval

Framework for Effective Teaching

Danielson’s Framework

Key Elements of Professional Practice

Professional practice goals, professional development focus

Measures of Student Growth

Student learning objectives (SLOs)

Weight of Component Measures

50% Professional practice/50% Student growth

Number of Required Observations During Summative Evaluation


Performance Levels

Ineffective, Effective, Highly Effective

Design of State Evaluation Models

The state department endorses an evaluation framework but allows districts to pursue alternate models, as long as the rubric aligns with the Danielson Framework and incorporates SLOs. Evaluators cite specific evidence for each rubric standard before assigning a professional growth rating.

All teachers select three SLOs. Teachers of tested grades and subjects create at least one SLO based on statewide assessments.

During the post-observation conference, the teacher and evaluator discuss professional learning needs for the next school year. Evaluators may identify resources, supports or professional learning activities required for teachers who receive an overall performance rating of Ineffective.

Implementation of District Evaluation Systems

The SEA authorizes districts to deliver training and credential evaluators as they see fit, as long as the training plan receives state approval.

Districts choose the personnel who may evaluate teachers and the number of observers required for each summative evaluation. Teachers rated Ineffective must receive at least one observation by an individual other than their immediate supervisor.

The state department offers optional training and support related to developing SLOs. SLO training is provided to district teams of teachers, leaders and district staff who are then responsible for training role-alike peers in their district. The state department also supports the Promising Principal Academy, an initiative that works with aspiring school administrators.

Transformation of Professional Learning

The state department employs a data lead who has used advanced analytics and feedback from the field to explore changes to the state evaluation framework. Also, the state department contracts with a third party to evaluate the implementation of local evaluation systems.

The state department has developed an extensive set of professional development tools for state and local evaluation systems. The state department supports the development of high-quality SLOs through state training of district teams.

The SEA has shared evaluation system changes through web resources and weekly email communications. The department has conducted stakeholder meetings to discuss recommendations for refining the state evaluation model.