Educator Effectiveness

Our students deserve the very best. Every day. Always.

2021-2022 School Year Updates

Recent legislation has allowed the MSAD #46 Educator Effectiveness Steering Committee to make some updates, changes, and enhancements to the Educator Effectiveness System. Below is a quick summary of the updates for the 2021-2022 School Year:

  1. The committee decided multiple years ago to transition our prior iObservation model (from 2014) to an updated and more streamlined model called the “Focused Teacher Evaluation Model (FTEM).” The FTEM will be in use for the 21-22 school year. The changes from the 2014 model to the FTEM are minor, in that the overall structure and design remains the same, and the number of elements and components has been significantly reduced.
    1. Professional development opportunities will be available for all staff and evaluators throughout the 2021-2022 school year.
  2. “Student Growth” is no longer a required component. The MSAD #46 Educator Effectiveness Steering Committee removed this in the spring of 2021 in response to LD 92 (passed in 2019).
  3. In June, 2021, Governor Mills passed LD 1172. As a result of this legislation, the Steering Committee decided on the following:
    1. Teachers on a Probationary Evaluation Cycle (years 1, 2, or 3) will follow the Educator Effectiveness system as normal.
    2. Teachers on a Professional Evaluation Cycle (years 1, 2, or 3) may choose to opt-in to the Educator Effectiveness system for the 2021-2022 school year.
    3. All Professional Evaluation Cycles are frozen for the 2021-2022 school year only. This means that a teacher in their second year of the professional evaluation cycle for the 2021-2022 school year will still be in the second year of the professional evaluation cycle for the 2022-2023 school year. This freeze happens even if the teacher chooses to opt-in for the 2021-2022 school year.
    4. All of the changes inspired by LD 1172 expire after the 2021-2022 school year.
All teachers can increase their expertise from year to year which produces gains in student achievement from year to year with a powerful cumulative effectThe Marzano Center, Learning Sciences International

Students are the center of teaching and learning throughout AOS #94.  Everything that we do is for them.  There is no greater connection between teaching and learning than instruction, and all AOS #94 educators are deeply committed to creating learning environments and opportunities for the students using methods, practices, and strategies that are proven to be highly effective.

Educators in MSAD #46 and Harmony have collaboratively designed an educator effectiveness system that integrates a research-based model of highly effective instructional and leadership strategies, feedback from students, student growth data, and standards for effective technology integration.  The educator effectiveness system has a strong foundation in growth and development of all educators, because we believe that all of our educators are excellent, and also that all of our educators can improve.  Learning never ends.  Anyone and everyone can learn something new; can improve their practice, no matter what they do; no matter how long they have been doing it.

Learning all ways; always learning.

Contact the MSAD #46 PEPG Steering Committee

Educator Effectiveness Contact Form

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