(5) Training designed to ensure a high level of inter-rater reliability and agreement. To continue to serve as a trained evaluator, an evaluator must maintain an identified minimum level of inter-rater reliability and agreement by participating in training or recalibration at intervals specified in the PEPG system plan. 4. Written evaluation In addition to a summative effectiveness rating, each educator must receive a written evaluation that includes a narrative providing recommendations and commendations that describe the effectiveness. educator’s 5. Personnel record An written evaluation, evaluation documentation and summative effectiveness educator’s rating are confidential personnel records, in accordance with Title 20-A, section 6101, subsection 2. SECTION 13. EDUCATOR INVOLVEMENT IN DEVELOPING, IMPLEMENTING AND REVIEWING PEPG SYSTEMS Development of system Title 20-A of the Section 13705 requires school administrative Maine Revised Statutes, units to develop PEPG systems collaboration with teachers, principals, administrators, “in school board members, parents and other members of the public.” A majority of the members of the initial group of stakeholders must be composed of at least a majority of teachers. Of the teachers appointed to the initial group of stakeholders, 2/3rds must have the endorsement of the majority of the teachers in the school administrative unit and 2/3rds must have the endorsement of the majority of the school administrative governing body. unit’s For a school administrative unit that has established an initial group of stakeholders to develop the performance evaluation and professional unit’s growth system prior to the effective date of this rule, the existing group of stakeholders, with the consent of a majority of teachers in the school administrative unit, may continue as constituted even if the group of stakeholders does not met the specific composition established in paragraph A. The initial group of stakeholders must use a consensus decision-making process to develop the performance evaluation and professional growth system, including the proportionate weight of the student learning and growth measures as set forth in section 7. If the stakeholder group fails to reach consensus on the issue of the proportionate weight of student learning and growth measures by July 15, 2015 the
(5) Training designed to ensure a high level of inter-rater reliability and agreement. To continue to serve as a trained evaluator, an evaluator must maintain an identified minimum level of inter-rater reliability and agreement by participating in training or recalibration at intervals specified in the PEPG system plan. 4. Written evaluation In addition to a summative effectiveness rating, each educator must receive a written evaluation that includes a narrative providing recommendations and commendations that describe the educator’s effectiveness. 5. Personnel record An educator’s written evaluation, evaluation documentation and summative effectiveness rating are confidential personnel records, in accordance with Title 20-A, section 6101, subsection 2. SECTION 13. EDUCATOR INVOLVEMENT IN DEVELOPING, IMPLEMENTING AND REVIEWING PEPG SYSTEMS Development of system Title 20-A of the Maine Revised Statutes, Section 13705 requires school administrative units to develop PEPG systems “in collaboration with teachers, principals, administrators, school board members, parents and other members of the public.” A majority of the members of the initial group of stakeholders must be composed of at least a majority of teachers. Of the teachers appointed to the initial group of stakeholders, 2/3rds must have the endorsement of the majority of the teachers in the school administrative unit and 2/3rds must have the endorsement of the majority of the school administrative unit’s governing body. For a school administrative unit that has established an initial group of stakeholders to develop the unit’s performance evaluation and professional growth system prior to the effective date of this rule, the existing group of stakeholders, with the consent of a majority of teachers in the school administrative unit, may continue as constituted even if the group of stakeholders does not met the specific composition established in paragraph A. The initial group of stakeholders must use a consensus decision-making process to develop the performance evaluation and professional growth system, including the proportionate weight of the student learning and growth measures as set forth in section 7. If the stakeholder group fails to reach consensus on the issue of the proportionate weight of student learning and growth measures by July 15, 2015 the