Strong TPE districts: teacher input on SLOs and a three-stage observation cycle with one evaluator¶

Design · All designs
Evidence · no claims cited

Description¶

The report characterizes the recurring design features of Maryland districts with strong TPE implementation. These districts develop the SLO process with teacher input and provide ongoing professional development, and they run observations as a cycle in which "Have a pre-observation conference, the observation of the teacher in the classroom, and a post-observation conference using the same evaluator for all three tasks." They also engage teachers in dialogue with evaluators and use results for continuous instructional improvement.

Design Implications¶

Context¶

Requirements¶

District backing of SLO and observation implementation, including ongoing professional development that helps teachers use SLOs to improve classroom practice.

Constraints¶

The report states quality depends on fidelity of implementation and full support of district leaders.

Target Learners¶

Teachers
Principals

Learning Goals¶

Improved instructional practice
Reflection on instruction and student progress

Claims¶

Examples¶

-

Key Sources¶

Slotnik, W. J., Bugler, D., & Liang, G. (2016). Stay the Course: Teacher and Principal Evaluation in Maryland. WestEd and Community Training and Assistance Center. https://eric.ed.gov/?q=Stay+the+Course+Teacher+and+Principal+Evaluation+in+Maryland

Page metadata

Field	Value
`type`	`design`
`id`	`strong-tpe-implementation-district-pattern`
`title`	`Strong TPE districts: teacher input on SLOs and a three-stage observation cycle with one evaluator`
`description`	`The report characterizes the recurring design features of Maryland districts with strong TPE implementation.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `slotnik-2016`

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