BTU members who are classroom teachers are evaluated using the teacher effectiveness evaluation. Other BTU members (e.g., education associates, counselors, library media specialists) are evaluated with the performance-based evaluation system. Not sure which evaluation applies to you? Check out this listing by job title. All BTU members should anticipate meeting with their supervisor to review the evaluation process. Individual Development Plans (IDPs) and initial planning conferences must be completed by October 25.

Baltimore City Public Schools is committed to authentic employee evaluations grounded by accurate observations of practice and meaningful feedback. We recognize the importance of each employee receiving feedback on their performance and impact and being recognized for the role they play in support of our students and families.

From the professional development goals set in an educator’s Individual Development Plan to the feedback they receive during a conference with their evaluator, steps in the evaluation cycle can be part of an educator’s personalized learning and support during this school year.

The Teacher Effectiveness Evaluation is an employee evaluation where an annual rating and summative report are generated based on performance data gathered across multiple components. This evaluation for BTU classroom teachers reflects the complexities of teaching and was designed to help improve student academic outcomes. It includes multiple measures and components that, together, provide an authentic, comprehensive understanding of strengths and areas for improvement aimed at continuous improvement of instructional practice.

Within the evaluation resources on the CHARM platform, there is an overview of the evaluation process. All BTU employees and their supervisors are encouraged to review the information provided by clicking any of the orange buttons on the employee homepage.

Although historically, the mid-year review for classroom teachers occurred offline, teachers and their evaluators now have the ability to capture their self-reflection and feedback related to mid-year conversations in CHARM.  The mid-year performance review conversation provides an opportunity for teachers and school leaders to discuss student and teacher progress to date. 

Because it includes several components, the teacher effectiveness evaluation unfolds over the course of the school year. Review these key dates and milestones for the teacher evaluation. If any date falls on a weekend or holiday, the due date is the next day. 

*Note that if a deadline falls on a weekend or holiday, it will be shifted to the next workday.

There is a task deadline and often a later date for electronic evaluation forms when electronic access to the forms will close. This gives some time for evaluators and employees to ensure information has been entered into the appropriate system, review, and add comments or attachments as needed.

GCO-RF outlines a 30-calendar-day window to ensure the electronic system's accuracy. After CHARM closes, please contact the Office of Human Capital or your evaluator within this 30-calendar-day window if you realize the information in CHARM needs to be updated.

Professional practice: Formal classroom observations (40% total)

Formal observations provide evidence of a teacher's strengths and areas for development. When done purposefully and with a discussion that includes actionable feedback, they are integral to improving instructional practice. 

• Teachers are observed on the seven (7) indicators of the Instructional Framework’s TEACH domain.

• Teachers should receive frequent informal observations during the school year

• To sustain an annual evaluation, a minimum of two formal observations must be completed by qualified observers 

• The total weight of the formal observation component is 40% (e.g., if two observations, then each is worth 20%), 

• Each formal observation is considered a separate evaluation measure 

Formal Observations Guidance, as developed by the Office of Human Capital, as well as Content Specific Addendums for the Instructional Framework, can be found on the Instructional Framework Supports page.

Teachers and observers can follow the Formal Observation Process Using CHARM guide to help navigate the system.

Professional practice: Professional expectations (10%)

This measure considers the extent to which a teacher meets district expectations for compliance with district and school policies and demonstrates standard skills in communication, professionalism, professional practice, and district expectations. 

Supervisors and teachers should review the professional expectations rubric. Teachers are encouraged to reflect and self-assess their performance on this form. There is a self-reflection form in CHARM that teachers can use to share their self-reflection and evidence.

Student growth: Student learning objectives (35%)

SLOs are specific, measurable academic goals for a particular group of students in an academic year. Teachers create SLOs in collaboration with their school leaders and in alignment with the relevant district guidance. SLOs can be used to measure student learning for teachers in both tested and non-tested grades. For 2024-25, the evaluation includes one SLO worth 35% of the total evaluation. Note that without an approved exemption, teachers must have an approved SLO learning target and submit their student data in the appropriate electronic system. Failure to do so results in a score of 25 on the SLO component of the 2024-25 evaluation.

 For more information on the school leader SLO, visit CHARM and review the help guides and resources available. After logging into CHARM, click the blue SLO button to access electronic SLO forms.

Student growth: School performance measure (15%)

This measure reflects a whole school’s yearlong performance for learning environment, student growth, and college and career readiness. Performance data and a score for this component will not be part of SY2024-25 evaluation score calculations or ratings.

Please review the evaluation reweighting resource for more information.

For most teachers, the end-of-year rating is determined by a composite score made up of individual scores from each component. Each individual raw score is converted to a 100-point scale, weighted, and combined to yield a single overall composite rating. This overall annual evaluation rating is based on where a teacher's composite score falls within the annual evaluation score ranges. This overview shows an example of an annual evaluation rating calculation. This overview clarifies how evaluation components are re-weighted when data is not available.

• 86 and above: Highly effective 

• 70 to 85: Effective 

• 55 to 69: Developing 

• 54 and below: Ineffective

If a teacher receives a rating of ineffective, City Schools must, at a minimum, offer that teacher (if he or she is certificated) a meaningful appeal process in accordance with Education Article, § 4-205(c)(4), Annotated Code of Maryland. The burden of proof is on the teacher to appeal the rating.

After an initial pilot in 2020-21, City Schools offers an Off Cycle Evaluation Opportunity for tenured classroom teachers with a history of strong performance. This is for one school year, and those teachers who make this decision will not have formal observations or professional expectations conducted during the upcoming school year. Rather, their formal observation and professional expectations scores from the previous school year will be included in their upcoming school year’s annual evaluation. In accordance with COMAR requirements, student growth data must be gathered each year so these teachers can still participate in the SLO process while being off cycle.

Eligible teachers will be notified by the Office of Human Capital and given the opportunity to decide whether they will be off Cycle for 2024-25.  Eligible teachers have until Monday, September 30, 2024, to confirm their intent to be Cycle for this school year.

If you believe you should have received notification from the Office of Human Capital and there is an error in your eligibility status for this school year, you must complete the electronic Eligibility Review Request form by Monday, September 30th. No other form of communication – including notifying your supervisor – will be accepted as official initiation of this review request. For additional information, read this FAQ.

Do you need help navigating CHARM?

All employees and their evaluators complete steps in the evaluation process electronically in CHARM. This is part of the district’s modernization in platforms and resources. For anyone who needs to access copies of previously completed forms or locate attachments in Employee Self-Service (OPMS), please follow the steps in this help guide.

Asynchronous resources specific to using the electronic evaluation platform (CHARM) and engaging in employee evaluation tasks are available in CHARM.

• How to login to CHARM

• Navigating CHARM Homepage 

• Formal Observation Process Using CHARM guide

• Call the OIT Customer Support Center: (443) 642-3000

• Create a HEAT Ticket for support

In addition, beginning on September 17, 2024, mini-virtual training will be facilitated live on TEAMS. Please join us!

Tuesdays on TEAMS

• 3 p.m. series

• 4 p.m. series 

• One-on-one help with CHARM

Help guides will be available in CHARM.  Click on any of the Orange Buttons on your homepage for more information and resources.