This report explores the implementation of SSPGS for the cohort entering SSPGS on July 1, 2006. The findings indicate that those who supervise and evaluate support professionals see SSPGS as a positive process that provides clear, schoolwide and districtwide expectations for evaluating personnel. As SSPGS is still a relatively new initiative for many MCPS personnel, additional guidance on evaluation models, core competencies and the professional development cycle are indicated for both supervisors and support professionals.
Enhance and clarify guidance when supervisors are not following the intended model, or have unanswered questions. Incorporate the core competencies evaluated under SSPGS into job descriptions and requirements. Increase opportunities for job coaching as a training tool. Provide additional information about training offerings, schedules, and how to access training. Offer multiple training times and dates. Support the diverse culture of support professionals. Consider publishing the SSPGS handbook in multiple languages. Offer English for Speakers of Other Languages (ESOL) classes for job-alike positions.
SSPGS midyear REPORT _November 13 2008_.pdf (135KB PDF)