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.
Clarify expectations for supervisors to ensure that they develop their evaluation abilities. A majority of supervisors are not mandated to attend evaluator training. Create an annual e-mail to all support professionals due for evaluation during the coming fiscal year, informing them of their evaluation date. Include the job description. Provide support to support professionals to attend skills training and professional development programs. Identify a larger pool of substitutes who can fill in for support professionals. Train evaluators in how to apply SSPGS competencies to specific job responsibilities. Continue working to establish a culture in which support professionals feel comfortable having conversations with supervisors and asking questions about how to do their job. Consider translating written documents about SSPGS (including the evaluation form) into additional languages.
SSPGS Final Report _11-3-08_.pdf (340KB PDF)