The Maine Department of Education wants to hear from you as it puts together a request to the federal government for flexibility in holding schools accountable and recognizing their success under the Elementary and Secondary Education Act (commonly known as No Child Left Behind).
Requesting ESEA flexibility is an involved process. In its request to the U.S. Department of Education, the Maine DOE must share its plans for a new accountability system that recognizes schools when they succeed and provides support to them when they need improvement. The state must also put forth detailed plans for developing and piloting an evaluation system for teachers and administrators.
Commissioner Bowen and Maine DOE staff want to hear from you as we work on the state’s flexibility request. Hearing many good ideas will ensure the highest-quality request possible.
Add your feedback as a comment at the bottom of this post. Please read the Maine DOE Newsroom’s Comments Policy before you respond.
Here are some potential discussion topics, but feel free to address any aspect of Maine’s ESEA flexibility request.
- Should Maine develop a uniform teacher and administrator evaluation and require that all school districts use it? Or should state officials develop guiding principles for such evaluations that local districts can adapt to their needs?
- Should a school’s success in Maine’s accountability system be based on how successful its students are five years after graduating from high school?
- How could Maine incorporate subject areas besides math and reading into its accountability system?
- Should student achievement figure into the performance evaluations of Maine’s teachers and administrators? If so, to what extent?
- Should Maine’s accountability system take into account other assessments besides the state’s standardized tests? Examples include DIBELS for reading, NWEA for math and reading, Accuplacer for college course placements.
- How can Maine’s accountability and recognition system account for differences in schools, such as rural vs. urban and wealthy vs. low-income? Or should all schools be held to the same measures, regardless?
- How would you propose evaluating the effectiveness of instructors who teach subject areas not measured by state assessments (arts, social studies, etc.)?
Thank you for your feedback! Visit Maine DOE’s ESEA Flexibility page for more information and other opportunities to share your input.