The Massachusetts Model
System for
Educator Evaluation
Implementation Guide for Teacher Evaluation
6-28-13
DESE Training Steps:
Training Session
Orientation
Workshop 1: Unpacking the
Rubric
Workshop 2: Self-Assessment
Workshop 3: S.M.A.R.T. Goals
Date
Time
Location
Agenda for 6/28/13 PD Day
7:45 – 8:15
Check in and refreshments
8:15 – 9:00
Refresher on New Evaluation Tool
and Overview of Day
9:00 – 10:00
SMART Goals
10:15 – 10:30
Intro to the Rubric
10:30 – 11:15
Elementary-Longleaf/SecondaryLunch
11:15 – 12:00
Elementary-Lunch/SecondaryLongleaf
12:15 – 1:15
Work on Rubric
1:30
Wrap up back in Auditorium
The Law
603 CMR 35.00
Evaluation of Educators
On June 28, 2011, the Board of Elementary and
Secondary Education adopted new regulations for the
evaluation of all Massachusetts educators. The
regulations, which apply to both administrators and
teachers throughout the state, are designed to:
• Promote growth and development amongst leaders and
teachers
• Place student learning at the center, using multiple
measures of student learning, growth, and achievement
• Recognize excellence in teaching and leading
• Set a high bar for professional teaching status
• Shorten timelines for improvement.
-Massachusetts Department of Elementary and Secondary
Education
Teachers will be assessed on:
1. Goals
2. Performance Standards
• Professional Practice Goal(s)
• Student Learning Goal(s)
• Standard I: Curriculum, Planning,
and Assessment
• Standard II: Teaching all Students
• Standard III: Family and
Community Engagement
• Standard IV: Professional Culture
Utilizing Four Ratings:
• Unsatisfactory
• Needs Improvement
• Proficient
• Exemplary
I. Curriculum, Planning, &
Assessment
II. Teaching All Students
A. Curriculum and Planning A. Instruction
1. Subject Matter Knowledge
2. Child and Adolescent
Development
3. Rigorous Standards-Based
Unit Design
4. Well-Structured Lessons
B. Assessment
1. Variety of Assessment
Methods
2. Adjustments to Practice
C. Analysis
1. Analysis and Conclusions
2. Sharing Conclusions with
Colleagues
3. Sharing Conclusions with
Students
1. Quality and Effort of Work
2. Student Engagement
3. Meeting Diverse Needs
III. Family & Community
Engagement
IV. Professional Culture
A. Engagement
A. Reflection
1. Parent/Family Engagement
B. Collaboration
1. Learning Expectations
2. Curriculum Support
B. Learning Environment
1. Safe Learning Environment
2. Collaborative Learning
C. Communication
Environment
1. Two-Way Communication
3. Student Motivation
2. Culturally Proficient
Communication
C. Cultural Proficiency
1. Respects Differences
2. Maintains Respectful
Environment
D. Expectations
1. Clear Expectations
2. High Expectations
3. Access to Knowledge
1. Reflective Practice
2. Goal Setting
B. Professional Growth
1. Professional Learning and
Growth
C. Collaboration
1. Professional Collaboration
D. Decision-making
1. Decision-Making
E. Shared Responsibility
1. Shared Responsibility
F. Professional
Responsibilities
1. Judgment
2. Reliability and Responsibility
The Educator Plans
Five-Step Cycle of
Continuous Improvement
Step 1: Self Assessment
Self Assessment
Step 2: Analysis, Goal
Setting & Plan
Development
Step 3: Implementation
of Plan
Summative
Evaluation
Analysis, Goal
Setting & Plan
Development
Step 4: Formative
Assessment/
Evaluation
Step 5: Summative
Evaluation
Formative
Assessment/
Evaluation
Implementation
of Plan
The Typical Cycle:
September
Cycle Step 1: Self-Assessment
By October 15th
Cycle Step 2: Analysis, Goal Setting, and
Educator Plan Development
Throughout School
Year
Cycle Step 3: Plan Implementation and
Collection of Evidence
Mid-year (or end of
1st year if on 2 year
cycle)
Cycle Step 4: Formative Assessment/
Evaluation
No later than ten
(10) days before the
end of school
Cycle Step 5: End-of-Cycle Summative
Evaluation
Unannounced Observation
Educator Plan
Announced Observations
Announced
Observations
(Minimum 10 minutes)
(Pre, post, minimum
30 minutes)
Two-Year Self-Directed Plan
6
(over two years)
*
N/A
One-Year Self-Directed Plan
3
*
N/A
Directed Growth Plan (1 Year)
3
1
N/A
Improvement Plan less than 6 months
2
*
1
Improvement Plan (no more than 1
year)
4
*
1
Developing Educator Plan (Year 1 NonPTS Educators)
4
N/A
1
Developing Educator Plan (Year 2 NonPTS Educators)
3
1
N/A
Developing Educator Plan (Year 3 NonPTS Educators)
4
*
N/A
(Pre, post, full class
period)
Plymouth Public Schools
2011-2015 Strategic Plan
MISSION STATEMENT
In partnership with parents and the community, the Plymouth
Public Schools is committed to providing a comprehensive
educational experience that is high quality, challenging, and
enables each student to develop and maximize individual
potential. Our schools will foster a positive and collaborative
environment that encourages and affirms academic achievement
and personal excellence and inspires all students to make a
positive contribution to society.
CORE BELIEFS
We believe that every student should become a (an):
•Effective Communicator
•Independent Thinker
•Problem Solver
•Responsible Citizen
•Self-Directed, Life-Long Learner
•Valuable Collaborator
VISION STATEMENT
The Plymouth Public Schools will be recognized
nationally as an outstanding school district. Our goal is
to graduate confident, critical thinkers, productive and
creative lifelong learners, and socially responsible,
engaged citizens capable of adapting to change in a
technologically advanced and multicultural society.
GOALS
Goal 1: Enhance student social and
emotional growth, health and welfare,
and demonstration of civic
responsibility
Goal 2: Increase family and community
engagement
Goal 3: Enhance academic
achievement of all students at all levels
Goal 4: Provide strong district and
school leadership
Agenda for 6/28/13 PD Day
7:45 – 8:15
Check in and refreshments
8:15 – 9:00
Refresher on New Evaluation Tool
and Overview of Day
9:00 – 10:00 SMART Goals
10:15 – 10:30
Intro to the Rubric
10:30 – 11:15
Elementary-Longleaf/SecondaryLunch
11:15 – 12:00
Elementary-Lunch/SecondaryLongleaf
12:15 – 1:15
Work on Rubric
1:30
Wrap up back in Auditorium
Part 1: Analysis of Student Learning, Growth, and Achievement
Briefly summarize areas of strength and high-priority concerns for students under
your responsibility for the upcoming school year. Cite evidence such as results from
available assessments. This form should be individually submitted by educator, but
Part 1 can also be used by individuals and/or teams who jointly review and analyze
student data.
Part 2: Assessment of Practice Against Performance Standards
Citing your district’s performance rubric, briefly summarize areas of strength and
high-priority areas for growth. Areas may target specific Standards, Indicators, or
elements, or span multiple Indicators or elements within or across Standards. The
form should be individually submitted by educator, but Part 2 can also be used by
teams in preparation for proposing team goals.
Student Learning
Professional Practice
S.M.A.R.T. Goal
S.M.A.R.T. Goal
Check whether goal is
Check whether goal is
individual or team;
individual or team;
write team name if applicable. write team name if applicable.
Individual
Team:
________________
Individual
Team:
_______________
Morning Room Assignments
(with Principal - by school)
School
Room/Area
Mt Pleasant
FFES
CSES
HES
IBES
MES
NMES
SES
WES
PCIS
PSMS
PNHS
PSHS
Room 138 A
Room 135
Room 130 A
Teachers Dining - Café
Band Room
Room 134
Chorus Room
Gym
Room 133
Lecture Hall (2nd floor)
Library
Café
Performing Arts Center
Agenda for 6/28/13 PD Day
7:45 – 8:15
Check in and refreshments
8:15 – 9:00
Refresher on New Evaluation Tool
and Overview of Day
9:00 – 10:00
SMART Goals
10:15 – 10:30 Intro to the Rubric
10:30 – 11:15
Elementary-Longleaf/SecondaryLunch
11:15 – 12:00
Elementary-Lunch/SecondaryLongleaf
12:15 – 1:15
Work on Rubric
1:30
Wrap up back in Auditorium
I. Curriculum, Planning, &
Assessment
II. Teaching All Students
A. Curriculum and Planning A. Instruction
1. Subject Matter Knowledge
2. Child and Adolescent
Development
3. Rigorous Standards-Based
Unit Design
4. Well-Structured Lessons
B. Assessment
1. Variety of Assessment
Methods
2. Adjustments to Practice
C. Analysis
1. Analysis and Conclusions
2. Sharing Conclusions with
Colleagues
3. Sharing Conclusions with
Students
1. Quality and Effort of Work
2. Student Engagement
3. Meeting Diverse Needs
III. Family & Community
Engagement
IV. Professional Culture
A. Engagement
A. Reflection
1. Parent/Family Engagement
B. Collaboration
1. Learning Expectations
2. Curriculum Support
B. Learning Environment
1. Safe Learning Environment
2. Collaborative Learning
C. Communication
Environment
1. Two-Way Communication
3. Student Motivation
2. Culturally Proficient
Communication
C. Cultural Proficiency
1. Respects Differences
2. Maintains Respectful
Environment
D. Expectations
1. Clear Expectations
2. High Expectations
3. Access to Knowledge
1. Reflective Practice
2. Goal Setting
B. Professional Growth
1. Professional Learning and
Growth
C. Collaboration
1. Professional Collaboration
D. Decision-making
1. Decision-Making
E. Shared Responsibility
1. Shared Responsibility
F. Professional
Responsibilities
1. Judgment
2. Reliability and Responsibility
Standard I: Curriculum, Planning, and Assessment. The teacher promotes the learning
and growth of all students by providing high-quality and coherent instruction, designing and
administering authentic and meaningful student assessments, analyzing student
performance and growth data, using this data to improve instruction, providing students
with constructive feedback on an ongoing basis, and continuously refining learning
objectives.
Indicator I-A. Curriculum and Planning: Knows the subject matter well, has a good grasp of child development and
how students learn, and designs effective and rigorous standards-based units of instruction consisting of wellstructured lessons with measurable outcomes.
I-A.
Elements
I-A-1.
Subject
Matter
Knowledge
Proficient
Demonstrates sound
knowledge and
understanding of the
subject matter and
the pedagogy it
requires by
consistently engaging
students in learning
experiences that
enable them to
acquire complex
knowledge and skills
in the subject.
Exemplars
Agenda for 6/28/13 PD Day
7:45 – 8:15
Check in and refreshments
8:15 – 9:00
Refresher on New Evaluation Tool
and Overview of Day
9:00 – 10:00
SMART Goals
10:15 – 10:30
Intro to the Rubric
10:30 – 11:15 Elementary-Longleaf/
Secondary-Lunch
11:15 – 12:00 Elementary-Lunch/
Secondary-Longleaf
12:15 – 1:15
Work on Rubric
1:30
Wrap up back in Auditorium
Agenda for 6/28/13 PD Day
7:45 – 8:15
Check in and refreshments
8:15 – 9:00
Refresher on New Evaluation Tool
and Overview of Day
9:00 – 10:00
SMART Goals
10:15 – 10:30
Intro to the Rubric
10:30 – 11:15
Elementary-Longleaf/SecondaryLunch
11:15 – 12:00
Elementary-Lunch/SecondaryLongleaf
12:15 – 1:15
Work on Rubric
1:30
Wrap up back in Auditorium