Overview of the New
Massachusetts Educator
Evaluation Framework
Opening Day Presentation
August 26, 2013
Five Step Evaluation Cycle
Continuous
Learning
2
Revised 10/15/2011
Massachusetts Department of Elementary and Secondary Education
All evaluations are based on a 5-step cycle
1.
Self-Assessment
Alone and in teams educators reflect on and assess their professional practice, analyze the
learning, growth, and achievement of their students, and prepare to propose goals for their
Educator Plan.
2.
Analysis, Goal Setting, and Plan Development
Educators meet with their evaluators to review self-assessments, jointly analyze students’
learning, and develop team and/or individual goals and a plan that encompass both practice
and student learning.
3.
Implementation of the Plan
Educators implement the action steps outlined in their plan and engage in professional
development and support needed to be successful. Educator and evaluator collect evidence
regarding practice and student learning to inform progress.
4.
Formative Assessment/Evaluation
Evaluator and educator review educator’s progress toward goals and/or performance against
standards. Evaluator issues formative performance ratings.
5.
Summative Evaluation
Evaluator assesses the educator’s performance against the standards, attainment of student
learning goals, and attainment of professional practice goals. Evaluator determines overall
summative rating using the 4-point rating scale and student learning impact rating using the
3-point scale.
Massachusetts Department of Elementary and Secondary Education
3
The framework establishes four standards of
practice, with supporting rubrics defining
four levels of effectiveness
Principals &
Administrators
Teachers
Instructional Leadership*
Curriculum, Planning &
Assessment*
Management and Operations
Teaching All Students*
Family & Community
Partnerships
Family & Community
Engagement
4
Professional Culture
Professional Culture
Massachusetts Department of Elementary and Secondary Education
4 Standards and Indicators of Effective Teaching Practice
I. Curriculum,
Planning, &
Assessment
A. Curriculum and
Planning
B. Assessment
II. Teaching All
Students
III. Family &
Community
Engagement
IV. Professional
Culture
A. Instruction
A. Engagement
A. Reflection
B. Learning
Environment
B. Collaboration
B. Professional
Growth
C. Communication
C. Analysis
C. Collaboration
C. Cultural Proficiency
D. Decision-making
D. Expectations
E. Shared
Responsibility
F. Professional
Responsibilities
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Educators are rated on each standard based on
evidence from the following sources:
• Judgments based on the evaluator’s observations (at least
one unannounced) and review of artifacts of professional
practice
• Multiple measures of student learning, growth, and
achievement*
– Classroom assessments aligned with the MA Curriculum Frameworks
comparable within grades or subjects in school
– Student progress on learning goals set between the educator and evaluator
– State-wide growth measure(s) where available including MCAS Student Growth
Percentile and MEPA gains
– District-determined measures comparable across grade or subject district-wide
•
Collection of additional evidence that informs performance on
the standards, including feedback from students and staff, and,
possibly, parents
Revised 10/15/2011
Massachusetts Department of Elementary and Secondary Education
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Summative Rating
Educators earn two separate ratings
Exemplary
Proficient
1-YEAR SELFDIRECTED
GROWTH PLAN
2-YEAR SELF-DIRECTED
GROWTH PLAN
Needs
Improvement
DIRECTED GROWTH PLAN
Unsatisfactory
IMPROVEMENT PLAN
Low
Moderate
High
Rating of Impact on Student Learning
(multiple measures of performance, including MCAS
Student Growth Percentile and MEPA where available)
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Districts are required to determine how to recognize and reward educators whose summative
rating is exemplary and rating of impact on student learning is high or moderate
Revised 10/15/2011
Massachusetts Department of Elementary and Secondary Education
Types of Plans
• Developing Educator Plan: One school year or less, developed
by the educator and evaluator for:
– Administrators in the first three years in a district
– Teachers without Professional Teacher status
– Educators in a new assignment (at the discretion of the evaluator)
• Self-Directed Growth Plan: Developed by the educator for:
– Experienced educators rated proficient or exemplary with moderate or high
rating for impact on student learning (two-year plan)
– Experienced educators rated proficient or exemplary with low rating for
impact on student learning, with goals focused on the inconsistency and
supervisor review (one-year plan)
• Directed Growth Plan: One school year or less developed by
the educator and the evaluator for:
– Educators who are in need of improvement
• Improvement Plan: At least 30 calendar days and no more
than one school year, developed by the evaluator for:
– Educators who are rated unsatisfactory, with goals specific to improving the
educator’s unsatisfactory performance
Revised 10/15/2011
Massachusetts Department of Elementary and Secondary Education
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EVALUATION CALENDAR (One-Year Plans**)
Activity:
Completed By:
(School day
number)
School Calendar
Dates
(2012-2013 Dates used
as example)
Superintendent, principal or designee meets with evaluators and educators to
explain evaluation process
15th
school day
September 19
Evaluator meets with first-year educators to assist in self-assessment and goal
setting process
Educator submits self-assessment and proposed goals
25th
October 3
Evaluator meets with Educators in teams or individually to establish Educator
Plans (Educator Plan may be established at Summative Evaluation Report meeting
in prior school year)
35th
October 18
Evaluator completes Educator Plans
45th
November 1
Evaluator should complete first observation of each Educator
55th
November 19
Educator submits evidence on parent outreach, professional growth, progress on
goals (and other standards, if desired)
* or four weeks before Formative Assessment Report date established by Evaluator
80th
January 4
Evaluator should complete mid-cycle Formative Assessment Reports for Educators
on one-year Educator Plans
100th
February 4
Evaluator holds Formative Assessment Meetings if requested by either Evaluator or
Educator
110th
February 25
Educator submits evidence on parent outreach, professional growth, progress on
goals (and other standards, if desired)
*or 4 weeks prior to Summative Evaluation Report date established by evaluator
130th
March 25
Evaluator completes remaining required observations of each Educator
140th
April 9
Evaluator completes Summative Evaluation Report
150th
April 30
Evaluator meets with Educators whose overall Summative Evaluation ratings are
Needs Improvement or Unsatisfactory
160th
May 14
Evaluator meets with Educators whose ratings are proficient or exemplary at request of
Evaluator or Educator
170th
May 29
Educator signs Summative Evaluation Report and adds response, if any within 5 school days
of receipt
170th
May 29
Educators with PTS on Two Year Plans
Completed By:
Activity:
Evaluator completes unannounced observations)
Any time during the 2-year evaluation
cycle
Evaluator completes Formative Evaluation Report
June 1 of Year 1
Evaluator conducts Formative Evaluation Meeting, if any
June 1 of Year 1
Evaluator completes Summative Evaluation Report
150th day of Year 2
Evaluator conducts Summative Evaluation Meeting, if any
170th day of Year 2
Evaluator and Educator sign Summative Evaluation Report
170th day of Year 2
Next Steps
• Become familiar with the new
Teacher Evaluation contract
language
• Full day professional development
September 20th at Middle School to
do self-assessment and develop
Smart Goals